Rebecca Hankey Hunter Lesson Plan Spring 2017

Unit: 4 Lesson: of

Class: 11th Grade World Literature and Composition

Unit: 4 of 7 Debate, Loyalty, and Evidence Based Reasoning
Teacher: Ms. Hankey

Objectives: Close read the poem and compare thematic information to the core text from this unit. Evaluate and
see intertextuality.
(Learning Target) I can close read a poem and synthesis meaning in relation to our core text Antigone.

Standards:
CCSS.ELA-LITERACY.L.11-12.3
Apply knowledge of language to understand how language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully when reading or listening.

Materials:
- 30 copies of the poem Ozymandias by Percy Shelley: Each hand out will have two copies of the poem
on it. (Will be put in inquirers notebook)
- White board or SmartBoard to display the phrases All great empires must fall. The world as you know it
is never guaranteed.- Note: these phrases can also be changed for the classroom specifically. It could
be the most discussed statements from the anticipation guide.
- Anticipation Guide (Will be put in inquirers notebook).
- Reflection Questions
- PowerPoint to guide the class- could also be done on the white board. Just have something concrete to
assist in facilitating transitions.

Duration: This will be one full class period. 90 Minutes. The lesson will be constructed with 7-10 minutes that
are unplanned. This will be for announcements, attendance, and transitions.

Anticipatory Set:
For this lesson the anticipatory set will be an anticipation guide in question form. Students will be presented
with a list of questions. They will answer the questions to the best of their ability or ask an inquiry question to
better understand the question or to help them make an opinion. This will activate their prior knowledge and get
them engaged in the lesson to come. The questions will also strategically help them connect their reading of the
poem to the work that we have been doing as a class with Antigone. I think that it is imperative that students are
guided to make these connections, but that the questions are leading and not telling. *These questions can and
should be adjusted to take classroom culture and students into consideration (differentiate). Adjust with varying
levels of difficulty, intertextuality, connectivity, and inquiry. They will do this with the poem in hand. (7-10
minutes)

Teaching the Lesson:

Teacher Student
1. Administer the anticipation guide. Give each 1. Fill out the anticipation guide individually. (7-
of the students. They should have the hand 10 minutes).
out of the poem as well as the anticipation
guide. They should work through these
silently and individually. It is imperative that
they are honest and do their best to answer
each question. (7-10 minutes to fill out the
guide)
2. Gather the students back together, circle up (2
minutes).
3. Have students discuss the guide with their
peers in small groups/shoulder partners. *It
might be a good idea to let students sit
with/work with their friends for this portion.
They might be more comfortable talking to
people they know before the class.*
4. Transition from small groups to a class
discussion. Level of depth and discussion is
based on the culture of the classroom. (10
minutes).
5. Modeling: Move into the poetry part of the
lesson. Ozymandias is a sonnet and I think
it is important to read aloud. Read it twice-
two different students or once the teacher.
One of the readers should be confident and
clear. This way they will get the rhythm of the
poem. Model that the note-taking and
annotation will look like on the doc cam as
students read. (7 minutes).
6. Guided Practice: Students will close read the
poem as the two readings occur. Briefly lead a
discussion about the meaning of the poem-
what is being said and what happened. This
should mostly be student led because they
have done close reading activities like this
before. (10 minutes)
7. Check for Understanding: Yarn discussion
activity: This activity is meant to visually
represent the connections between the poem
and the play. Give the following instructions
first
2. Circle up desks (2 minutes).
3. Talk with shoulder partners about the guide
and how you answered. (5-7 minutes).
4. Discuss the guide as a whole class (this is
something that could go for the entire class if
the discussion was good enough. The teacher
could connect this discussion back to the text.
It is up to the teacher to play the field and
facilitate the discussion accordingly. (10
minutes)
5. Follow along as the poem is read aloud. As
they read take notes in the margins (as
practiced in the beginning of the year during
close reading instruction). Students have close
read poems before so they are familiar with
the process. (7 minutes).
6. Close reading discussion- reminder to use
textual evidence. (10 minutes)
7. Work in small groups to review the notes that
you have from previous lessons, the poem,
and the annotations from the play. (10
minutes)

Students will begin by looking back on their

theme notes from the play. They will take
these notes and in small groups discuss how
the themes relate the poem. They will have
the statements on the anticipation guide to
assist them as well. Take notes in your small 8. Break (5 minutes)
group. 9. Circle up, do not stand with group members.
8. Break, stretch out- shake (5 minutes)
9. Get in a circle around the room, do not stand 10. Yarn activity. Actively participate in the
with your group members. discussion that is being had after wards. (10-
10. Check for Understanding: Start the yarn 20 minutes)
activity this is all about making connections.
Students will talk about themes, texts, and
other connections that they made with the
text. The idea here is that they will riff off of
one anothers responses by reading each
 others writing and then making physical
connections and comments that they make.
This is going to make their thinking visible
and draw attention to how many connections
can be made with ideas and texts. There will
be comments and quotes from the students
dialectical journal entries that they have
completed as they read and watch each other
perform important scenes. (The students will
know ahead of time that the journal entry will
be used later and they are therefore advised to
do some extra thinking). These excerpts will
be posted throughout the room. Students will
read them and when they see a connection or
have a though or inquiry they will attach a
piece of string to between the two quotations.
Then to keep track of their thinking they will
take a piece of scotch tape that they will place
on the string. They will write their thinking
on the tape to reference in discussion later.
Students will go on making connections,
connecting writing with yarn and explaining
with tape. If a connection has already been
made with yarn then all a student needs to do
to add to the connection is out another piece
of tape on the yarn.
11. Facilitate Discussion

11. Participate in discussion about connections.

(10-20 Minutes)

Closure: After the yarn activity I want them to do a reflection. The skills that we practiced in this lesson are
ones that we have learned before, but this was a lot of guided practice and monitoring their practice. Therefore,
it is important to assess what the students are thinking both about the texts we discussed and the skills they are
practicing. Since this lesson is interactive I want this to be worked in informally at the end of class during out
discussion of the connections made. (10 minutes)

Independent Practice: For homework they will have the weekend to find another text that they could connect
to the themes and discussion that we had in class. I want to highlight how literature (text) feeds into itself.
Intertextuality and popular culture are good ways to show students that the things they read in class (not matter
how old they are in the case of Antigone) can be relevant and inform their daily lives. They will have to bring in
the name, author/creator and genre of the text on Monday. Explain this in the last (5-10 minutes)