the eagle lesson plan

Lesson Plan Template

Lesson Plan TemplateGrade/Content

Area Grade 11/ English Language Arts

Lesson TitleIntro: what is Poetry/ Poetry reading strategies

GLEs/GSEs R-12-4.2 Demonstrate initial understanding of elements of literary texts by ... Paraphrasing or summarizing key ideas/plot, with major events sequenced, as appropriate to text (Local)

R-12-2.1a Students identify the meaning of unfamiliar vocabulary by ... Using strategies to unlock meaning (e.g., knowledge of word structure, including prefixes/suffixes, common roots, or word origins; or context clues; or resources including dictionaries, glossaries, or thesauruses to determine definition, pronunciation, etymology, or usage of words; or prior knowledge) (Local)

Context of the Lesson

This unit will be introduced at the beginning of the third quarter in an 11th grade English Language Arts classroom. The unit will begin by addressing what poetry is, and reading and analyzing strategies to decipher meaning. These lessons will be introduced at the beginning of the unit so students can use these techniques throughout the quarter.

The students will begin a poetry folder which holds a page to be filled out after every lesson, containing the three poetry questions discussed in lesson 2.

Once these strategies are established, the students will be introduced to a series of elements that create the meaning within the poem, as well as prevalent themes in poetry.

The students will finish up the unit by using the elements, themes and poetry questions to create a classroom anthology, made up of the students own poems, the poems we learned in class and higher level thinking questions the students designed themselves for the poems.

By the end of the semester, the students should be able to read/analyze poetry, pick out figurative language devices, identify important themes and decipher meaning.

Haley Meiklejohn of 33


Opportunities to Learn

Diverse Learning:We will be discussing and inferring meaning of hard vocabulary words within the poem to help readers who may not understand. The words will be highlighted on the ditto, allowing the students to identify the words and to take notes on the meaning. Even before this part of the lesson, I will have already translated the poem on the board, which will also help the students make connections.

The students will be given a handout of the poem to follow along and there are lines provided for their translations. The post writes will be read aloud and put on the board for the students to complete at the end of class, however, a printout will be available on the desk for students to take home. The print out has guiding questions for students who need the extra help.

Materials Needed: “The Eagle” by Lord Alfred Tennysonpost write printout

Objectives 1.Students will access prior knowledge of poetry in a quick write at the beginning of class.

2. Students will examine a poem by defining unknown words and translating the poem into their own words (paraphrasing) in groups using the poem “The Eagle.”

3. Students will then interpret the meaning in a post write activity, in which they will also evaluate the use of the reading strategy.

Instructional Procedures

Opening: Before we begin class, I would like to see what you believe “Poetry is”. Please take out a sheet of paper tell me what you think poetry is. Perhaps even tell me of a poem that you enjoyed. The students will answer the questions while I write “The Eagle“ translated into my own words. They will be instructed to look to the board and read the words to themselves. Now that everyone has completed their quick write, please look to the poem I wrote on the board. Does this fit your idea of poetry? What do you think of it? Was it easy for you to read?



What would you change about the poem? Students should say that the poem was easy to read but they did not think the poem was creative and that it was boring. The reason that you feel this way is because this is not the actual poem; this is my translation into my own words. Now I will pass out the actual poem for us to read aloud together. Would anyone like to read the poem? Either a student reads the poem or I read the poem myself. Which version did you feel was more poetic? Why do you feel that way? How did the poem make you feel? Students should say that the other version was more poetic because of the words the author used. They may even mention imagery, if they have heard this term before, and how these words gave them a different picture in their head. The Reason why I showed you this exercise is because this is a way to help you learn how to read a poem. By taking language that is harder for you to understand and translating it into your own words will help you not only understand the words better, but also the meaning of the poem

Engagement: Today, we will be working in groups. In our groups, we will be taking a poem and translating it into words easier for us to understand. I will erase the poem before this activity. However, before we get into groups, I would like to read this poem aloud and identify some words that you may not understand. I will go over the use of unfamiliar words, such as azure and crag and the reason why the author used such words. Also the students and I will go over language such as “azure”, “wrinkled sea crawls” and “thunderbolt”. I will have the students infer the meaning behind the images. As you can see, we have already begun the translating process by deciphering the words that we do not understand. Now, in your groups you are to take this same poem and translate it entirely. What I want you to do, is take the most literal and understandable word you can find for each image that the author presents and rewrite this poem with your groups. None of the same images should be used. Just as you saw in my example “Winter”. Once we have finished, we will share the poems that we came up with.

