The Raven Poetry Lesson Plan

Shea Huffman
Direct instruction

Subject: 7/8th Language Arts

structure (e.g., soliloquy, sonnet) contributes to its meaning.

their own free-write poem based off an animal-either a pet or animal in their life; this is to be done after reading, analyzing and class-discus

l have written their own free-write poem based off a pet or animal in their life (creative freedom restricts a length requirement) and be able t

complex):

d other similar works of poetry

or
he Raven
works of poetry
imiles/metaphors within their poems
ives (ex: The Raven and a pet or animal in their life)

cation, hyperbole

Materials/Technology Resources to be Used:

Smart Board (to project image of poem and the raven)

Handout of The Raven by Edgar Allan Poe
Whiteboard (to write definitions of simile, metapho
Students notebooks (to take notes in)
PowerPoint

ing, and make relevant to real life): In regards to this lesson plan, SWBAT write creative free-write poetry, read, analyze and discuss various
be capable of making the connection between their poem and a pet or animal in their lives. To begin class I will have the students come into
ere will be a five-minute time limit for this beginning exercise. Once the five minutes end I will ask any willing students to share what they

nd display the vocabulary definitions using a PowerPoint presentation.

Student Will: take free-hand notes in a notebook and listen

on: For those students who struggle with writing and reading, I will provide copies of the PowerPoint slides with the definition of the word
es will write down the definitions in their notebooks by themselves. While I am teaching the class the definitions from my PowerPoint, the C
easily-distractible are paying attention to my lesson and either writing down the notes or, for those in the lower reading and writing level, pa
nstruction.

ding the poem The Raven by Edgar Allan Poe by having the students take
the class. I will ask analytical questions concerning the poem and lead the
poem.

Student Will: take turns in reading the poem The Raven

having me call on them if nobody is willing to read. They
poem, and participate in the classroom discussion based o

on: I will be at the head of the classroom, guiding the class in their reading of The Raven by calling on willing readers to read the poem T
t to the students. I will provide those with reading difficulties with copies that are typed in larger font. While the class is reading the poem al
paying attention and observing. After reading the poem, I will guide the students in a classroom discussion based on The Raven, asking a
ate in the discussion. My Co-Teacher will aid me in this discussion by bringing up certain aspects or points about the poem that she found in

f they any ideas about the poem or questions. Both the Co-Teacher and myself will ask critical-thinking questions and answer any questions

he directions toward what students are to write (a free-write poem based off a
ve a brief example of a poem based off a pet. I will walk around the room and
udents may have.

Student Will: listen to directions concerning their free-wri

notebooks. They will ask any questions they may have con

on: Students will be working independently on their free-write poems until the end of class; there should be no talking amongst peers. While
and answer any questions students may have concerning their poems. Those students in the lower reading and writing level will have either
s.

At the conclusion of this lesson, students will be able to connect poetry to their everyday lives and have a better understanding of poetry/freeurned in after the weekend break on Monday to the Co-Teacher. I will read each poem for content and understanding, however I will only gr