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Teacher: Ms. Geier Date: April 21 / 22
School: Preston Content Area: English Honors 8
Title: I am From introduction lesson Lesson #: 1 of 3

Content Standard(s) addressed by this lesson:
2.2.a.ii Determine a central idea of a text and analyze its development over the
course of the text, including its relationship to supporting ideas.
2.3.a.iii Explain how an author uses language to express a specific effect (such as
mood, tone, voice)
2.3.b.i Demonstrate understanding of figurative language and interpret figures of
speech in context.

Inquiry Questions:
Why do details matter in poetry?
Why is it important for me to be able to demonstrate my understanding of
literary terms and be able to identify them before being asked to write a
poem using those elements?
Concepts and skills students master: (Understandings, Unit objectives)
Students will demonstrate their understanding of literary terms in the post-
test
Students will identify literary terms in an I am From mentor text to see how
those poems make the poem strong





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Evidence Outcomes:
Every student will be able to:
Audience (A) teacher
Behavior (B) Students will be able to: (IN STUDENT LANGAUGE)
Content: I can recall all of the literary terms and figurative language
terms correctly.
Process: While reading a mentor text, I can identify examples of what
elements make it a strong poem.
Product: By the end of class, I will have started brainstorming ideas
about my own life.
Condition (C) This is the second time students will see the Poetry Terms Test.
They were given a very similar test on the first day of this unit to see what they
knew. The examples have been changed to come from examples in their song
lyrics. Students have no prior knowledge of this test in class because I want an
authentic example of what students have picked up and assimilated into their
understanding with the terms (no cramming for the test). Students will have a
chance to work with table groups to try to find the right answers (group test
theory) because its ultimately more important for me to see students use these
terms in their own writing as a demonstration of their learning than just be able
to match definitions and examples on a test.
Degree (D) It is my hope that the Poetry Terms Test seems very easy for
students. It should not feel hard or cause stress (which is why I didnt warn the
students of the test). My hope is that, as a class, students are at least 75%
proficient as individuals with the test, and almost 95 100 % accurate with the
group test theory.

Assessment of Evidence Outcomes:
I will summatively assess their quizzes and analyze the data of their test scores
individually and as a group. Individual group scores will go in the grade book as an
assessment and those scores are the ones I will look at for the pre-and post-
assessment data scores. Students will be allowed to retake the test if do not
receive a 3 or above on the individual post-test and can only retake the post-test
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if they demonstrate that they have studied the terms and are prepared. Their
group grade will go in the gradebook as a practice score so it will be given credit,
but the individual score will weigh out more. This is one of two post-assessments I
will give students in this unit. The more important post assessment for me is that
students can apply their knowledge of literary terms by demonstrating the use of
those terms (and labeling their use of those terms) in their I Am From process
poems.




Planned Lesson Activities
Activity Name Why, oh why do details matter in poetry and in life?


Approx. Time Group quiz (20 min.), I am from (30 min.), Welcome and
anticipatory set (15 min.)


Anticipatory
Set

1. Watch Youtube to explain syllable:
http://youtube.com/watch?v=TvcgVRULaWw
2. Syllable Game
a. Play Rhyme time with bean bag toss and have students count
the syllables of the previous persons phrase (numeracy)
Teaching/
Presentation:
(Direct
Instruction)
Includes: Input, Modeling and Checking for Understanding
1. Input: I Am From Poem mentor text;
William Stafford claims that good poems have a hook to
link the poem forward through some kind of repeating
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(Select the most
appropriate
teaching model;
see attached
teaching model
description
form for
multiple
options.)

line whats the hook for this poem? (I am from)
2. Modeling: Read through and analyze I am From poem to
demonstrate finding details; demonstrate making a list of
details from my own life (***specific details, not just
general)
3. Checking for Understanding:
Have students help us analyze the mentor text; read lists
as a class to see that students got it
4. Questioning Strategies: Analysis: what literary elements
help make this poem strong? What details help us
visualize when we read this poem? Application: when
you think of your own life, what details help someone see
where youre from?
Teaching
Strategy:
(Guided
Practice)
Guided Release on their own lists; quick analysis of the I am
From poem so that we can get to the lists
I am From Brainstorming: Students can use their peers to help
them brainstorm their lists for I am From poems
Teaching
Strategy:
(Independent
Practice)
Daily Journal Prompt: The daily journal prompt is time when
students work on writing stamina (a full 4 minutes of writing on
either the prompt or a topic of choice). Sometimes the journal
prompts function as an anticipatory set for the lesson.
Daily Reading: The daily reading time is when students work on
reading stamina (at least a full 6 minutes) and this time can be
used to conference with individual students about their reading
and/or writing in class.
Post Test: Students will first take the post test on their own;
then students will have a chance to take the post test with
group quiz theory and see how many students improve their
test scores with group test theory.
Closure Answer this question on a sticky note please: why do details
matter in poetry?
Materials Quiz
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Quiz answer sheets
I am from Original example
Lists brainstorming sheet
Differentiation

To modify: Students who need more time and assistance only
need 3 examples under each list category
To extend: Students who feel ready with their lists can begin
drafting their I am from poem

Assessment



I will assess their quizzes and analyze the data of their test
scores individually and as a group. Individual group scores will
go in the grade book as an assessment so students will be
allowed to retake the test if they demonstrate that they have
studied the terms and are prepared. Their group grade will go in
the gradebook as a practice score so it will be given credit, but
the individual score will weigh out more.
I will only check their I am From brainstorming lists for
completion to begin drafting. I will look for specific details on
their brainstorming sheets