LEARNING—FOCUS STRATEGIES
Lesson Planning Form
HODGES
ELAS explained :
18
identifies main and
subordinate ideas,
Understands and
appreciates
language and form
of poetry from
Modern period.
Uses strategies to
summarize major
ideas in poetry,short
story and the essay.
Reads and writes for
many purposes,
learns words carry
connotation and
denotations, uses
inferential skills,
defines unfamiliar
words by using
structural analysis
skills gains insight
into human behavior
through literature
from different
periods and genres,
understands major
influences on the
literature of a period
or culture, uses
language
appropriate to
situations and
audience,
understands that the
English usage is
shaped by
differences
QCC:
Unit/Chapter/Lesson:
EMERGING MODERNISM
Learning - Focus
Essential Question(s):
(with key questions if
necessary)
WEEKS 17 &
Class:
British Literature
Date(s):Dec.
13-Jan 2011
Wk 17-18
Time
EQ: What are the events that led up to the
modernist movement?
EQ: What does emerging modernism mean?
EQ: How did Keats view of history reflect his fears
about the future? How were they incorporated into
his poetry
EQ: How does DH Lawrence create irony?
EQ: What is Virginia Woolf’s attitude about the
British class system? Reference the duchess in
your answer?
EQ: Are the characters in Woolf’s Duchess and the
Jeweler believable? Why or why not?
EQ: What are the elements that make up a writer’s
style?
EQ: What causes disconnection? How is portrayed
in the works of TS Eliot?
EQ: What can be inferred from the writers of this
period about their modernistic beliefs?
Activating Thinking
Strategies:
(ex: kwl, word maps,
wordsplash, etc…)
Acceleration Strategies:
(focus on content maps and key
vocabulary)
Timeline- 1900’s Five Events for the Creative
Horseracing- learning the odds aren’t in your favor
Getting something for nothing
STYLE splash
Unit Vocab
Vocabulary- Rocking Horse Winner
Literary terms- applying them to modernism
Teaching Strategies:
(graphic organizers)
Good luck- Bad Luck
Create a chart that examines the problem of
alienation
Prompts:
(distributed practice and
distributed summarizing)
Journal: FEAR ABOUT THE FUTURE
Journal: BARGAINING
Song or limerick
Summarizing Strategies:
(ex. Ticket Out the Door, 3-2-1,
etc…Answer the essential
question)
Extending/Refining
Activity:
(thinking skills and/or writing
prompts)
Day one- EQ
Day two- rhyme scheme
Day three- student summarizer
Day four- vision of luck
Day five- writer’s style
Day six – consequences of alienation
Day seven- it’s Christmas break
Author ppts by students
Assignment and/or
Assessment:
Notetaking, vocabulary, questions at the end of
each reading
In the manner of a modernist
Excerpts in our study:
From Keats- both poems
DH Lawrence-Rocking Horse Winner
Virginia Woolf-Duchess and the Jeweler
Dylan Thomas- Do Not Go Gently Into the Good
Night
TS Eliot -poems
Re-Teaching Focus and
Strategy:
(if necessary)
Comparing the literary periods
review
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