West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 9/19)

Teacher Candidate: Brianna Moore Date: March 30, 2020

School: Hurricane Middle School Grade/Subject: 6th Grade ELA
Lesson Topic: Literary Analysis

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will be able to determine a theme of a literary text via close reading of a poem.
2. Students will be able to cite textual evidence to support their analysis of a poem.
3. Students will be able to summarize a poem without their own opinions or judgments.
4. Students will use their previous experiences and knowledge of sentence structure and language
conventions to interpret a poem.

RATIONALE
 Objectives 1, 3, and 4 were developed to address standard ELA.6.2, ELA.6.18 and NCTE 6 because
students will be using their knowledge of language conventions and sentence structure to determine a
theme and summary of a poem.
 Objective 2 was developed to address standard ELA.6.1 because students will cite textual evidence to
support their analysis and theme of their chosen poem.

WV CCRs
ELA.6.1 – Cite textual evidence to support analysis of what the literary text says explicitly as well as
inferences drawn from the text.
ELA.6.2 – Determine a theme or central idea of a literary text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
ELA.6.18 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
in the grades 6-8 text complexity range proficiently, with scaffolding as needed at the high end of
the range.

NATIONAL STANDARDS
NCTE 6 – Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.

ISTE STANDARDS
5b – Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.

ASSESSMENT
Diagnostic/Pre-Assessment
1. First, I will ask students if they’ve ever paid close attention to minor details in a song, movie,
or painting.
2. I will ask students if they remember what is distinct about poetry’s grammar and spelling
rules.
 a. Poetry often breaks the rules of standard grammar and spelling to better convey the
poet’s message or fit the meter and rhyme scheme.
3. I will ask students if they like to argue about details.
4. I will ask students if they know how to summarize something and be entirely neutral.
a. If students claim understanding, I will ask for one student to provide an example by
summarizing the novel, Red Kayak.
b. If no students claim understanding, I will provide an example by summarizing Red
Kayak and explain to students that a summary is absent of opinion and simply tells
the facts.

Objective 1, 3, 4
Formative Assessment
 Check with students as we annotate, summarize, and analyze the sample poem (See
Attachment) on the board.
a. Read the poem out loud, then go line-by-line and annotate
b. Determine a message as a class
i. Ask students if they understand why we chose that message
c. Go line-by-line and find details to support the message
i. Ask students if they understand how each detail supports the message
 Observe students as they annotate the poem
 Observe students as they analyze the poem and support their idea with textual evidence.

Objective 1, 2, 3, 4

Summative Assessment
Students will complete an activity involving annotating a poem of their choice from a list and
then deciding on the theme or central message and citing textual evidence that supports their
answer (See Attachments).

Objective 1, 2, 3, 4

MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details. For example:
Overall Time 75 minute lesson

Time Frame 10 min. teacher intro and discussion

30 min. demonstration
5 min. discussion
30 min. assessment
 DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Based on the student characteristics noted in the Differentiated Instruction Considerations chart,
describe the accommodations made in the lesson to meet learner differences.
Ways to differentiate content: Ways to differentiate based on how students
 Students are given auditory instruction accumulate information (process):
(lecture) as well as visual instruction  Students will be given instruction through
(board and handout) lecture and on board
 Handouts with basic process of analyzing
distributed (See Attachments)
 Will practice annotation and analysis with
students

Ways to differentiate product: Ways to differentiate learning environment:

 Students choose which poem to annotate  Students encouraged to move to standing desks
and analyze if needed
 Students develop their own ideas and  Students encouraged to participate in discussion
citations  Safe classroom

PROCEDURES
This section has five parts; each is an important part of the lesson.
1. ANTICIPATORY SET
I will complete the Diagnostic Assessment while distributing the sample poem for demonstration.
Then, I will transition to the demonstration. First, I will ask students if they’ve ever paid close
attention to small details in a song, movie, or piece of art. Next, I will ask students if they’ve ever
argued with someone about these details. Then, I will ask if they remember what is distinct about
poetry’s grammar and spelling rules. I will remind them that poetry often breaks the rules of
standard grammar and spelling to better convey the poet’s message or fit the meter and rhyme
scheme. Finally, I will ask students if they know the difference between summarizing and giving
a review. I will explain that summaries have no opinions and simply tell the facts, while reviews
give opinions and judgments. I will mention the novel, Red Kayak, as an example, and will show
a PowerPoint slide (See Attachments) with a review and summary for the film, Endgame.