Closure: Time is up class; let us see what we have found. Students will read the poems that they have created. The students should find the differences between the actual poem and what the



groups came up with to be humorous. Compared to the actual poem, these do not seem like poems at all, do they? However, once we defined the words we did not understand and translated the poem, we all understand what the author was trying to say. This break down of the poem, by translating it into our own words is called paraphrasing, it will help you throughout the unit on poetry. However, we don’t only use this method in poetry, but we also use this translating to understand meaning in life. One obvious example you may find in your history class. Upon reading historical documents, we may not understand what they mean, so we translate it into our own words to decipher the meaning. Tonight, notice where you find yourself translating or trying to decipher meaning, or think of where else this strategy may be useful. But before we go, I would you each to take a moment to answer the three questions written on the board. If you do not finish, copy the questions down and finish them for homework.

Three questions will be written on the board for the students to answer:

1. After reading this poem, and using the strategy, what do you believe that the poem is about?

2. Why do you think the author used this language?3. Did this strategy help you to understand the poem

better? Why do you think it did?

Assessment 1. Have the students write the names of each member of their group and pass in their translation of the poem to asses their ability to accurately use this strategy towards the poem.

2. Collect the students post writes and assess the students understanding of how to read poetry and infer meaning and why strategy is important.

Reflections Student Work Sample 1 – Approaching Proficiency:

Student Work Sample 2 – Proficient:

Student Work Sample 3 – Exceeds Proficiency:



Lesson Implementation:

Name:____________________________Date:______________Pr:____

Paraphrasing



Poem: Translation:

The Eagle

He clasps the crag with crooked hands; ______________________________

Close to the sun in lonely lands, _______________________________

Ringed with the azure world, he stands. ______________________________

The Wrinkled sea beneath him crawls; ______________________________

He watches from his mountain walls. _______________________________

And Like a Thunderbolt he fells. _______________________________

Alfred, Lord Tennyson

Notes:

Post Write Questions:

1. After reading this poem, and using the strategy, what do you believe that the poem is about?

What is the poem trying to say about the eagle? How does it make you feel about the eagle?

2. Why do you think the author used this language?

As opposed to the language we translated it to.



What is the difference between the two?

3. Did this strategy help you to understand the poem better? Why do you think it did?





Lesson Title Poetry Detectives: Who, What and Why’s of Poetry

GLEs/GSEsR-12-5.5 Analyze and interpret literary elements within or across texts, citing evidence where appropriate by ... Explaining how the author’s purpose (e.g., to entertain, inform or persuade), message or theme (which may include universal themes) is supported within the text(s) (Local)

R-12-13 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; summarizing; making text based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self , text to text, and text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information






By the end of the semester, the students should be able to read/analyze poetry, pick out figurative language devices,



identify important themes and decipher meaning.


Diverse Learners:Students will be provided with handouts for each lesson containing the three questions. The ditto I will model with the students will have guiding questions that the students can refer to throughout the semester, as well as an organizer.

Since this is their first lesson in close reading and using the question strategy, on the handout of the poem “The Mirror”, the important areas I think should be commented on will be bracketed with a line provided for the student to comment.

Materials:

”The Mirror” bt Sylvia Plath“Ars Poetica” by Archibald MacLeishpotry packet with questions

Objectives 1. Students will analyze poetry by examining the speaker, purpose and how it is achieved by using the poem “The Mirror” by filling out the handouts they are presented with their groups

2. Students will demonstrate their understanding of using this strategy to find meaning by filling out their poetry organizer and providing evidence of close reading for “The Mirror” and “Ars Poetica”.


