Michelle Childers
NEVADA STATE COLLEGE
TEACHER PREPARATION PROGRAM
LESSON PLAN
Description of Classroom:
 11 to 44 English Language Arts Honor Students
Background:
 Students have previously practiced with poetic devices with John Donne’s “The Flea”
Content Objective(s):
 SWBAT analyze “The Passionate Shepherd to His Love” using poetic devices
 SWBAT analyze “The Nymph’s Reply to the Shepherd” using poetic devices
Language Objective(s):
 SW discuss poetic devices as used by Marlow and Raleigh
 SW write down poetic devices they notice and what they do for the poem’s
themes/message/tone, etc.
Nevada Standards:
 Determine the meaning of words and phrases as they are used in the text, including
figurative and connotative meanings; analyze the impact of specific word choices on
meaning and tone, including words with multiple meanings or language that is
particularly fresh, engaging, or beautiful (Include Shakespeare as well as other authors).
Key Vocabulary:
 Poetic Devices (List of 35+ devices given to them last week, with definitions)
Best Practices: (put an X next to those that you address in your lesson)
Preparation
Scaffolding
Grouping Options
X Adaptation of content
X Modeling
X Whole Class
X Links to background
X Guided practice
X Small groups
X Links to past learning
_ Independent practice
X Partners
X Strategies incorporated
X Verbal scaffolds
_ Independent
X Procedural scaffolds
Integration of Processes
Application
Assessment
X Listening
X Hands-on
_Individual
X Speaking
_Authentic (Meaningful)
X Group
X Reading
X Linked to objectives
X Written
X Writing
X Promotes engagement
X Oral
Teaching Strategies:
 Small group work (Think, Pair, Share), whole group discussion
Warm Up Activity:
I. Alliteration.
a. Use the “s” sound repeatedly in a statement about snakes
b. Use the “w” sound repeatedly in a statement about wind
c. Use the “r” sound repeatedly in a statement about a lion.
d. From the four examples of alliteration you created in a-c above, what
can you conclude about one effect of the use of alliteration
Lesson Sequence:
1. Give students 10 minutes max to complete warm up. Randomly select students to respond
2. Pass out copies of “Passionate Shepherd” and ask for volunteer to read.
3. Ask students to take out list of poetic devices to use when analyzing the poem on their own, for
5 minutes.
4. Tell students to turn to another person close to them to share they’re responses, and see if they
can come to a conclusion.
5. Ask a pair to share their collective analysis. Ask if any other pairs agree or disagree.
6. I will repeat this process by having pairs form groups of four to compare analysis (If I find I
have extra time)
7. Repeat Think, Pair, Share for “Nymphs Reply”
8. Ask students if they see any connections between the poems in the case of poetic devices used
by both poets.
Accommodations:
 Projected poems as well as class set for them to read in their groups
Review/Assessment:
 Discussion. Collect responses if necessary.
Reflection: