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Lesson Plan For Observation

This lesson plan focuses on teaching students about imagery in poetry by having them analyze examples of imagery, play a game to identify sensory imagery, and write their own poems using different types of imagery. Students are differentiated by ability and given various targets and support depending on their level. The lesson incorporates individual, partner, and whole class activities to engage students in identifying, understanding, and applying poetic imagery.

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Sumayya Bashir/TCHR/BATD
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© © All Rights Reserved
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Download as DOC, PDF, TXT or read online on Scribd
47 views

Lesson Plan For Observation

This lesson plan focuses on teaching students about imagery in poetry by having them analyze examples of imagery, play a game to identify sensory imagery, and write their own poems using different types of imagery. Students are differentiated by ability and given various targets and support depending on their level. The lesson incorporates individual, partner, and whole class activities to engage students in identifying, understanding, and applying poetic imagery.

Uploaded by

Sumayya Bashir/TCHR/BATD
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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Subject: English Unit of Work: Pre-1914 Poetry Lesson Title: Imagery

Previous Learning: Students have been working on series of poems, studying poetic techniques. They are able to
analyze the effect of poetic techniques and also use a variety of poetic techniques in their own creative writing.

Future Learning:
Students will continue, adding imagery to their bank of knowledge in preparation for more complex poems and
ballads.
Personal
Learning and
Independent Creative Self- Reflective Team
Thinking Skills Effective Participators
Enquirers Thinkers Managers Learners Workers
Focus
(Circle/Bold)
Personal Learning and Thinking Skills Objective: I can assess myself and others and identify opportunities and
achievements
Identified Social and Emotional Aspects of Learning outcome (No): This lesson provides opportunities for students to
demonstrate that they can:
46. I can give and receive feedback and use it to improve mine and other people’s achievements.
Differentiated learning Objectives/ Outcomes
By the end of the lesson I must... By the end of the lesson I By the end of the lesson I could...
You must be able to understand and pick should... You could use imaginative and
out four different types of imagery You should be able to select creative adjectives to produce
language to create imagery in effective imagery with an
your own creative writing intentional effect
Method/s of Differentiation. Through:
Gifted &Talented students given a response to evoke in the reader so have to consider language choice; Targeting
questioning; students encouraged to set own targets; G&T students encouraged to use a thesaurus; Special
Educational Needs students encouraged to take prompts from phrase bank around room, less able students will be
allowed to use acrostic poems if they struggle

Centre for Alternative Technology mismatch:

Individualized Education Program: Names: Included on Annotated Seating Plan


Literacy/numeric focus: Additional focus/ e.g. Spiritual Moral Social Cultural: Self
Poetic Technique Evaluation, Peer evaluation
Homework:
• On frog is a link to a You Tube video with lots of interesting images.
• Choose one or several similar ones, and write a poem using lots of imagery. I should be able to work out which
image you have chosen.

Resources & Areas of


Lead Student Assessment for Confusion/
Time Main Activities/ Key Instructions
Achievements Learning Activities Alternative
Strategies Strategies
4 Starter:
(Settler) As students walk in, an image will Volunteer Q&A Will ask student to
be on the display. Students need to think clarify if any are
about what the image connotes. unsure

5 Class Activity: Around the room are pictures Pictures of the Visual display of Will remind students
of the senses. Students must close their eyes senses understanding where posters are if
and point to the sense they think the imagery they are unsure and
type refers to. They then write this in their allow them to check
books.

Development:

3 Class Objectives and Learning Objectives Hands up to see who Students can check
introduced. Students are asked to choose a has gone for what front of book to
target and write down that objective in their target remind them of
books. targets

5 Class Activity: Imagery Game - One student Objects in box

is selected and must describe an object using Oral communication


1.Two adjectives from students
1. A simile,
2. A Metaphors
3. A Clue of their choice
The rest of the class need to guess what the
object is. This should introduce the power of
words and imagery to the class. Can be
repeated depending on time. Students from each
5 row will be selected
Pair Activity: Poem is introduced: Each row to contribute an
is assigned an imagery type and must answer. G&T will be
underline the words associated with that type asked about the effect
of imagery. Students are selected to feedback
these phrases.
Volunteers will be Modeled on board in
5 asked to feedback case students get
their PEA paragraph stuck
Individual Activity: Students produce a PEA
paragraph based on one imagery phrase they
have found. Challenge: Can you explain the
effect of the individual words chosen
Can you complete more than one PEA
5 paragraph

Learning Check:
1) What is imagery, in one sentence
2) Why is imagery an effective
technique for poets to use
3) How was imagery used in T.S
7 Elliot’s poem?
Imagery was used to…… Images given
out and post-it
Imagery Phrase Writing notes
Students are given an image and a post-it
note. There are asked to write one or image Thesaurus
phrases on a post-it note and then stick it to available
the relevant sense board. One student will be
asked to stand by each sense board and
feedback.
8 After one minute
Extension: Use a thesaurus to expand your those students who
vocabulary are stuck will be
allowed to take a
Individual Activity: Students write poem post-it from the
(see alt. strategies for differentiation) sense board to help
them

After two more


minutes any other
students who are
stuck can use an
acrostic
5

Select poems are read out, the class writes


down what poem they think it is and the
imagery phrase that let them know this.

Plenary:

5 Peer Assessment: Students give points to their


partner’s poems according to a mark scheme.

Learning Assessment: Students answer three


3 questions
1) What did you learn this lesson?
2) What did you improve on this
lesson?
3) What would you still like to work
on?
Evaluation:

Notes for Next Lesson:

Additional Notes:

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