Opening: In the previous lesson, we discussed what poetry was and one method for reading a poem. Who can tell me what that method was? Student should say paraphrasing. This was one effective method for understanding a poem. However, today we will be trying out another method. This method will take us a step further from just understanding the surface meaning of a poem. We will be learning how to analyze a poem to find deeper meaning. We will focus on three important questions that will follow us throughout the unit of poetry. Who is the speaker, what is their purpose and why, and how is it achieved. In the packets I am passing out, you will find these



three questions on a series of pages. After each lesson we complete throughout the unit, we will fill in these pages. The more accurately you fill them out, and the more time you take on them the day we complete the lesson, will help you at the end of the semester.

Engagement: On the second page of the packet is a graphic organizer to guide the students to understanding what information I am looking for in each question. We will go over each one of these questions and I will model what I am looking for using “The Eagle”, which the students are already familiar with from the previous lesson. I will show them how to do a close reading to find the answers to these questions. They will be able to ask any questions or concerns they have, so they understand this concept that we will be using throughout the unit. Now it is your turn. We will be discussing “The Mirror” by Sylvia Plath. In your groups, I want you to answer these three questions in regards to the stanza I assign to your group. I will divide the students into six groups. Three groups to the first stanza and three to the second stanza. They will present their findings to the class. Students should say something in regards to the author comparing herself to a lake and a mirror to describe herself. Now that we see the purpose behind each stanza, we need to find the reason why she put these two ideas together into a poem. What reason would she compare these two ideas? Students will share some ideas as to what she is trying to achieve with the poem as a whole and asked to individually write their theory as a post write.

Closure: Today we did close readings to find the answers to our three important questions: Who is the speaker, What the purpose is and why, and how it is achieved. Using these questions and strategies, we found the deeper meaning behind what Sylvia Plath was trying to say. These questions will guide us throughout the unit, so that we understand the poetry and the devices the author is using to achieve the themes and purpose behind their writing. Tonight for homework, I want you to read over the poem “Ars Poetica” on page 754. On a separate sheet answer these three questions. We will be using this poem tomorrow in our next lesson.



Assessment1. Collect handouts from each group and assess the

ability to answer each of the questions taught in class for their assigned stanza of “The Mirror”.

2. Collect quick writes to assess student’s ability to accurately use this theory to further analyze the poem individually.









Lesson TitleLiteral Vs. Figurative: Intro to Metaphors, Simile and Personification.

GLEs/GSEs R-12-4.5 Demonstrate initial understanding of elements of literary texts by ... Identify literary devices as appropriate to genre (e.g., similes, metaphors, alliteration, rhyme scheme, onomatopoeia, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, allusion, diction, syntax, bias, or point of view) (Local)

R-12-6.1a Analyze and interpret author's craft within and across texts, citing evidence where appropriate by ... Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., simile, metaphor, point of view, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, genre, or bias, or use of punctuation, etc.) to analyze literary works (Local)

R-12-17.2 Demonstrates participation in a literate community by ... Participating in in-depth discussions about text, ideas, and student writing by offering comments and supporting evidence, recommending books and other materials, and responding to the comments and recommendations of peers, librarians, teachers, and others (Local)





The students will finish up the unit by using the elements, themes and poetry questions to create a classroom anthology, made up of the students own poems, the poems we learned in class and higher level thinking questions the students designed



themselves for the poems.



Diverse Learning:In the handout with the song lyrics, the students will be provided with an organizer that points out key words or clues when looking for personification, metaphors and simile. This will guide them through the assignment, as well as throughout the unit

When the students are in their groups, I will walk around and help guide the conversations about the poems to make sure that the students are on the right track.

Materials:Pre-quizSong Lyrics pageThree poems- TBD

Objectives 1. Students will analyze the difference between metaphor, simile and personification by identifying each device in lyrics

2. Students will examine three poems for these devices and analyze their effect on the meaning of the poem.


Opening: Students will be given a pre-quiz containing lines from famous poems. On the quiz they will have to decipher the sentences from real and poetic. I will explain to them that the real sentences are part of Literal Language. The speaker is stating what is actually happening. Poetic Language is really figurative language. It is language that uses figures of speech and should not be taken literally. If I were to say it was raining cats and dogs or that my nose was runny, would you believe that animals were falling from the sky or my nose hopped off my face to take a jog? These are both elements of figurative language. This is what we will be discussing today in class.

