GCU College of Education

LESSON UNIT PLAN TEMPLATE

Section 1: Lesson Preparation

Teacher Candidate Name: Anna Cook
Grade Level: 8th Grade
Unit/Subject: Poetry from the Romantic Period: Edgar Allan Poe/ELA

Title of Unit and Brief Summary: Lesson 1: The Romantic Period and Edgar Allan Poe. Lesson 2: Nevermore. Lesson 3: Exploring John Keats.
Lesson 4: Compare and Contrast. We will go over a power-point presentation that defines the romantic period, goes over many poets of the romantic period,
learn more in depth about Edgar Allan Poe (we will start the unit with Edgar Allan Poe, an American Romantic Poet for the first 2 days discussing “The
Raven,” and following this by going into John Keats, an English Romantic Poet with “Ode to a Nightingale” for day 3 and 4. Students will study the themes
and characteristics of American poet, Edgar Allan Poe’s “The Raven,” analyze the poem for deeper understanding, and by the end of lesson 2, students will be
able to create their own poem written in a similar style to Poe. In lesson 3, students will read some of their own poems they created before we dive into English
poet John Keat’s, with a short video on the poet and go over vocabulary found in “Ode to a Nightingale.” By lesson 4, students will have read and be able to
comprehend the poem. Students will compare and contrast the two poems with an open classroom discussion, and we will watch a short video on the poem
before the students take an interactive vocabulary quiz. By the end of the unit, students will be able to effectively compare and contrast the poetry style of two
different authors from the Romantic period, analyze the poems, and re-create a poem of their own in a similar style. The materials used throughout these
lessons include computers/video/smart board for differentiation of representation and expression as well as printed materials of the two poems, vocabulary,
and assignments and assignment instruction. Students will create graphs/concept maps to assist in comprehension and differentiation. Interactive games and
quizzes will be used to increase engagement. A choice of how the student will present their final project allows for differentiation in expression of knowledge
and comprehension. There will also be a variety of assessments through observation of whole group and small group discussion, peer and self-evaluation,
blog responses and journal entries, interactive games and quizzes, and a project of either a written essay, power-point presentation, or video.

Classroom and Student Factors/Grouping:

Students will work both independently and in small groups. Students will write their poems on their own independently but analyze and discuss the texts in
small and whole class grouping. Students with IEP’s, 504’s, and ELL’s will be paired with students who are more advanced in some areas depending on
specific student needs. Students with behavior concerns and gifted learners will be grouped based on individual needs.

Day 1 Day 2 Day 3 Day 4 D

ay
5
National/State CCSS.ELA-LITERACY.RL.8.1 CCSS.ELA-LITERACY.RL.8.2 CCSS.ELA-LITERACY.RL.8.3 CCSS.ELA-
Learning Cite the textual evidence that Determine a theme or central Analyze how particular lines of LITERACY.RL.8.5

Standards most strongly supports an idea of a text and analyze its dialogue or incidents in a story Compare and
List specific analysis of what the text says development over the course or drama propel the action, contrast the
structure of
grade-level explicitly as well as inferences of the text, including its reveal aspects of a character, two or more
standards that drawn from the text. relationship to the characters, or provoke a decision. texts and
are the focus of
the lesson being
setting, and plot; provide an analyze how
CCSS.ELA-LITERACY.RL.8.4
objective summary of the text. the differing
presented. Determine the meaning of words
structure of
and phrases as they are used in a
each text
text, including figurative and
contributes to
connotative meanings; analyze
its meaning
the impact of specific word
and style.
choices on meaning and tone,
including analogies or allusions
to other texts.

Specific Students will be able to access prior Students will be able to analyze Students will be able to present Students will
Learning knowledge as it relates to the new the text and cite evidence from the their poems to the class and be able to
Target(s)/ content. text to support their claims. complete a self-evaluation. analyze the text
Objectives and cite
Based on state Students will learn and comprehend Students will be able to determine Students will be able to access prior evidence from
standards, new vocabulary. the use of word choice and their knowledge as it relates to the new the text to
identify what is effect on tone and mood. content. support their
intended to be Students will be able to determine the claims.
measured in
theme, characters, setting, and plot. Students will be able to create their Students will learn and comprehend
learning.
own short poem written in the new vocabulary. Students will be
same style as “The Raven.” able to
determine the
use of word
choice and their
effect on tone
and mood.

