UMUC

– MAT Program
Annotated Lesson Plan Format
Name: Seham Sebiti Grade: 11

Unit: Poetry Time Allotted: 90 minutes (block schedule)

Lesson Topic: Types of Poetry

Context for Learning: The purpose of this lesson is to continue learning about different types of poetry. In
the lessons prior to this one, students were introduced to the unit of poetry (lesson 1), key terms used in
poetry (lesson 1), and some types of poetry (lesson 2). This is a continuation of the second lesson plan,
expanding on the different types of poetry out there. In this unit, this lesson plan falls under the category of
developmental. Students have some understanding of some types of poetry but not all. This lesson provides
students with the completed list of the most important types of poetry. Students will use Chromebooks for
note taking and following along while the lesson is going on. Students will be seated in groups so that
group work and discussion may take place when need be.

Curriculum and SPA Standards Addressed: CCSS.ELA-LITERACY.L.11-12.6, 12.3D; CCSS.ELA-

Objectives (observable and measurable): SWBAT identify different forms of poetry introduced in class.
Specifically, they will learn about sonnet, haiku, and free-verse.

Materials: Powerpoint Presentation, Notesheet, Poetry Assignment Guide, Chromebook, Pencil/Pen

Proactive Behavior Management: The classroom desks will be arranged in tables so that students are
already seated in groups. A list of our class expectations will be posted somewhere easily accessible so that
all students can see and if need be I can easily refer to it at any moment. If I have noticed that some
students distract each other or disturb each other, I will make changes to the seating chart and some
students will get new assigned seats.

Provisions for Student Learning: Throughout the lesson students will be discussing with members at their
table. As a class we will have discussions and students will have the opportunity to come to the board to
answer questions. One student from every table will be assigned the task of material distributor. This will
allow students the opportunity to get out of their seat for a moment and also gives them a sense of
responsibility. Transitions will be managed by communicating to students that we are moving on or giving
time warnings if completing a task (ex. “This is a 2-minute warning, finish up your final thoughts and put
your pencil down so I know you are ready”).

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Procedures (for each, indicate amount of time allotted)

Each activity should be fully explained with clearly articulated teacher transitions from one segment of
the lesson to the next. Be precise about major questions, instructions or directions you are giving,
definitions, etc.

Introductory / Developmental Activities

• Warm-Up/Opening (may be Motivator): (5 - 10 min) Students will use this time to reflect on what
they learned in the previous lesson of the unit by writing about their reaction to one of the poems
presented. Some example prompts may be: What about the poem did you like? What didn’t you
like? Would you use this style? Are there any other poets/authors that you can think of that you
would like to share with the class?

• Motivator/Bridge: (10 mins) As a class we will review and discuss the previous lesson about what
poetry is, key terms that we use in poetry, and some types of poetry that we learned about. I will ask
students to think about the music and songs they listen to. My goal is to tie the lesson to their
everyday life so as to make the lesson more relatable and authentic. The topic of songs and music
they listen to will get the students discussing different types of music and styles of songs that they
listen to and enjoy. On the board I will have the objective of today’s lesson posted so that students
know what is to be expected of them.

• Modeling: (10 mins) As a class we will look at a poem that I introduced in a previous lesson. I will
begin annotating the poem so as to show students what that looks like. I will then use the poem as a
guide to write my own poem. I will demonstrate the process I go through in writing my poem and
then after our lesson I will explain that they will be doing this on their own for a grade

Guided Practice and Independent Tasks

• Guided Practice: (20 mins) Students will follow along on a provided handout as instructor
introduces 3 new types of poetry to students. Students will be expected to be able to identify the
various styles and certain vocabulary words (highlighted on slide) on a future quiz. As the instructor
is going through the slides, they should point out historical relevance of the three main poets:
Bashō, Shakespeare, Whitman, and Dickinson.
a) Matsua Basho (1644 - 1694) Considered father of the Haiku; Praised for his Brevity
and Clarity; Master of transitions
b) William Shakespeare (1564 - 1616) Most famous for his plays, wrote over 150
published sonnets, use of iambic pentameter

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 c) Walt Whitman (1819-1892) Considered by many to be father of American free verse,
Published Leaves of Grass with his own money, "The proof of a poet is that his country
absorbs him as affectionately as he has absorbed it."
d) Emily Dickinson (1830 - 1886) Recluse; Most work published posthumously, what
work was published at the time was altered to fit poetic conventions; Topics focus on
death and immortality.

• Independent Tasks: (40 minutes) I will hand out the assignment guide and go over the components
of the assignment and answer any questions that the students have. Students will have the remainder
of class to work on their poetry assignment. The teacher will have resources to help students
brainstorm ideas. Students will be reminded to have the 1st draft completed by the next class.

Summary / Closure: (10 mins) I will remind students of upcoming poetry terms quiz. I will have a
discussion about everything we learned in today’s lesson to wrap it up and answer any questions students
may have. I will remind students that their 1st draft of their poem is due next class.

Adaptations: Students who prefer to work on their own will have the opportunity to do that, students who
prefer working on the poem assignment together will have that option as well. They will still be required to
submit their own individual poems but if they would like to discuss with a partner to get their ideas flowing
they can certainly do so. Students who may need extended time will be given that.

Assessment: Formative assessment – In order to assess student progress and check for learning I will be
using their participation and their note sheets. Through participation I will be able to see which students are
really understanding the material and which students may need help. I could come up with an exit ticket to
assess their learning of the different types of poetry to check for learning. I could use their warm-ups as a
way to check for understanding.

Summative assessment - Poetry & Performance Assignment Guide: Students will create a poem in any of
the forms that we have discussed in class (spoken word, lyrical, ballad, haiku, free verse, or sonnet.) The
student is allowed to pick any topic that they would like to write about as long as the topic is school
appropriate. Poetry quiz at the end of the unit will also serve as a summative assessment because it allows
me to see if they have learned the required material.

Generalization/Extension Activity: Students will work on their poetry assignment for the remainder of the
lesson. The poetry assignment guide is a big part of their grade and has many components. If they have
finished the first draft they may meet with me to go over it and then start on their second draft if given the
go ahead.

Review/Reinforcement (Homework): Students will be expected to complete a first draft for the assignment
guide and have it ready to be turned in for next class. Students will also begin reviewing key terms and the
different types of poetry for their quiz in the near future.

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Reflection: I think one of the biggest challenges I encountered was making sure that I am reaching those
students who need accommodations and students who have different learning styles. As I am conducting
the lesson I will pay close attention to students who I may notice are just sitting there and not doing
anything or who are distracted, etc. I will find alternative ways for them to be engaged in the lesson and
successfully learn the material.