Engagement:



To teach the students about the difference between the two, we will go over a couple of the questions on the pre-quiz and I will explain the use of metaphor, simile and personification in these lines and key words to help the students decipher the difference. We will go further into depth on these three figures of speech using lyrics from popular songs. The students will make a symbol for each: metaphor, simile and personification, on their own, and using the symbols, they will mark the lyrics in regards to which device is being used. Once they finish we will go over the list and discuss why figurative language is effective in poetry. From there, the students will be divided into six groups. These are the students’ home groups. Then they will be given numbers to go out and complete a jigsaw activity in which they become experts on their poem/device, and go back to present to their home group. Two groups will discuss metaphor, two discuss simile and two discuss personification and how it helps the author achieve their purpose. Before sending the students into their groups I will explain this to them. Also, I will tell the class that once they identify the literary device, if they work backward, it may help them further. Why do they use this? What meaning does it give to the poem- that is the purpose. I will model and example and split them into groups. Once they report their findings, the students are to go back to their desks.

Closure:

Now that we have learned three figures of speech, we can look back to our three poetry questions. (speaker, purpose, achieved) Now we can see that in the poems “The mirror” and “The Eagle”, it was these devices that were used to help the author achieve the purpose. These devices were also used in the poem “Ars Poetica”, which we read last night. Tonight, take one of these threee poems and fill out one of the question hand outs. Focus on how these figures of speech help achieve the author’s purpose. Remember, sometimes if we work backwards and find the figure of speech, we can figure out their purpose from there. What does the metaphor mean? Why would the author use it? THAT is the author’s purpose.

Don’t forget to keep filling out your questions handout!Assessment 1. Collect lyrics handout and assess the students’ ability

to decipher between the three literary elements by how they marked their papers.

2. Collect the students’ homework and assess the student’s ability to analyze the author’s poem and



purpose using the literary terms taught in class by how they answered the three poetry questions we discussed last lesson.









Lesson Title“Isn’t it Ironic?”: Use of Irony in Poetry

GLEs/GSEs R-12-4.5 Demonstrate initial understanding of elements of literary texts by ... Identify literary devices as appropriate to genre (e.g., similes, metaphors, alliteration, rhyme scheme, onomatopoeia, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, allusion, diction, syntax, bias, or point of view) (Local)

R-12-6.1a Analyze and interpret author's craft within and across texts, citing evidence where appropriate by ... Demonstrating knowledge of author’s style or use of literary elements and devices (e.g., simile, metaphor, point of view, imagery, repetition, flashback, foreshadowing, personification, hyperbole, symbolism, analogy, allusion, diction, syntax, genre, or bias, or use of punctuation, etc.) to analyze literary works (Local)










Objectives 1. Students will identify irony through the song “Ironic” and situations in which they see irony in daily life through chalk talk.

2. Students will analyze the use of irony and its effectiveness through a set of questions prepared for each group.


Opening: Today, we will be focusing on the element of irony. To begin, we are going to listen to the song “Ironic” by Alanis MOrrisette. Is anyone familiar with the song? I am going to hand out the lyrics, while we are listening I want you to underline any line or word that you feel will be important to this lesson. On the board, there are two columns named “In the Song” and “In real Life”. I want each student to fgo to the board and right one situation they feel to be ironic in either one of these categories. We will be having a discussion on the subject. Students will engage in a chalk talk to discuss what was written on the board.

Engagement: Once the students have finished this, we will discuss irony: irony of the situation, verbal irony, and dramatic irony. The students will split into groups with the poem “History Teacher.” The students will find the irony, decipher the type of irony, answer the group questions and present their findings to the class.

Closure: As you can see, there are different types of irony and irony is found in the literary world, as well as real life. Before leaving class, you must complete a post write describing a type of irony you have seen, or one from the song, and tell me what type of irony it is, why, and how it could have ended differently. Tonight for homework, read “The Beautiful Changes” by Richard Wilbur on page 994 in your text.

Don’t forget to keep filling out your questions handout!



Assessment 1. Students will be informally assessed by their participation in chalk talk by providing at least one example of irony on the board.