Students will be
able to compare
and contrast the
poems of two
different poets
Academic  Wrought  Wrought  Hemlock 
Language  Bleak  Bleak  Boisterous Hemloc
General  Ponder  Ponder  Apothecary k
© 2021-2022. Grand Canyon University. All Rights Reserved
academic  Lore  Lore  Prolific  Boister
vocabulary and  Chamber  Chamber  Contemplation ous
content-specific  Countenance  Countenance  Perplexes  Apothec
vocabulary  Melancholy  Melancholy  Verdurous ary
included in the  Ominous  Ominous  Forlorn  Prolific
unit.  Placid  Placid  Melodious  Contem
 Surcease  Surcease  Perilous plation
 Entreating  Entreating  Lustrous  Perplex
 Beguiling  Beguiling  Requiem es
 Verduro
us
 Forlorn
 Melodio
us
 Perilou
s
 Lustrou
s
 Requie
m
Unit Computer/Video Computer/Video Computer/Video
Resources, Smart Board Smart Board Smart Board Computer/Vide
Materials, Pencil Pencil Pencil o
Equipment, Paper Paper Paper Pencil
and Handouts of “The Raven” and “Ode Handouts of “The Raven” and Handouts of “The Raven” and “Ode Paper
Technology to a Nightingale” “Ode to a Nightingale” to a Nightingale” Handouts of
Classroom Blog Classroom Blog Classroom Blog “The Raven”
Graphs/charts Graphs/charts Graphs/charts and “Ode to a
Highlighter Highlighter Highlighter Nightingale”
https://www.youtube.com/watch? https://www.youtube.com/watch? https://www.youtube.com/watch? Highlighter
v=yIp4m_v9xGs v=R7G_fZYv8Mg v=Mxc63WPaksY
Video on Edgar Allan Poe “The Raven” as read by Christopher Short Biography on John Keats
Walken https://www.youtube.com/watch?
v=S1KH60CenMM
Reading of “Ode to a Nightingale”
© 2021-2022. Grand Canyon University. All Rights Reserved.

List all resources, materials,

equipment, and technology to
© 2021-2022. Grand Canyon University. All Rights Reserved
be used in the unit.
Section 2: Instructional Planning
Anticipatory Set
How will students’ prior
knowledge be activated as
well as gain student interest in
the upcoming content?
Day 1 Day 2 Day 3 Day 4 Day 5
Power-point Students will We will go over Students will complete a ASSESSMENTS:
presentation complete a journal vocabulary again. journal entry connecting On day 2, students will
introducing the entry connecting an the content to previous watch a video/audio
Romantic Period and experience with the Power-point experience. representation of “The
Edgar Allan Poe. content as a warmup. presentation on John Raven” and have whole
Keats. class discussion. Students
Students will watch a will pair off to further
short biography on Students will watch a
discuss and individually
Edgar Allan Poe. short biography on
begin writing their
John Keats
poems. Students will
Students will access
prior knowledge and Students will be complete a short
be asked questions to asked questions and interactive vocabulary
connect the current will have class game at the end of class.
content with what discussion and share
students already previous experience On day 3, students who
know. and connections. wish to will present their
poems and then all
students will pair up and
complete a self-
evaluation and a peer
evaluation of their peer’s
poem. We will go over
new vocabulary. We will
read “Ode to a
Nightingale” in class and
have whole class
discussion.
On day 4, students will be
paired off and will
© 2021-2022. Grand Canyon University. All Rights Reserved
 complete a graph/chart
comparing the two
poems after we have
done an overview of the
poem and watch a
video/audio
representation of “Ode to
a Nightingale.” Students
may begin working on
their presentation with a
partner to be completed
and presented the
following day (Maximum
of 2 pages for a written
essay, Maximum of 10
Power-point slides,
Maximum of 7 minutes
for a video).

