“Abandoned Farmhouse” Poetry Lesson Plan
Brief Overview of Lesson: This lesson will focus on reading the poem “Abandoned Farmhouse”. Students will close read,
infer, and understand prepositional phrases.
Prior Knowledge Required: Some knowledge of poetry is required. We have already discussed rhyme scheme and figurative
language as well as other elements of poetry.
Estimated Time (minutes): 1 Day- 60 minutes per lesson.
Resources for Lesson:
 Vocabulary book
 Do Now on projector
 Notebook
 “Abandoned Farmhouse” Poem
 Projector
 Whiteboard and markers
 Inference worksheet
 Imitating the author worksheet
 Exit ticket
By the end of the lesson, students will know and be able to:
 Use and identify new vocabulary in speaking, writing, and listening.
 Comprehend the meaning of words and phrases, including figurative and connotative meanings; analyze the impact of
word choices on meaning and tone.
 Make inferences and support them with details from the text.
 Use prepositional phrases to write descriptions.
Essential Questions addressed in this lesson:
EQ1: How does the understanding of vocabulary increase our comprehension of challenging texts?
EQ2: How do we infer?
EQ3: What is a prepositional phrase?
Standards/Unit Goal(s) to be addressed in this lesson:
RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences
drawn from the text.
RL.8.4 Determine the meaning of words and phrases, including figurative meanings; analyze the impact of word choices on
meaning and tone.
RI.8.3 Analyze the structure of the text.
RI.8.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts.
L.8.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
W.8.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose,
and audience.
Instructional Tips/Strategies/Notes for Teacher
 Students will take turns reading aloud to their classmates the mastery objectives and essential questions that are
posted on the side of the room.
Anticipated Student Pre-conceptions/Misconceptions
 Students misconceive poetry to be boring and not relatable.
 Students misconceive there to be only one type of poetry.
Activator (Do Now)
When students enter the room they will sit and begin working on the Do Now Quick-write. The Quick-write will be on the
projector. There will be a picture of an abandoned farmhouse and the Quick-write prompt will be, “Describe this picture.
Create a background story for this picture.”
Lesson Opening
 We will then go over the vocabulary homework from the night before (Unit 13).
During the Lesson
 As a class, we will discuss the Do Now.
 Individually, students will read “Abandoned Farmhouse” and they will do a close-read of the poem.
 Once they are finished reading, we will summarize each stanza on the board. I will then prompt further discussion by
asking thoughtful questions about the poem.
 We will then begin thinking about inference. How can we infer things? I will hand out a worksheet that asks the
students to infer things about the poem. I will answer one question, we will answer the second question together as a
class, they will answer question 3 in their groups, and questions 4 and 5 will be done for homework.
 From there we will discuss prepositional phrases. I will ask what a prepositional phrase is and get some examples. We
will talk about how prepositional phrases are used in the poem.
 I will hand out the prepositional phrase worksheets. Students will write a prepositional phrase about the classroom
and then they will write a few about their bedrooms.
Lesson Closing (summarizer)
 Ticket-to-leave: With the person sitting next to you, write down prepositional phrases inspired by objects around the
room. The pair with the most prepositional phrases in 60 seconds wins a brownie point! Ex. The clock above the wall.
Accommodations
 Modeling- ELL and IEP students will be able to see the teacher infer and write prepositional phrases before they need
to infer or write prepositional phrases.
 Differentiated Instruction- Students will be able to work in groups before having to infer or write prepositional phrases
individually. This will be an opportunity for students to help each other.