Stephanie Boutin

EDU 5170
Technology Integrated Lesson Plan
Subject: 12th Grade English
Topic: Victorian Poets
Standards:
A. Content Area:
i.
CCSS.ELA-LITERACY.RL.11-12.1
Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where
the text leaves matters uncertain
ii.
CCSS.ELA-LITERACY.RL.11-12.4
Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful.
iii.
CCSS.ELA-LITERACY.RL.11-12.5
Analyze how an author's choices concerning how to structure specific parts of a text
(e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its
aesthetic impact.
iv.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
v.
CCSS.ELA-LITERACY.W.11-12.2.A
Introduce a topic; organize complex ideas, concepts, and information so that each
new element builds on that which precedes it to create a unified whole; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when
useful to aiding comprehension.
vi.
CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant facts,
extended definitions, concrete details, quotations, or other information and examples
appropriate to the audience's knowledge of the topic.
B. ISTE:
i.
Creativity and innovation: Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes using technology
a. Create original works as a means of personal or group expression
ii.
Research and information fluency: Students apply digital tools to gather, evaluate,
and use information
a. Locate, organize, evaluate, synthesize, and ethically use information from a
variety of sources and media
b. Process data and report results

Lesson Objective(s): Students will:

1. Research the philosophies of Victorian authors by using www.victorianweb.org
2. Evaluate a specific Victorian poets philosophy through the analysis of one of their poems using
www.poetseers.org
3. Compile what they have learned about their poet within the context of Victorian literature and
write a newspaper review, using Microsoft Publisher, about the poem, being sure to touch upon
how their poet exhibits craft or sentiments of the time. Students will also enhance their writing
through visual support, such as relevant pictures.
Introduce the Learning Activity:
A. I begin the lesson by asking students what they know about the Victorian period; this can
include social issues, writing movements, historical events, etc. ( 3-5 minutes) After the
students have come up with a list, I will show them the website, www.victorianweb.org and
show them how to get to the page Philosophy. I will then ask the students to go to their
computers in groups of two or three and access this website. They will read about some of
the characteristics of Victorian literature and get an idea about the social and historical
issues people were writing about at the time, this will be used as the research for the
newspaper assignment (5 minutes). Then, I will direct students to www.poetseers.org and
have them search for Victorian poets. Each group will choose a poet off of the list on the
website, click on the name, and then choose one of the poems at the bottom of the page.
Students can also read the mini-biography about the poet and use that as part of their
research (5-7 minutes). Students will then read the poem of their choice and analyze how
the theme, structure, etc. reflects the life of the author or the world he/she was living in.
Once they have their ideas, students will open up Microsoft Publisher, choose a newsletter
template, and write a news review of the poem, incorporating their research and reflecting
on how the world of the author impacts the poem.
Provide Information:
A. In order to ensure students know how to get to the web pages they need for reliable
research, I will use the projector to show the steps and which links to click on. In front of
the class, I will go to www.victorianweb.org then click on philosophy. Later in the lesson,
I will also show them www.poetseer.org and make it clear that the only way to find the
Victorians is to type it in the search bar and click the first link.
Provide Practice:
A. Students will be given time to explore the websites and ask questions as needed. The
research portion is not graded and will be an open time for students to orient themselves
and find out what they want to write about.
B. In a previous class we would have already practiced analyzing poems based on social
context as well as writing a review, keeping in mind audience, purpose, organization,
integration of research, and grammar.
Provide Knowledge of Results:
A. Throughout the lesson the teacher will check in on groups and ensure the objectives and
task are clear. The teacher will answer any questions and give positive and encouraging
feedback when students are working.
B. Written feedback will be given after the class is over. The teacher will write about the
positive aspects of what happened during research time.
2

Review the Activity:

A. At the end of the lesson, groups will come together and the class will have a discussion on
their findings. Students will specify which poet and poem they chose as well as summarize
what their analysis was. They do not have to read their newspaper article, just summarize
for the class. We will then discuss any similarities or differences and why those may have
occurred.
Method of Assessment:
A. Students will hand in their newspaper review and be graded with the following rubric:
Criteria
Integration of
Research

Analysis of
Poem

Writing

Aesthetics

0
Includes no
research

1
Includes some
research, but
does expand on
why it is
relevant

Does not
include any
analysis of the
poem

Touches upon
analysis of the
poem briefly,
does not show
understanding
of the poem

Many mistakes
with grammar
and mechanics
as well as poor
organization

Multiple
grammatical
errors, difficult
to follow

Set-up of
newspaper
page is
confusing, no
integration of
pictures/added
effects

Page set-up is
okay, no use of
pictures/added
effects

3
Good
Excellent
integration of
integration of
research,
research,
expands on
explains why
importance,
included
could add more information is
important
Analyzes poem Analyzes poem
well, touching thoroughly, not
upon why it
only stating
reflects the
why it reflects
time period
the time period,
through
but also how,
discussion of
discusses
theme
themes as well
as craft,
structure, and
language
Several minor
Little to no
grammatical
grammatical
errors,
errors,
organization is excellent
clear
organization,
target audience
is clear
Page looks
Professional
professional
looking, very
and like a
aesthetically
newspaper,
pleasing, uses
uses at least
the pictures to
one
enhance what
picture/effect
is being written
to make it
pleasing to the
eye