FRANKLIN COLLEGE Education Department LESSON PLAN. Cooperating Teacher Name Ms. Hughey Subject Area English Grade Level 8

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1 FRANKLIN COLLEGE Education Department LESSON PLAN Student Name Carolyn Moore Lesson Plan No 1 Cooperating Teacher Name Ms. Hughey Subject Area English Grade Level 8 Signature for Approval (Cooperating Teacher) Date Prepared 1/19/2011 Date Taught 1/24/11 Related Standard (Number) 8.3.1, 8.3.6, (Description) Standard 8.3.1: Structural Features of Literature: Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (including ballads, lyrics, couplets, epics, elegies, odes, and sonnets) : Identify significant literary devices, such as metaphor, symbolism, dialect or quotations, and irony, which define a writer's style and use those elements to interpret the work.:8.3.7 Literary Criticism: Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author. (Core Standard) TOPIC (key point; concept; skill): Identify the difference between figurative and literal meaning and the historical context in relation to a poem OBJECTIVE (TSWBAT + performance, conditions, criteria): In order to understand the use of figurative and literal meaning and the writing devices related to poetry, TSWBAT read a selected piece of poetry and identify, through oral communication, the ways in which the poet uses these devices and discuss the meaning of the overall literary piece in the historical context that is presented in the classroom discussion. MATERIALS: Teacher: Teacher edition of the Prentice Hall Literature book, whiteboard, whiteboard markers. Student: Prentice Hall Literature book, notebook paper, pen or pencil I. PROCEDURES (teacher and student tasks) A. Beginning of lesson Classroom management two-part step (to have students ready to learn, in listening position, where they need to be): The teacher will call attention to the front of the classroom and ask students to look at the board when they are ready to begin. The teacher will instruct the students to take out their Literature books and turn to page Statements to initiate or set the stage for the lesson; motivation; overview; or establish an atmosphere:

2 During the past few weeks, we have discussed various types of poetry, as well as the sound devices and figurative language poets use in their writing. Today, we will be looking at three new terms-- figurative meaning, literal meaning, an analogy-- during our reading and discussion of two famous poem s, The Road Not Taken, and O Captain, My Captain. B. Instruction Steps: * Modifications (strategies to meet individual special needs at a particular step) 1. The teacher will review with the students the poetic terms they have discussed in class during the past two weeks; specifically sound devices and examples of figurative language. The teacher will then discuss new and previously taught terms by defining the terms symbolism, figurative meaning, literal meaning, an analogy on the white board. The students will be expected to record these terms in their notebook. 2. The teacher will then instruct the students to turn to page 703 in their literature textbooks. The students will be instructed to follow along as the teacher reads aloud information about the two poets, Robert Frost and Walt Whitman. The teacher will discuss that aspects about the poet s life can help us understand the context or meaning behind a specific poem. 3. The teacher will then have the students turn the page to The Road Not Taken, by Robert Frost. The teacher will read aloud the poem for the students, as they follow along. 4. Once the teacher has completed the poem, she will spark classroom discussion by asking Is Frost talking about two real, dirt path s in which he had to choose between? The teacher will look for the answer no to guide discussion of the literal versus figurative meaning of the poem. 5. When the teacher is satisfied that the students have achieved understanding of the figurative meaning of The Road Not Taken, she will then introduce students to the next poem to be discussed, Whitman s O Captain, My Captain, by reminding students of the information they read about Whitman. The teacher will look for a student answer that discusses that Whitman helped wounded Union soldiers during the Civil War. 6. The teacher will have students turn in their literature books to the selected piece of poetry. Before reading the poem aloud, the teacher will discuss that this poem was written as an eulogy for President Abraham Lincoln. During this time, the teacher will prompt students to share information They may know about President Lincoln s death, and about the historical events that surrounded his death during that time, i.e. the Civil War and the Confederate surrender only a few days later

3 that ended the Civil War in the United States. 7. The teacher will then read the poem, O Captain, My Captain, aloud to the class. At the end of the poem, discussion of what the poem means, and the way in which that meaning is conveyed, will begin. To prompt discussion, the teacher will ask students who the captain in the poem is referring to ( Lincoln), and what the ship in the poem is referring to( the United States). 8. The teacher will then instruct students that they will be having a paper discussion of the poem. The students will be asked to respond to 2-4 questions that the teacher writes on the board. The students are to respond on their own notebook paper. Once all students have had a chance to respond, the class time will end with group discussion of the posed questions. Closure statement (brief lesson review, summary; doesn't have to be the last step if something is going to be made or an activity will follow): In the past few weeks, we have worked on identifying poetry terms and identifying their use in various poems that we have read and discussed. Who can tell me what new terms we defined and used today? II. ASSESSMENT (how is objective met by students: observation, written work, presentations, quiz, etc.): All students will be assessed through teacher observation on their participation during classroom discussion. Students will receive a participation grade for the day if they are alert, follow directions, and have written answers to the posed questions during paper discussion. III. EXTENSION (what will be done beyond lesson): To extend this lesson the teacher will provide copies of another poem that was written about President Lincoln s death The Martyr by Herman Melville.The students would compare the feelings and thoughts regarding Lincoln s death to that of the poem O Captain! My Captain!, through a compare and contrast graphic organizer. IV. REMEDIATION (strategies for those who need further instruction, assistance): Students needing further assistance will be given a worksheet to answer during reading of the poem, with the assistance of a teacher or teaching aide ( depending on class period*). The worksheet will have questions that break down each stanza of the poem to help students take notes during the reading and during the class discussion for understand of the text. V. HOMEWORK ASSIGNMENT(S): Students will be assigned to read the next poetry selection in their Literature books as homework, and to note the use of figurative and literal language, by citing specific examples from the text.

4 Remediation Work Sheet Guided Reading Worksheet O Captain, My Captain Read the poem O Captain! My Captain! by Walt Whitman. Think about the author s feelings about President Lincoln s assassination. 1. Who is Whitman referring to as the captain? 2. What does the ship represent in this poem? 3. What is the prize that is sought and won referring to? 4. How does the author feel about the captain? 5. What does The ship has weathered every rack mean? 6. Why won t My Captain answer?

5 Extension THE MARTYR by: Herman Melville ( ) OOD Friday was the day Of the prodigy and crime, When they killed him in his pity, When they killed him in his prime Of clemency and calm-- When with yearning he was filled To redeem the evil-willed, And, though conqueror, be kind; But they killed him in his kindness, In their madness and their blindness, And they killed him from behind. There is sobbing of the strong, And a pall upon the land; But the People in their weeping Bare the iron hand: Beware the People weeping When they bare the iron hand. He lieth in his blood-- The father in his face; They have killed him, the Forgiver-- The Avenger takes his place, The Avenger wisely stern, Who in righteousness shall do What the heavens call him to, And the parricides remand; For they killed him in his kindness, In their madness and their blindness, And his blood is on their hand. There is sobbing of the strong, And a pall upon the land; But the People in their weeping Bare the iron hand: Beware the People weeping When they bare the iron hand.