On day 5, students will

give presentations (either
written essay, power-
point presentation, or
video) on another poem
chosen from Edgar Allan
Poe or John Keats.
Students will complete
and analysis and
comparison of a poem
from one of these
authors with either a
poem from the same
author or a poem written
by another author of the
Romantic period.
Students must use
© 2021-2022. Grand Canyon University. All Rights Reserved

Multiple Means of
Representation
Describe how content will be
presented in various ways to
meet the needs of different
learners.
Multiple Means of
Representation
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
• English Language
evidence from the text to
support their analysis.
After presentations are
given, students will
complete a self-
evaluation and a peer-
evaluation of their
partner’s work and the
collaboration on the
assignment.
Students will complete a
vocabulary quiz on new
vocabulary.
Presentation of Content
Visual/audio Visual/audio Visual/audio Visual/audio storytelling
storytelling of the storytelling of the storytelling of the of the poems and
poems and poems and poems and biography’s/subtitles
biography’s/subtitles biography’s/subtitles biography’s/subtitles
PowerPoint Presentations
PowerPoint PowerPoint PowerPoint
Presentations Presentations Presentations Printed pages of each
poem and vocabulary
Printed pages of each Printed pages of each Printed pages of each
poem and vocabulary poem and vocabulary poem and vocabulary Creating a
diagram/concept map
Creating a Creating a Creating a
diagram/concept map diagram/concept map diagram/concept map
For ELL: Students can For ELL: Students can For ELL: Students can For ELL: Students can add
add vocabulary to a add vocabulary to a add vocabulary to a vocabulary to a homemade
homemade bilingual homemade bilingual homemade bilingual bilingual vocabulary book.
vocabulary book. ELL’s vocabulary book. ELL’s vocabulary book. ELL’s ELL’s paired with students
© 2021-2022. Grand Canyon University. All Rights Reserved
 Learners (ELL) paired with students paired with students paired with students proficient in English for
• Students with special proficient in English for proficient in English for proficient in English for paired and small group
needs paired and small group paired and small group paired and small group projects
• Students with gifted projects projects projects
abilities Special Needs: Vocabulary,
Special Needs: Special Needs: Special Needs: content, and assignments
• Early finishers (those
Vocabulary, content, Vocabulary, content, Vocabulary, content, will be adjusted based on
who finish early and
and assignments will be and assignments will be and assignments will be specific student needs.
may need additional
adjusted based on adjusted based on adjusted based on
sources/support) Gifted Abilities: Students
specific student needs. specific student needs. specific student needs.
with gifted abilities may be
Gifted Abilities: Gifted Abilities: Gifted Abilities: given more challenging
Students with gifted Students with gifted Students with gifted vocabulary and assignments
abilities may be given abilities may be given abilities may be given that align with their level.
more challenging more challenging more challenging
vocabulary and vocabulary and vocabulary and Early Finishers: May have
assignments that align assignments that align assignments that align the option of free choice
with their level. with their level. with their level. reading, working on an
additional assignment for
Early Finishers: May Early Finishers: May Early Finishers: May extra credit, and those who
have the option of free have the option of free have the option of free may need more assistance I
choice reading, working choice reading, working choice reading, will meet with individually.
on an additional on an additional working on an
assignment for extra assignment for extra additional assignment
credit, and those who credit, and those who for extra credit, and
may need more may need more those who may need
assistance I will meet assistance I will meet more assistance I will
with individually. with individually. meet with individually.

Multiple Means of
Engagement
How will students explore,
practice, and apply the
content?
Application of Content
Reading/acting out Reading/acting out Small and whole group
Creating a graph for students own poems students own poems discussion on similarities
comparing and differences between
Creating a graph for Creating a graph for the poems.
Students will help to comparing comparing
create learning goals Creating a graph for
Students will help to Students will help to comparing
Interactive create learning goals create learning goals
vocabulary games and Students will help to
quizzes will be used Interactive Interactive create learning goals
(both individually vocabulary games and vocabulary games and
done and by groups) quizzes will be used quizzes will be used Interactive vocabulary
© 2021-2022. Grand Canyon University. All Rights Reserved
 (both individually (both individually games and quizzes will be
Individual, small done and by groups) done and by groups) used (both individually
group, and whole done and by groups)
group tasks. Individual, small Individual, small
group, and whole group, and whole Individual, small group,
Scaffolding for group tasks. group tasks. and whole group tasks.
learning support
(audio/visual Scaffolding for Scaffolding for Scaffolding for learning
accompanied by text) learning support learning support support (audio/visual
(audio/visual (audio/visual accompanied by text)
accompanied by text) accompanied by text)

