Day 1- Introduction to Creativity (Inquiry instruction)

Teachers: Makayla Daugs Subject: English Language Arts (10th Grade)

Standards:
 9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in
standards 1–3 above.)
 9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups,
and teacher‐led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and
expressing their own clearly and persuasively.
Objective (Explicit):
The students will be able to reflect on the meaning of creativity and its impact on their lives so far, discuss the
process of creativity and how it relates to one's identity and share experiences and opinions on what to do in
the face of adversity.
Evidence of Mastery (Measurable):
 The students will provide a completed graphic organizer which they have worked on in class, as well as the
Post-it notes that they used for discussion and participation. For homework, the students will pick a song for
an in-class activity for class next week.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 Reflect and anonymously share their opinions and identity around. creativity
 Discuss how to face adversity and criticism
 Share their own experiences to support the conversation
Key vocabulary: creativity, medium, identity, criticism, Materials/Technology Resources to be used:
imagination, brainstorming, contemplation - Post-it Notes
- TED Talk by Julie Burnstein
- TED Talk Graphic Organizer
Engage
The teacher will prepare the classroom for a Post-It Note Activity, which will include the following questions:
Are you a creative person? What medium do you use to show your creativity? What challenges have you faced in
expressing yourself? What environment makes you the most creative?
When the students walk into the room, they will be asked to use Post-it Notes( with their names on the back) to
answer the questions. For the first question, they will put their answer on a scale of 0 to 10 and provide an
explanation.
The teacher will then ask the students to quickly share The students will participate in their small
with their small groups in order to prepare for a large group discussions and use proper discussion
group discussion about their answers to the questions. techniques.
Explore

Co-Teaching Strategy/Differentiation
The teacher can group students accord to their ability to work together and provide assistance while
walking around the room, such as encouraging a student to talk or guiding the direction back to the topic at
hand.
Explain

The teacher will show the TED Talk “4 lessons in The students will watch the video attentively
creativity” to the students. The teacher will then prompt and take notes using the graphic organizer
the students to discuss the video and how it relates to provided.
 their previous answers by using guided discussion
questions.
Co-Teaching Strategy/Differentiation
The teacher can provide the scaffolded graphic organizers to aid the students who have trouble writing
information from the presentation. The transcript can also be provided.
The teacher will then mediate a whole class discussion The students will participate in the whole class
based on the Post-It Note Activity and the TED Talk, discussion by providing their opinions,
Elaborate

only stepping in to ask more questions or direct the experiences, and thoughts on creativity.
conversation back to the topic.
Co-Teaching Strategy/Differentiation
If the class is not yet comfortable with whole-class discussion, the teacher may assign student roles, such
as scribe, mediator, and questioner, to help students participate in the discussion.
Evaluate
The student will be evaluated by their participation in the class discussion, as well as their completion of the
graphic organizer.

Day 2-Poetic Devices Lesson (Direct instruction)

Teachers: Makayla Daugs Subject: English Language Arts (10th Grade)
Standards:
 9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
 9-10.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including
stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures
appropriate to grade 10.
 9-10.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and
tone.
 9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in
standards 1–3 above.)
 9-10.L.5(a): Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
Objectives (Explicit):
The students will be able to identify the use of poetic devices in and out of the context of poetry, explain the
meaning of the poetic devices, and create their own examples of the poetic devices.
Evidence of Mastery (Measurable):
 The students will provide a completed interactive worksheet that they have worked on together in small groups
and finished for homework, which will be submitted the next day in class.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 Identify the use of poetic devices
 Understand how poetic devices affect the overall meaning of a poem
 Understand how to use poetic devices in their own writing
Key vocabulary: alliteration, onomatopoeia, imagery, Materials/Technology Resources to be Used:
hyperbole, metaphor, simile, personification, rhythm, - PowerPoint Presentation on Poetic Devices
rhyme, idiom - Interactive Worksheet
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will start class with a Think/Pair/Share discussion on the song lyrics that the student chose for
homework, guided by the prompt on the board: “Share your chosen song with your table partners and discuss
why you chose it.” The teacher will then connect the conversation to poetic devices and state the objective of the
day.
The teacher will use a PowerPoint presentation to The students will listen to the teacher attentively
explain the meaning of the following poetic devices: and fill in the gapped notes along with the slides
Instructional Input

