Lesson Plan Template s49

Lesson Plan Rev 2/21/11 Dr. Thieman

Name: Timothy Keene Age/Grade Level: 11th Grade ECO Subject Area(s): Language Arts Unit Title: Poetry Out Loud Lesson Title: Read Out Loud Estimated Time: 83 minutes

Purpose/Rationale for lesson: For students to develop a strategy for annotating and explicating their chosen poem for “Poetry Out Loud.”

Curriculum Framing Questions: Essential Question: How does oral presentation affect how we feel about the written word? Unit Question: What are the best methods for reciting poetry? Lesson or Content Question(s): What is “Read Out Loud” strategy?

Goal: For students to understand the “Read Out Loud” strategy and use it on their chosen poem.

Learning Objective(s): Students will use the “Read Out Loud” strategy to explicate their poem as homework for the next class period.

Curriculum Standard(s):

EL.HS.LI.09 Identify various literary devices, including ﬁgurative language, imagery, allegory, and symbolism; evaluate the signiﬁcance of the devices; and explain their appeal.

EL.HS.LI.10 Interpret and evaluate the impact of subtleties, contradictions, and ironies in a text.

EL.HS.LI.13 Evaluate the impact of word choice and ﬁgurative language on tone, mood, and theme.

EL.HS.RE.13 Use general dictionaries, specialized dictionaries, glossaries, thesauruses, or related references to increase vocabulary.

Materials Needed: Pen and paper, “Read Out Loud” handout (see attached), “Read Out Loud” overhead, overhead projector, 1 dictionary per table group

Background knowledge or skills students need prior to lesson: Students should know the expectations of “Poetry Out Loud” and have chosen their poem for the competition.

Hook or Introduction: Explain briefly the purpose of the lesson. Define a “cold read,” then do a cold read of “The New Decalogue” from the “Read Out Loud” handout. Ask students how it sounded and set up the overhead projector.

Procedures: - 10 Minutes – Hook/Introduction - 40 Minutes – “Read Out Loud” Strategy o Explain “Read Out Loud” . “This strategy encourages you to think out loud as you carefully read a poem. If you run across a word you don’t know circle it, look up the definition, and write it on the sheet. Go line by line, asking questions, making interpretations, and analyzing the poem both out loud to yourself, and in writing on a copy of the poem.” o Using the “Read Out Loud” overhead as an example, walk students through this process. Encourage them to suggest interpretations or to notice specific figurative language or poetic devices. Write all of these on the overhead. Spend a significant amount of time discussing possible interpretations of the poem and what individual words or lines may mean or suggest. - 30 Minutes – Student Practice o Have students take out their own poem for “Poetry Out Loud.” o Explain that this is their 1st journal entry. They are to fully annotate their poem and turn it in at the end of the unit with their notes and a 1-paragraph explanation of what the poem is trying to say. o As individuals, have students practice “Read Out Loud” strategy. o Make sure there is at least 1 dictionary per table group. o Circle the class offering additional help or guidance.

Differentiation/Accommodation:

I will be circling the class during individual work time and will provide additional help to any student who requests it. I will specifically check with students receiving ELL services.

For TAG students, or students who seem to enjoy and are good at this activity, I will encourage the to work with their neighbors to provide additional insight of their poem.

Attention to Literacy: Students will both read and listen to poetry being read out loud, as well as using the dictionary to annotate it.

Closure: Have 1-2 students practice “Read Out Loud” of their own poem for the rest of the class.

Assessment and Evaluation of Student Learning: Formative assessment will take place during student practice time. Summative assessment will take place when students perform the poems they have chosen. Jr. Eng/ECO – CAL Turner/Keene Poetry Out Loud Winter 2011

“Read Out Loud”

As you read and ask questions aloud about the poem below, annotate it by circling vocabulary words you are unfamiliar with and providing their definitions. Also, write in questions you may have or interpretations you can make about specific sections or lines.

The New Decalogue By Ambrose Bierce

Have but one God: thy knees were sore If bent in prayer to three or four.

Adore no images save those The coinage of thy country shows.

Take not the Name in vain. Direct Thy swearing unto some effect.

Thy hand from Sunday work be held— Work not at all unless compelled.

Honor thy parents, and perchance Their wills thy fortunes may advance.

Kill not—death liberates thy foe From persecution’s constant woe.

Kiss not thy neighbor’s wife. Of course There’s no objection to divorce.

To steal were folly, for ’tis plain In cheating there is greater gain.

Bear not false witness. Shake your head And say that you have “heard it said.”

Who stays to covet ne’er will catch An opportunity to snatch.