| Individual Lesson Plan |
| Standards and Objectives: ELA10RL1 The student demonstrates comprehension by identifying evidence (i.e., examples of diction, imagery, point of view, figurative language, symbolism, plot events and main ideas) in a variety of texts representative of different genres (i.e., poetry, prose [short story, novel, essay, editorial, biography], and drama) and using this evidence as the basis for interpretation The student identifies and analyzes elements of poetry and provides evidence from the text to support understanding; the student: a. Identifies, responds to, and analyzes the effects of diction, syntax, sound, form, figurative language, and structure of poems as these elements relate to meaning. |
| As a result of this lesson/unit, students will Know (facts, vocabulary), Understand (concepts), and/or be able to DO (skills): Know: Students will know what poetry is and will be able to define tone and imagery. Understand: Students will understand how tone and imagery affect the meaning of a poem. Be Able To Do: Students will be able to effectively read poetry with understanding. |
| Essential Question(s): What is poetry? Who is T.S. Eliot? What is Imagery? What are the different types of Imagery? What is Tone? How is tone conveyed? What is mood? How is it different from tone? | |
| Strategies used: Prezi Dramatic Reading (video) Drawing and Coloring Imagery |
| Instructional Activities | | Materials | ||
| Lecture/Discussion | x | Text/Supplemental Resources | x | |
| Demonstration/Modeling | x | Handouts | x | |
| Simulation | | Maps/Charts | | |
| Group Work | x | Multi-Media Presentation | x | |
| Oral Presentation | | Computer Lab | | |
| Guided Practice | | Student Use of Digital Tools | | |
| Lab/Project | | Other: | | |
| Individual Work/Homework | | Other: | | |
| Media Center | | Other: | | |
| Evaluation | | Essential Vocabulary | ||
| Written Response | | Poem | | |
| Oral Response | X | Imagery | | |
| Quiz/Test | | Tone | | |
| Visual Representation | X | Insidious | | |
| Model | x | Tedious | | |
| Performance Assessment | | | | |
| Formative Assessment | | | | |
| Summative Assessment | | | | |
| Instructional Plan: | ||||
| | Time Allowed | Specific Plan | Materials | |
| 1 | 10 minutes | Introduction to lesson Prezi on T.S. Eliot Bio, Poetry, and terminology | Computer for Prezi | |
| 2 | 10-15 minutes | Explain plot of poem Play video of T.S. Eliot reading “Prufrock” Discuss tone and mood | Computer for video Copies of poem | |
| 3 | 20 minutes | Pass out sections of poem with images Have students draw what they see in the image described Have each group discuss and explain their drawing and how it relates to the poem | Crayons Paper Copies of poem | |
| 4 | | | | |
| 5 | | | | |
| 6 | | | | |
| Adaptations/Modifications: I don’t think I would have to adapt this too much, since it mainly involves basic poetry topics and coloring. However, since T.S. Eliot is complicated poetry, I would have inclusion or remedial students read an easier poem using the same strategies (“The Red Wheelbarrow” by William Carlos Williams). | ||||
