1. Topic-
Student End of Course Testing for Expressing our Perceptions
2. Content-
3. Goals: Aims/Outcomes-
1. The thematic focus on "Expressing our Perceptions" helps students engage in rigorous thinking.
2. Engaging in a patterned way of reading, rereading, discussing, and writing builds critical literacy and establishes
clear expectations.
3. Students develop their confidence/competence to explore ideas of their own and others
4. Objectives-
1. Engage in metacognitive processes to comprehend texts (activate background knowledge, make connections to texts, build new schema, question, monitor understanding, determine significance, recognize text structures,
visualize, and infer).
2. Recognize and analyze poetic forms such as lyric and narrative.
3. Recognize and analyze figurative language such as metaphor, simile, personification, and hyperbole
5. Materials and Aids-
Holt-McDougal Literature
o "What Poems do you
remember?," - pages 738-
o"The Language of Poetry," -
pages 740-747
o Texas Write Source
Secondary Resources:
 Culminating Project
 Unit Architecture
 Grammar at a Glance
6. Procedures/Methods-

A. Introduction-

1.Connect and Engage: Inform students that the reading and writing they will do in class are preparation towards a unit culminating project or activity
that connects to the theme, "Expressing our Perceptions."

B. Development-

Teacher will read excerpts from "The Pool Players. Seven at the Golden Shovel" for technique and style critique.

C. Practice-

1.Ask students to turn and talk, do a Quickwrite, or brainstorm ideas to
answer the following question: What is poetry?

D. Independent Practice-

1. How do the author's techniques affect its tone?
2. How do the author's techniques impact the

E. Accommodations (Differentiated Instruction)-

 Students can engage in a classroom blog on a
topic related to poetry and artistic expression:
 An alternative (or additional) introduction to
poetry might be having students use the Read,
Talk, Write (RTW) strategy to explore any
poems they know and what they like and/or
dislike about them. For example, they can bring
to class their favorite poems for homework.
Encourage them to explain their ideas in detail,
first to a peer and then to the whole class.

F. Checking for understanding-

Teacher will ask students to introduce poets to the class and share one of their favorite poems.

G. Closure-

Teacher will list singers who were and are poets.
7. Evaluation-
Formative Assessment
 Peer evaluations of
reading and writing tasks
using student-generated
rubrics to enhance Clear
 Build a chart:
Characteristics of a Poem
8. Teacher Reflection-
Teacher will read teacher made poem.

This Lesson Plan is available at (www.teacherjet.com)