WICOR Lesson Plan
Course: 11_12AP Lit
Date: 1/4/15
Instructor: Litman
Aim/Instructional Outcome: (The student will be able to): read two poems by Brooks and Johnson and analyze their meaning according to
central ideas and emotions. Students record their ideas in their writing journals.
Common Core Learning Standards:
W4
RL 1,2
Vocabulary (for active Word Wall): NA
Instructional Materials/Resources:
Do Now:
Time
1) Read the poem “Bean Eaters” by Gwendolyn
Brooks.
2) Answer the following question: What
feelings are communicated to you in the
poem?
5 mins
Mini-Lesson with Modeling: (“I do)
EQ: How do I know if my interpretation of the poem is
“correct”?
1) Teacher distributes poetry packet and answers
questions related to scheduling, homework, and
the term.
2) TURN AND TALK – Who is right when analyzing
a work of literature – the reader or the writer? ( 3
min)
3) Teacher introduces the concept of explication in
poetic analysis.
4) Explication – how a reader explains aspects of
the poem that the poem does not reveal on its
own.
5) Key idea – an interpretation is correct if it can be
justified with evidence (textual, common sense,
experience).
6) Teacher explains the concept of mood in poetry.
Student Work Period/Learning Activity: Guided Practice (“We
Instructional
Grouping:
Heterogeneous
Time
10 i
n
s
Time
Differentiation
Strategies:
1) Students have
a choice of
poems to
analyze –
choice is
based on
interest of
topic and
difficulty.
Higher Order Questions: (Bloom/Webb)
do) and Independent Practice (“You do”)
1) Students read “Walking Blues” by
Johnson.
a) What emotions are communicated in
the poem?
2) Students listen to “Walking Blues” on
Youtube.
3) Record answers to the following
question in CN:
a) How does the music alter your
understanding of the lyrics?
Students work independently and have a choice of
tasks:
1) Choose either the poem, “Bean Eaters” or
“Walking Blues”
2) In your writing journal or on an exit ticket, write
a short paragraph explaining the central ideas
20 mins
5 mins
1) What feelings are communicated to
you in the poem by Brooks?
2) Who is right when analyzing a work
of literature – the reader or the
writer?
3) What emotions are communicated
in the poem? (Johnson)
4) How does the music alter your
understanding of the lyrics?
and how the writers create a sense of mood.
Summary
NA
Assessment
Students record their analysis of the poem in their
writing journals and/or exit tickets.
Homework:
1) If students don’t finish, they need to
work on their analyses in their journals.
Time
Reflection on Lesson
5 mins
How will you change this lesson in the future?
How will your evaluation of today’s assessment inform
future instruction?