2. Collect students students groups questions to analyze proper identification of personification, metaphor or simile within the poem and provide the meaning.

3. Collect post writes to assess students ability to connect irony to everyday life and understand what makes the situation ironic by answering the post write questions.









Lesson TitleA Sense of Poetry: Lesson on Imagery

GLEs/GSEs R-12-13 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; summarizing; making text based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self , text to text, and text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information

R-12-12.1 Demonstrates ability to monitor comprehension and strategy use for different types of texts and purposes by ... Using a range of self-monitoring and self-correction approaches (e.g., rereading, adjusting rate, sub-vocalizing, consulting resources, questioning, using flexible note taking/mapping systems, skimming, scanning) (Local)










Objectives 1. Students will identify the use of senses in a poem by drawing a picture while the teacher reads the poem aloud.

2. Students will analyze the use of the senses using an imagery graphic organizer.

3. Students will reexamine the poem eliminating the sense that produced the most imagery and evaluate the use of imagery in a post write.


Opening: *Drawing picture whiel I read poem

Engagement: *Model using organizer*Do it in groups*remove sense

Closure: *popst write evaluating using senses by compareing with the sense and without.

Assessment






Lesson TitleImportant themes in Poetry: Memory/ Experience

GLEs/GSEs R-12-13 Uses comprehension strategies (flexibly and as needed) before, during, and after reading literary and informational text. (Local) EXAMPLES of reading comprehension strategies might include: using prior knowledge; summarizing; making text based inferences; determining importance; generating literal, clarifying, inferential, analysis, synthesis, and evaluative questions; constructing sensory images (e.g., making pictures in one’s mind); making connections (text to self , text to text, and text to world); taking notes; locating and using text discourse features and elements to support inferences and generalizations about information

R-12-6.1.b Analyze and interpret author's craft within and across texts, citing evidence where appropriate by ... Examining author’s style or use of literary devices to convey theme (Local)










Objectives 1. Students will identify the notion of theme within a poem

2. Students will analyze the poetry for use of memory and childhood by doing a close reading of “Those Winter Days” and “Digging” and filling in a graphic organizer connecting the reader to text using life experiences.

3. Students will compare their findings of the text and their own lives in a pair/share.


Opening: The lesson will begin with a discussion with the students on the idea of theme. They will be asked to offer their definition of what theme is and examples of themes they have already discussed in the class. (They should at least say choices because that is the theme they are working withcurrently in class). I will link this discussion to the three questions that we have been working with for every lesson, fow often time they will find that the author’s purpose is the theme or similar to it.

Engagement: There are three main types of writing. Informational writing is writing with a practical use to inform and educate. There is persuasive writing. This is the writing with a certain argument in which the author is trying to saway the reader to a certain side. Lasty there is literary writing. This writing is concerned with focusing on the experience the reader has when reading the poem. The emotions that the reader experiences.. This is why often times, the theme of poetry focuses on experiences which the reader can relate- mainly childhood memories. So for the work we will be doing today, we will be working serperately today to complete the



poems. I will model the poem digging for the students. I will show them how to underline lines they can relate to and make notes in a close reading. Then show them how to fill in the graphic organizer to relate self to text. Once they see what to do, they will be instructed to do the same on their own with the poem “Those Winter Days”. Once it seems as though they are finished, they will turn to pair/share, which I will walk around and monitor.

Closure: Students will be provided with a chance to share. I will begin by sharing my connections. Now we have seen one example of an important theme in poetry. We each take the image provided and interpret it in our own way, whether we know it or not, due to the childhood we experiencd. Just in this class, this one poem held different meaning for each one of you. Tomorrow we will look into another theme. For homework, read the two poems I am passing out to you now. We will discuss them tomorrow in class. Try to figure out what the theme is within the poems and make notes. Before you go, we are going to complete a quick write. Now that you have seen this theme in action, I would like you to write what you would write in a poem with this theme. What type of images would you offer? The answers you write here with help you in a future lesson.