Multiple Means of
Engagement ELL: Scaffolding, ELL: Scaffolding, ELL: Scaffolding, ELL: Scaffolding, use of
Differentiation use of visual/audio use of visual/audio use of visual/audio visual/audio aids with
Explain how materials will be aids with print outs. aids with print outs. aids with print outs. print outs. Paired
differentiated for each of the Paired grouping with Paired grouping with Paired grouping with grouping with a student
following groups: a student proficient in a student proficient in a student proficient in proficient in English.
• English Language Students can add vocabulary
English. Students can English. Students can English. Students can
Learners (ELL)
add vocabulary to a add vocabulary to a add vocabulary to a to a homemade bilingual
• Students with special vocabulary book. ELL’s
homemade bilingual homemade bilingual homemade bilingual
needs
vocabulary book. ELL’s vocabulary book. ELL’s vocabulary book. ELL’s paired with students
• Students with gifted
paired with students paired with students paired with students proficient in English for
abilities
proficient in English for proficient in English for proficient in English for paired and small group
• Early finishers (those
paired and small group paired and small group paired and small group projects. Have Students
who finish early and
projects. Have Students projects. Have Students projects. Have Students paired and create a KWL
may need additional
paired and create a paired and create a paired and create a chart.
sources/support)
KWL chart. KWL chart. KWL chart.
Special Needs:
Special Needs: Special Needs: Special Needs: Scaffolding and
Scaffolding and Scaffolding and Scaffolding and differentiated assignments
differentiated differentiated differentiated based on individual needs.
assignments based on assignments based on assignments based on
individual needs. individual needs. individual needs. Gifted students: Gifted
students may be paired up
Gifted students: Gifted students: Gifted students: or work on their own at
Gifted students may Gifted students may Gifted students may their own pace. Open-
be paired up or work be paired up or work be paired up or work ended/self-directed
on their own at their on their own at their on their own at their assignment and tiered

© 2021-2022. Grand Canyon University. All Rights Reserved

 own pace. Open- own pace. Open- own pace. Open- assignments to meet
ended/self-directed ended/self-directed ended/self-directed individual levels.
assignment and tiered assignment and tiered assignment and tiered
assignments to meet assignments to meet assignments to meet Early Finishers: Students
individual levels. individual levels. individual levels. who finish early may have
free-reading time or
Early Finishers: Early Finishers: Early Finishers: complete an additional
Students who finish Students who finish Students who finish accompanied assignment
early may have free- early may have free- early may have free- (crossword of vocabulary
reading time or reading time or reading time or or begin on homework
complete an complete an complete an early). I will provide
additional additional additional additional assistance to
accompanied accompanied accompanied those who need it.
assignment assignment assignment
(crossword of (crossword of (crossword of
vocabulary or begin vocabulary or begin vocabulary or begin
on homework early). I on homework early). I on homework early).
will provide will provide I will provide
additional assistance additional assistance additional assistance
to those who need it. to those who need it. to those who need it.
Assessment of Content
Multiple Means of Students will be able Students will be able Students will be able Students will be able to
Expression to express their to express their to express their express their knowledge
knowledge and knowledge and knowledge and and comprehension of the
comprehension of the comprehension of the comprehension of the content through multiple
content through content through content through means. Assessments
multiple means. multiple means. multiple means. involved throughout the
Assessments involved Assessments involved Assessments involved 4-day lesson plan:
throughout the 4-day throughout the 4-day throughout the 4-day  Small group and
lesson plan: lesson plan: lesson plan: whole group
 Interactive  Small group  Interactive discussion
vocabulary and whole vocabulary  Interactive
games and group games and vocabulary games
quizzes discussion quizzes and quizzes
 Poem oral  Interactive  Poem oral  Poem oral
presentations presentations presentations
vocabulary
 Journal entries games and  Journal entries  Journal entries
 Final project quizzes  Final project  Final project for

© 2021-2022. Grand Canyon University. All Rights Reserved

 for the lesson  Poem oral for the lesson the lesson can be
can be either a presentations can be either a either a written
written essay,  Journal entries written essay, essay, power-point
power-point  Final project power-point presentation, or
presentation, for the lesson presentation, video for students
or video for can be either a or video for to express what
students to written essay, students to they have learned
express what power-point express what and to pick any
they have presentation, they have additional poem
learned and to or video for learned and to from either poet
pick any students to pick any and analyze and
additional express what additional complete a
poem from they have poem from comparison
either poet and learned and to either poet and between the poem
analyze and pick any analyze and they picked and the
complete a additional complete a poem we have read
comparison poem from comparison by the author in
between the either poet and between the class.
poem they analyze and poem they
picked and the complete a picked and the
poem we have comparison poem we have
read by the between the read by the
author in poem they author in
class. picked and the class.
poem we have
read by the
author in
class.