alliteration, onomatopoeia, imagery, hyperbole, as well as answer any additional questions from
metaphor, simile, personification, rhythm, rhyme, the teacher.
idiom. They will also provide multiple examples of
each.
Co-Teaching Strategy/Differentiation:
The teacher can provide the gapped notes in multiple formats to aid the students who have trouble writing
information from the presentation.
After the presentation, the teacher will ask the The students will continue filling out the
Guided Practice

students to continue filling out the worksheet. The worksheet, which requires students to work
teacher will walk around the room to assist the together to identify poetic devices, act out their
students. meanings, and write their own examples.
Co-Teaching Strategy/Differentiation:
The teacher may assign roles within the groups if certain students are uncomfortable acting out or sharing
in the groups. The teacher will also provide individual assistance while the groups work together,
Practice Independent

The teacher will ask for any questions about the rest The students will complete the independent
of the worksheet and answer accordingly. section of the worksheet, which requires them to
read a poem and identify the poetic devices it uses.
Co-Teaching Strategy/Differentiation:
The teacher may provide extra assistance to students by underlining the poetic devices and asking the
students to identify them rather than find and identify them.

Closing/Student Reflection/Real-life connections:

The teacher will close the class by giving the students a preview of the next lesson: scanning poetry. They will
ask the students what they know about it through a series of questions and raising of hands.

Day 3-How to Scan Poetry (Direct instruction)

Teachers: Makayla Daugs Subject: English Language Arts (10th Grade)
Standards:
 RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as
 well as inferences are drawn from the text.
 RL.9-10.2: Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.
 RL.9-10.10: By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at
the high end of the grades 9-10 text complexity band independently and proficiently.
 RL.9-10.5: Analyze how an author's choices concerning how to structure a text, order events within it (e.g.,
parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
Objectives (Explicit):
The students will be able to define the words related to poetry scansion and explain how they influence the
language of the text, as well as determine the scansion of a poem.
Evidence of Mastery (Measurable):
 The students will provide an annotated copy of the poem of their choice (10-line minimum) of which they have
properly scanned and identified the metrical scheme, which will be finished as homework and submitted the
next day in class.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 Define the vocabulary of poetry scansion
 Understand how the effect of scansion on the language of a text
 Determine the scansion of a poem
Key vocabulary: scansion, rhythm, foot, meter, unstressed, Materials/Technology Resources to be Used:
stressed, foot boundary, iamb, trochee, anapest, dactyl, - Infographic on Poetry Scansion
metrical scheme - Interactive Worksheet that includes
excerpts of the following poems: Sonnet
18, To His Coy Mistress, Childe Harold’s
Pilgrimage
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will start class by asking the students to silently reflect on the following prompt: What are three
literary devices you would like to use and why? The teacher will then ask the students to share out their answers
and keep a tally on the board. The teacher will then connect the conversation to scansion and state the objective
of the day.
The teacher will use the infographic to explain the The students will listen to the teacher attentively
meaning of the following scansion vocabulary: and fill in the gapped notes along with the slides
Instructional Input

scansion, rhythm, foot, meter, unstressed, stressed, as well as answer any additional questions from
foot boundary, iamb, trochee, anapest, dactyl, the teacher.
metrical scheme. They will also provide multiple
examples of each.
Co-Teaching Strategy/Differentiation:
The teacher can provide the gapped notes in multiple formats to aid the students who have trouble writing
information from the infographic.
Gui