Don’t forget to keep filling out your questions handout!Assessment

1. Collect students organizer to see their ability to use the strategy of related self to text to find meaning by offering at least three examples.2. collect post writes to assess understanding of theme by offering ideas for what they would write if given this theme









Lesson TitleImportant Themes II: Difficult Issues

GLEs/GSEs R-12-6.1.b Analyze and interpret author's craft within and across texts, citing evidence where appropriate by ... Examining author’s style or use of literary devices to convey theme (Local)

R-12-4.4 Demonstrate initial understanding of elements of literary texts by ... Identifying the characteristics of a variety of types/genres of literary text (e.g., literary texts: poetry, plays, fairytales, fantasy, fables, realistic fiction, folktales, historical fiction, mysteries, science fiction, legends, myths, short stories, epics, novels, dramatic presentations, comedies, tragedies, satires, parodies, memoirs, epistles) (Local)





The students will finish up the unit by using the elements, themes and poetry questions to create a classroom anthology, made up of the students own poems, the poems we learned in class and higher level thinking questions the students designed



themselves for the poems.



Objectives 1. Students will identify the difficult issue being dealt with within the poems and what devises the author used in dealing with it using “The Whipping” and “Ballad of Birmingham”

2. Students will evaluate why they believe an author would choose to use this medium, how it made them see the issue, how it made them feel and whether or not it would be useful in the classroom in a Socratic discussion.

3. Students will produce a completed brain storm organizer on which theme they choose to address and ideas of which figurative language devices they will choose to suit their piece for the next lesson.


Opening:

Engagement:

Closure:

Assessment








Grade/Content Area Grade 11/ English Language Arts

Lesson TitleBecoming the Writer: Creating our own Poems

GLEs/GSEsW-12-13.2 In writing poetry, use language effectively by ... Using rhyme, rhythm, meter, literary elements (e.g., setting, plot, characters) or figurative language (Local) EXAMPLES (of figurative language): simile, personification, alliteration, onomatopoeia, metaphor

W-12-10 Students use a recursive process, including pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products.










Objectives 1. Students will produce their own poem using the elements and themes we have discussed throughout the unit.

2. Students will produce a peer revision sheet 3. Students will revise and rewrite their final piece for

the culminating project.


Opening:

Engagement:

Closure:

Assessment









Lesson TitleTying it together: Preparation for the culminating project

GLEs/GSEsW-12-3.2 In response to literary or informational text, students make and support analytical judgments about text by ... Making inferences about the relationship(s) among content, events, characters, setting, theme, or author’s craft (Local) EXAMPLES: Making links to author's choice of words, style, bias, literary techniques, or point of view; making links to characteristics of literary forms or genres

W-12-3.4 In response to literary or informational text, students make and support analytical judgments about text by ... Organizing ideas, using transitional words/phrases and drawing a conclusion by synthesizing information (e.g., demonstrate a connection to the broader world of ideas) (Local)




Once these strategies are established, the students will be



introduced to a series of elements that create the meaning within the poem, as well as prevalent themes in poetry.




Objectives 1. Students will develop an understanding of writing higher level thinking questions to go along with poems, elements and themes we have addressed in class.

2. Students will produce questions and answers for the poems they were given within their groups

3. Students will produce similar questions for their own poem they wrote


Opening:

Engagement:

Closure:

Assessment









Lesson TitleWrapping up the Unit: Anthology

GLEs/GSEs W-12-2.4 In response to literary or informational text, students show understanding of plot/ideas/concepts within or across texts by ... Explaining the visual components (e.g., charts, diagrams, artwork) of the text, when appropriate (Local)

W-12-2.3 In response to literary or informational text, students show understanding of plot/ideas/concepts within or across texts by ... Connecting what has been read (plot/ideas/concepts) to prior knowledge, other texts, or the broader world of ideas, by referring to and explaining relevant ideas, themes, motifs, or archetypes (Local)





The students will finish up the unit by using the elements,



themes and poetry questions to create a classroom anthology, made up of the students own poems, the poems we learned in class and higher level thinking questions the students designed themselves for the poems.



Objectives 1. Students will generate their finished pieces within their group

2. Students will be divided into areas of interest for editor, artist and so on to produce the finished class anthology.

3. Students will evaluate the unit in a short handout for homework: what they learned, enjoyed and would change for next time


Opening:

Engagement:

Closure:

Assessment





the eagle lesson plan

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