Geneva College

Beaver Falls, PA

Lesson Plan

Name: Andrew Gedelian Date: Wednesday, January 26, 2022; Tuesday, February 1, 2022

Subject: Honors English Grade Level: Grade 11

I. Topic
 This is a two-day lesson in which the students will take a look at some of Poe’s poetry. Over the course of these
three days, they will be asked to look at the rhyme scheme, usage of imagery, recurring themes, and tone of Poe’s
poetry.

II. PA or Common Core Standards

 CC.1.3.11-12.A - Determine and analyze the relationship between two or more themes or central ideas of a text,
including the development and interaction of the themes; provide an objective summary of the text.
 CC.1.3.11-12.C - Analyze the impact of the author’s choices regarding how to develop and relate elements of a
story or drama.
 CC.1.3.11-12.E - Evaluate the structure of texts including how specific sentences, paragraphs and larger portions
of the texts relate to each other and the whole.
 CC.1.3.11-12.F - Evaluate how words and phrases shape meaning and tone in texts.

III. Learning Objectives: Objectives must be written using observable verbs

 After discussing the poems with other students, they will be able to provide an analysis of the poems’ meanings.
 After doing it as a class, students will be able to use prior knowledge to search for tone in the poems.
 After a classroom activity, the students will be able to point directly to words that shape the meaning of the
poem.
IV. Materials
 Smartboard
 “The City in the Sea” by Edgar Allan Poe (Projected onto the Smartboard and in hardy copy)
 “Annabelle Lee” by Edgar Allan Poe
 “Lenore” by Edgar Allan Poe
 “The Sleeper” by Edgar Allan Poe
 Worksheet
 V. Lesson Development
Day 1
A. Introduction
 Students will be introduced the concept of Poe’s poetry. They will have a brief amount of time
to tell me what they remember about Poe’s life that may show up in his poetry. Their direction
will be directed to the Smartboard.

B. Lesson development (activities, procedures)

 First, the poem will be read aloud by a few volunteers from the classroom.
 The students will then work as a class to annotate a stanza of the poem. They will be asked to
map out the rhyme scheme and highlight mood and tone words.
 After this, the students will be placed into groups in which they will mark up their assigned
stanza. They will have about 5 minutes to do this.
 Each group will then come up to the Smartboard to mark up their stanza of the poem.
 After all of the stanzas have been annotated, the students will be asked to discuss the meaning
of the poem.

C. Evidence of differentiated instruction (content, process, product, or learning environment)

 Learning Environment: Students will have a chance to move around the room, and work with others they may
not be typically accostomed to working with. They will also be able to interact with the SmartBoard.

D. Closure (summary)
 Students will be thanked for their participation in class. Anything left undiscussed, will be addressed in the next
class period.

Day 2
A. Introduction
 The class will begin by addressing any lingering questions from the previous day’s activity.

B. Lesson development (activities, procedures)

 The students will be given poems which they will work on in groups.
 For each of their poems, the students must examine the meaning of the poem and discuss the
tone/mood of the poem.
 The students will take the poems they discussed, and they will be placed in a second grouping.
They will be designed in a way that at least 1 person from every poem is present in a group. In
these groups, they will be sharing their findings with each other. They will also have a peer
review sheet to rate the other’s knowledge of their poems on a scale of 1 to 5.
 After all of the teams have a chance to discuss, we will come together as a class and engage in a
brief discussion of each of the poems.
 Worksheets will be collected and evaluated accordingly.

C. Closure (summary)
 If the activity ends early, we will begin discussing Thoreau’s biography and discussion on Transcendentalism.

A. Assessment/evaluation
 The worksheets the student’s do by themselves will be taken for a grade.

B. Modifications or accommodations
No Accommodations Necessary

C. Self-evaluation
This lesson was a spectacular failure. The students just did not seem to be able to catch on to anything. Even
upon directly instructing the students towards a meaning of a line or image, it just never really clicked. Several
students got immensely frustrated with their inability to understand the poem. Tone and mood are still major points
of weakness for these students. They seem to understand the general concept, and most of them can differentiate
between the two. However, they have a hard time finding tone and mood words, and sill use the terms
interchangeably. However, the vast majority of them were willing to keep trying, which was greatly encouraging. I
think future poetry lessons need to be more directed, the difficulty of the poems lowered slightly, and the approach
to tone and mood needs to be different and more deliberate.

Cooperating Teacher Approval ________________________________________ Date ___________________