After the presentation, the teacher will ask the The students will participate in the class
 students to look at the first line of Sonnet 18 by discussion and write done the scansion along with
William Shakespeare, the teacher will ask the the rest of the class. They will then work in their
students guided questions to scan the line as a whole groups of four to scan the next poem with the
ded Practice

class. The teacher will then have the students to teacher's assistance.
work at their tables together to scan the next poem,
To His Coy Mistress.
Co-Teaching Strategy/Differentiation:
The teacher may assign roles within the groups if certain students are uncomfortable acting out or sharing
in the groups. The teacher will also provide individual assistance while the groups work together.
The teacher will ask for any questions about the rest The students will complete the independent
Independent Practice

of the worksheet and answer accordingly. The section of the worksheet by scanning the last
teacher will then ask the students to work on the poem.
next poem, Childe Harold’s Pilgrimage,
independently.
Co-Teaching Strategy/Differentiation:
The teacher may provide extra assistance to students by providing an accommodated worksheet, which
has more difficult words already scanned. They will also provide more assistance.
Closing/Student Reflection/Real-life connections:

The teacher will close the class by having the students complete an exit ticket on how well they understood the
lesson and what other questions they have, which they will turn in while leaving class.

Day 6 -Types of Poetry (Medium Length) (Direct instruction)

Teachers: Makayla Daugs Subject: English Language Arts (10th Grade)
Standards:
 9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and
connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.
 9-10.RL.10 By the end of the year, proficiently and independently read and comprehend literature, including
stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures
appropriate to grade 10.
 9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Grade‐specific expectations for writing types are defined in
standards 1–3 above.)
 9-10.L.5(a): Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the
text.
Objectives (Explicit):
The students will be able to identify the structure of three poems, Sonnet, Ode, and Villanelle, using the prior
knowledge on poetry scansion and meter, as well as collaborate with a small group to create a poem using one
of these forms.
Evidence of Mastery (Measurable):
 At the end of the unit, the students will have their binder of notes checked for completion to check the
participation of the class during direct instruction. The students will also submit their poems at the end of the
class, along with any questions, and comment on the exit ticket.
Sub-objectives, SWBAT (Sequenced from basic to complex):
 Identify the structure of a Sonnet, Ode, and Villanelle using its scansion, rhyme scheme, and meter
 Collaborate with other students to create a poem in the appropriate form
Key vocabulary: sonnet, ode, villanelle, Spenserian, Materials/Technology Resources to be Used:
Shakespearean, couplet, quatrain, triplet, refrain, strophe, - Presentation on Poetic Structures
antistrophe, epode, Horatian - Gapped notes
- Google Doc for poem writing
Opening (state objectives, connect to previous learning, and make relevant to real life)
The teacher will have the students scan the lines of a poem of a group’s poem from Day 5 and one quatrain of a
sonnet. The students may work in small groups to ask questions, but the activity will mostly be independent work.
The teacher will then review the correct scansion with the class and answer any questions.
The teacher will use a PowerPoint presentation to The students will listen to the teacher attentively
explain the form of a Sonnet, Ode, and Villanelle. and fill in the gapped notes along with the slides
Instructional Input

Any pertinent vocabulary that the student must as well as answer any additional questions from
understand will be explicitly stated and explained. the teacher.
They will also provide multiple examples of each.
Co-Teaching Strategy/Differentiation:
The teacher can provide the gapped notes in multiple formats to aid the students who have trouble writing
information form the presentation.
After the presentation, the teacher will lead the class The students will participate in the class
through the scansion of a villanelle. They will ask discussion and write done the scansion along with
Guided Practice

guided questions to facilitate the discussion. They the rest of the class. They will then explore the list
will also provide a list of examples for the students of poems and prepare to write.
to refer to during the writing process.
Co-Teaching Strategy/Differentiation:
The teacher may call on individuals according to their current level of understanding, as well as provide a
copy of the scanned villanelle to the students if they wish to review it after class.
The teacher will ask the students to write a poem in The students will choose which form and
Independent Practice

one of the forms discussed with their small groups. collaborate to complete the poem within the small
They will walk around the classroom and offer any groups.
assistance if necessary.
Co-Teaching Strategy/Differentiation:
The teacher may assign roles within the groups if certain students are uncomfortable acting out or sharing
in the groups. The teacher will also provide individual assistance while the groups work together
Closing/Student Reflection/Real-life connections:
The teacher will close the class by having the students complete an exit ticket on how well they understood the
lesson and what other questions they have, which they will turn in while leaving class.