Help w/ ELA Poem Lesson Plan I need help with objective and anything else you think I should change?

7th Grade English Language Arts

Preinstructional Phase:

1. Standard 2: Student will read, write, listen, and speak for literary response and expression.

2. Objective: Cognitive: Given examples of poetry, Student will know and be able to relate a literary work to artistic creations during the period of its setting (18th Century England). Student will be able to given at least two examples literary qualities.

3. Objective Affective: Student will work in small groups and demonstrate a positive feeling towards poetry, as measured by group discussion.

4. Concept: Teach students about poetry set in the 18th Century The Highway Man

Key Vocabulary-Highway Man a robber

Facts- Highway Man was a robber not a person who worked on the road crew.

Effects of setting on the way the poem is introduced.

5. Materials: Text, ELMO, CD Player, and Notebooks.

6. Literacy Framework: Reading, Writing, Speaking, Listening, Vocabulary and Development

7. Student Adaptation: Re-Write Depending on student’s IEP/504 Plan

Homework choices to accommodate different learning styles

Include examples that may be familiar to a variety of socioeconomic and cultural groups

8. En Route: Understand setting

Differentiate the individuals in the poem

Generate examples of literary elements within the poem

Analyze the relationships between Bess and men

Interactive Phase

9. Focusing Event: “Everyone think about what it may mean to be a Highway Man.” Discuss in whole group what they think of a highway man? Read together the biography of author (ELMO) and explain the meaning of a highway man to the setting of 18th century England. What would you call a Highway Man of the 21st Century? What makes you think that is true of a Highway Man?

Formative Check: Ask each student their thought about a Highhway Man by choosing each student.

Transition: This is an example of a Highway Man. Today we will explore the poetic expression and meaning of a Highway in the 18th Century.

11. Active Learning

Active Learning: Create a T-chart based on your past experience with poetry of any type, give three pieces of positive feedback and three pieces of negative feedback.

Formative Check: Walk around to check answers on paper. Talk to them about the ease of poetry.

Transition: Now that we know about past experiences with poetry let us move on the the Highway Man.

Put below photo on the ELMO.

Active Learning: Provide background information on what a “highwayman” was, his purpose, and why he was celebrated in song, poems and literature. Looking at the portrait, ask about the features that would help you identify a highwayman?

Formative Check: Put students in a circle. Have student write down their answers and then go over answers around the circle.

Transition: Now that they have an understanding about what and who a Highway Man is they can now separate into small groups of three or four and read them poem.

Active Learning: In small groups of three or four students each student with get a stanza from the poem. In their small groups students will analyze their section on a sheet of paper to be handed in. I will circulate around groups to hear the discussion.

Formative Check: Groups will now get into a large circle and collectively dissect the poem and discuss what each group had, meaning they will recite their section because no one else has that section and tell class what they thought.

12. Closure: As a class, ask groups to share one word or phrase they learned no tow can be alike.

13. Extending Activity: Develop a character sketch of a highwayman or update their stanza to a 21st Century language, so that you will be prepared to discuss it in class tomorrow.

Post-Instructional Phase:

14. Evaluation (Summative): The teacher will assess the students by keeping track of who asks questions and participates with group and class discussion during reading. Reading what was written in class and viewing homework the following day.