2. INTRODUCTION
Tell students that we will learn how to annotate and then analyze and summarize the poem. Then
tell students that we will be deciding what the theme or central message of the poem is and citing
textual evidence to back up our decision, just like we have been doing all year. I will point out the
sample poem I passed out and tell them we will be using this poem to practice together and then
they will do one on their own.

3. BODY & TRANSITIONS

  Switch to slide with sample poem (excerpt from Wordsworth’s ‘We Are Seven) and begin
annotating on board with class using a blue marker.
o Students will follow along with their copy and use highlighter to highlight and a
pencil or pen to take notes
o I will encourage students to take their own notes on the poem and mark it up.
 After annotating, I will ask students what happened in the poem and take up to two student
responses. I will underline key events in green.
o If they are struggling with summarizing, I will refer back to the summary vs. review
slide and their annotations.
o I will write the summary on the board in green marker
 I will then check that students understand how their classmate came up with their summary
and that they see the connection between the source text and the summary.
 I will ask students if there is anything that stands out in the poem or seems strange and take
as many student responses as are volunteered. I will underline these details with an orange
marker and ask students to change highlighter colors.
o I will then ask students what they think those details are implying or being used to
say and ask them to support their answer with quotes from the poem.
 I will ask students what they believe the central message or theme of the poem is and take up
to two student responses.
o I will ask the students why they decided on that central message or theme and to
point out the lines or quotes in the poem that caused them to come to that conclusion.
 I will write their central message in red and then underline their chosen
quotes in red as well and ask students to change to a third highlighter color.
o I will then ask students if they see how that conclusion was made
 If students are confused, I will ask the students who provided the central
message or theme to explain their answer.
4. CLOSURE
Discussion
 I will tell students we just went over annotating, summarizing, and analyzing a poem and ask
if they have anything they would like me to clarify. I will ask a student to explain what a
summary is, and I will ask another student to explain what analysis is. I will then distribute
their activity (See Attachments)
Summative Assessment
 Students will choose from a selected list of poems (See Attachments) to annotate, summarize,
and analyze. They will use three colors of highlighter like in the demonstration. The activity
has a place for them to write the title of the poem, their summary, details that stand out, their
implied meaning, the poem’s central message or theme, and quotes that support their theme.
They will also use the quotes to defend their theme on the final page. Students who finish
early may choose to rewrite their chosen poem as prose or to write a concrete or cinquain
poem. If the entire lesson finishes early, students will group according to the poem they chose
and will debate their themes.
5. Assessment (Refer to description above.)
Summative Assessment (See Attachment)
STRATEGIES
Guided instruction
Teacher modeling
Independent practice

MATERIALS
PowerPoint
Writing utensil for each student
Four different highlighters for each student
Paper copies of each choice of poem
Paper copies of the activity
Four different dry-erase markers for demonstration

EXTENDED ACTIVITIES
If Student Finishes Early
Students who finish early may choose to rewrite their chosen poem as prose, or they may choose to write
a concrete or cinquain poem.

If Lesson Finishes Early

If the lesson finishes early, students will group according to their chosen poem and will discuss/debate
their theme.

If Technology Fails
If technology fails, I will write the sample poem on the board. Students will have copies of the sample
poem and the example summary/review, so I will read those aloud as planned.

POST-TEACHING
Reflections
In preparation for writing your reflection, you may want to record initial thoughts prior to leaving the
school. The reflection should address the indicators on the Lesson Plan Rubric.
Data Based Decision Making
The data alone has little if any value. You MUST use your analysis of the data to make decisions
concerning future lessons. Data are collected to be used to drive future instruction.
 Differentiating Instruction Considerations

When planning, consider all areas in this chart. Put the first name of students who are characterized by
these descriptors. Then, move to the Differentiated Instruction chart to describe how you accommodate
differences.
Learning Differences Sensory Differences

Attention Differences Behavioral Differences

Jonathan

Motivational Differences Ability Differences – Remediation

Physical Differences Ability Differences – Enrichment

Chloe

Communication Differences Cultural Heritage

Gender Differences Student Interests