Learning Experience Plan

Subject: English Language Grade level: 9th grade

Unit: Poetry Length of LEP (days/periods/minutes): 1 period

Topic: Similarities and Differences Between Poems

Content Standards:
RL.9-10.1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.

Literacy Standards:
RL.9-10.2
Determine a theme or central idea of a text and analyze in detail its development over the
course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.

Learning Experience Outcomes Learning Experience Assessments

(knowledge/skills) Nature worksheet (Sponge Activity)
Students will: Paper to identify and compare the poetic

identify the use of literary devices in devices used in the two poems written by

William Wordsworth's two poems William Wordsworth.

Homework reflection
"Lines Written in Early Spring" and
"Lines Composed a Few Miles Above
Tintern Abbey."
compare the two poems and identify
what are similar and different between
the two pieces.
review the comparison of the poems to
come to a conclusion about the poet.
Differentiation (What will you do to meet the needs of students at these different levels?)
Approaching On-level Beyond
The students can work in a Allow students to make Provide students the opportunity
group to identify and compare decision between working to go around and help
the poetic devices used in the alone, working with a partner, classmates for the guided
two poems. The students will or working with a group for the practice activity. Students can
also receive extra assistance guided practice. also be the group assistants in
from the teachers in the the groups with approaching
classroom. For the ELL students.

SMA Jacobs Page 1

students, a list of poetic
devices used in the poems
will be given with definition for
each term.
Curriculum Integration (Does this lesson correlate with any other content area? Describe.)
Students will be asked to compare the literary devices used in the two poems, "Lines Written in
Early Spring" and "Lines Composed a Few Miles Above Tintern Abbey." Through this, they will
learn how to identify the differences and similarities between ideas presented in lessons from other
content areas, such as history where students may be asked to compare two historical events
through people, settings, and situations.
Materials Procedures/Strategies

White Day 1 (add additional days as needed)

board and
Sponge Activity (activity that will be done as students enter the room to get them
marker
Nature into the mindset of the concept to be learned) 5 minutes

Worksheet Students will be asked to close their eyes for a few minutes.
(Sponge "You were asked to read two of William Wordsworth's poems about
Activity) nature last night for homework. Now, close your eyes for a while and
Color imagine yourself in nature."
pencils Distribute the Nature Worksheet and color pencils while students begin
Extra pens/ the warm-up exercise.
pencils Ask students to open their eyes and now either write or draw out the
Extra blank scene of nature that they imagined.
pieces of
paper Anticipatory Set (focus question/s that will be used to get students thinking about
the days lesson)

Write down the question on the board: What are some similarities and
differences between the two poems, "Lines Written in Early Spring" and
"Lines Composed a Few Miles Above Tintern Abbey" by William
Wordsworth?
Ask students to keep this question in mind throughout the lesson.

Activating Prior Knowledge (what information will be shared with/among students

to connect to prior knowledge/experience) 5 minutes

Ask a few students to share with the class what they wrote or drew on

SMA Jacobs Page 2

 their worksheets.
Tell a few students to connect what they wrote/drew or what their peers
shared to the texts that they've read. Ask students questions like: Were
there anything from this activity that reminds you of something that
you've read from last night's readings?

Direct Instruction (input, modeling, check for understanding) 15 minutes

Input:

Ask volunteers in the class to summarize the texts that they were asked
to read for homework last night. To refresh memories of students and to
help prepare the students who did not read the texts.
Help students to identify unknown vocabularies or confusing concepts in
either of the two poems.

Model:

Demonstrate an example of comparing through identifying the differences

and similarities between the two titles of the poems.
For example:
Similar: The titles of the poems imply that the poem is
something written through the poet contemplating or
reflecting on a particular situation or scene.
Different: One poem's title involves the nature of spring.
The other poem involves the human built structure of
Tintern Abbey.

Check for Understanding:

Ask students to have a short 2 minutes discussion with someone sitting

next to them. Their discussion must focus on some other comparisons
that they've noticed between the two poems without going into deep
analysis yet.
Walk around the classroom to make sure that all students are having
productive and focused discussions.

Guided Practice (how students will demonstrate their grasp of new learning)
10minutes

SMA Jacobs Page 3

 Ask students to take out a piece of paper.
Independently, the students will examine and analyze the two poems
more in-depth.
"Through identifying poetic devices used, such as tone, imagery,
figurative language, and point of view, compare the two poems. How are
the poems similar in regards to the literary language used? How are they
different?"
Have students write down the similarities and differences that they
identified on the piece of paper. Let them know that the sheet will be
collected and graded for class participation.

Independent Practice (what students will do to reinforce learning of the lesson) 2

minutes

For homework, ask students to write a one paragraph reflection on this

comparison of the two poems.
Tell students: "Clearly describe your examples and provide evidences to
support your answer."
Lastly, after the reflective paragraph, tell them to answer what they have
learned about William Wordsworth through comparing his two poems.
Ask students if they have any question and make sure the class
understands the assignment. Make it clear the instructor will be available
to answer any question through email.

Closure (action/statement by teacher designed to bring lesson presentation to an

appropriate close)

Conclude with: "Today we examined how to compare two poems through

identifying the poetic devices that were used by the poet. Tomorrow, we
will focus on William Wordsworth and examine his writing style and
structure as a poet.
Tell students that everything they did today will be collected tomorrow in
class.
Thank students for their effort and dismiss the class.
References: Marzano's High Yield Strategies

SMA Jacobs Page 4

 Nature Worksheet
Direction: Write a few sentences or draw an image in the box
below to demonstrate the scene you've visualized when asked to close
your eyes and picture yourself in nature.

SMA Jacobs Page 5

 SMA Jacobs Page 6