Multiple Means of
Expression
Differentiation
Explain how materials will be
differentiated for each of the
following groups:
• English Language
Learners (ELL)
• Students with special
needs
• Students with gifted
abilities
ELL: I will model ELL: I will model ELL: I will model ELL: I will model
examples for examples for examples for examples for assignments
assignments (such as assignments (such as assignments (such as (such as a power-point
a power-point a power-point a power-point presentation), assignments
presentation), presentation), presentation), will be scaffolded to meet
assignments will be assignments will be assignments will be student levels, options for
scaffolded to meet scaffolded to meet scaffolded to meet partnering for activities,
student levels, options student levels, options student levels, options showing understanding
for partnering for for partnering for for partnering for through multiple means
activities, showing activities, showing activities, showing (thumbs up/down etc.).
© 2021-2022. Grand Canyon University. All Rights Reserved
 • Early finishers (those
who finish early and
may need additional
resources/support)
Identify and describe any
extension activities or
homework tasks as
appropriate. Explain how the
extension activity or
homework assignment
supports the learning
targets/objectives. As required
by your instructor, attach any
understanding understanding understanding
through multiple through multiple through multiple Special needs:
means (thumbs means (thumbs means (thumbs Scaffolding assignments
up/down etc.). up/down etc.). up/down etc.). to meet individual needs,
adjusting as needed.
Special needs: Special needs: Special needs: Paired grouping for
Scaffolding Scaffolding Scaffolding assignments if additional
assignments to meet assignments to meet assignments to meet help is needed.
individual needs, individual needs, individual needs,
adjusting as needed. adjusting as needed. adjusting as needed. Gifted Abilities:
Paired grouping for Paired grouping for Paired grouping for Tiered assignments,
assignments if assignments if assignments if allowing for gifted
additional help is additional help is additional help is students to have more
needed. needed. needed. freedom in
project/assignment.
Gifted Abilities: Gifted Abilities: Gifted Abilities:
Tiered assignments, Tiered assignments, Tiered assignments, Early Finishers:
allowing for gifted allowing for gifted allowing for gifted Free reading, may
students to have more students to have more students to have more complete additional
freedom in freedom in freedom in activity (word
project/assignment. project/assignment. project/assignment. search/crossword or begin
on homework.)
Early Finishers: Early Finishers: Early Finishers:
Free reading, may Free reading, may Free reading, may
complete additional complete additional complete additional
activity (word activity (word activity (word
search/crossword or search/crossword or search/crossword or
begin on homework.) begin on homework.) begin on homework.)
Extension Activity and/or Homework
Lesson 1: For Lesson 2: Students Lesson 3: Students Lesson 4: Students will
homework, students will continue working will respond to a blog complete either a written
will respond to the on their own poem prompt that I post on essay, power-point
prompt I will post on written in the style of the class blog on presentation, or video.
our class blog and “The Raven,” which “Ode to a For this assignment,
respond to at least will be presented in Nightingale” and students will pick another
one classmate. Lesson 3. respond to at least poem from either Edgar
Students are (This helps to ensure one classmate. Allan Poe or John Keats
© 2021-2022. Grand Canyon University. All Rights Reserved
copies of homework at the end
of this template.
encouraged to use at students understand Students will be and analyze and compare
least one of the new the themes, encouraged to use at it to either the poems we
vocabulary words in elements, and least one of the new have gone over in class or
their response to the structures of the vocabulary words in a poem by another
prompt. poem and help to their blog response. author of the Romantic
(This helps to keep up demonstrate this helps to keep up Period. This will be
engagement, allows for knowledge). engagement, allows for presented on day 5.
students to think more students to think more
deeply on the content deeply on the content (This allows students to
and express Study vocabulary. and express demonstrate their
comprehension). comprehension). knowledge and
understanding through a
Study Vocabulary. medium of their choice).
© 2021-2022. Grand Canyon University. All Rights Reserved