Sample Lesson Plan I
Sample Lesson Plan I
Sample Lesson Plan I
Summer 2013
Name: Sheila Morton
Subject/Grade: English Literature, Junior
Estimated Time Frame: 90 minutes for this lesson; this is the introductory lesson to a unit that should span 3 weeks
on Romantic Poetry
Standard(s):
Literature Strand, Standard 2:
Determine two or more themes or central ideas of a text and analyze their development over the course of the
text, including how they interact and build on one another to produce a complex account; provide an objective
summary of the text.
Literature Strand, Standard 5:
Analyze how an authors choices concerning how to structure specific parts of a contribute to its overall structure
and meaning as well as its aesthetic impact.
Literature Strand, Standard 9:
Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of American
[and British?] literature, including how two or more texts from the same period treat similar themes or topics.
Big Idea(s)/Essential Question(s): Understand some of the key themes of Romantic Poetry and be able to
identify ways in which those themes are explored in the poetry of two important writers of the same period,
William Blake and William Wordsworth.
New
Learning:
Note: Verbs taken from Blooms Taxonomy. I tried to make sure that I was helping
students develop skills at various levels of thinking.
Applications - Romanticism is a key movement in literature; in fact, many would argue that we are
still in the Romantic era. Its important for students to recognize the impact of this movement and
its historical importance.
This lesson also helps them develop critical reading skills as they carefully analyze and compare
the writings of two poets.
Learning Target(s)/Objective(s):
Students will be able to name some key features of Romantic poetry. Students will be able to explain why
Romantic poets wrote with these features. Students will be able to identify these features in the poetry of Blake
and Wordsworth. Students will successfully compare how Blake and Wordsworths poetry manifests ideals of
Romanticism.
Summative Assessment:
At the end of this lesson there is an activity in which students, working in pairs, identify which poems were
written by which poet by identifying features of their poetry. This is the summative assessment for this single
lesson.
The summative assessment for the unit would be a unit exam.
Instructional Strategies/Activities:
Goal Setting
Previewing
Lecture
Read alouds
Partner-work/ game
Whole-class discussion
INSTRUCTIONAL STEPS
BEGINNING
Assessment
Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them
MIDDLE
Anticipated Learning
Difficulties/Misunderstandings
and Strategies to Address
Them
Assessment
Formative
Assessment will
be requiring that
students take
notes in their
notebooks, an
ungraded
assessment
activity.
Having students
read aloud lets
me know how
comfortable they
are with the
readings and
with poetry in
general, so this
is, itself, a kind
of formative
assessment.
The students
identification of
in groups. However, by
allowing students to
choose their own
partners, hopefully this
will help them feel
ownership of the activity
and group work will go
smoothly. This is usually a
fun activity for students
and Ive not had any
problems with it in the
past.
END
Homework: Because we will be turning our attention to two more of the Romantic poets in the following lesson, I
would hand out some poems by these new poets and ask students to read the poems, noting in their notebooks
some of the features we discussed today that characterize Romantic poetry.