Teacher:

Darius Begay
Standard:

Subject:
English

Grade:
7th

Determine a theme or central idea of a text and analyze its development over the course of
the text; provide an objective summary of the text. (7.RL.2)
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
(7.RL.4)
Analyze how a drama or poems form or structure (e.g., soliloquy, sonnet) contributes to its
meaning. (7.RL.5)
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience. (Gradespecific expectations for writing types
are defined in standards 13 above. (7.W.4)

Objective (Explicit):

Students will be able to identify and modify words in a text and form complex and colorful ideas
Students will be able to rearrange vocabulary and design a new poem.
Students will be able to present their overall work to the class.
Students will be able to discuss their work and defend their ideas.

Evidence of Mastery (Measurable):

Students will present their final works to the class and explain the main message in their
pieces. Students will be given 5 minutes to read their pieces and explain their interpretation
to the class.
Sub-objectives, SWBAT (knowledge, skill, purpose):

Students will be given a re-up on Free Verse poetry to scaffold into this assignment.
Student will have to have a basic understanding of constructing a poem.
Students will have free reign to choose their own topics but will be provided with examples
i.e. A happy memory, how their day is going, a pet, etc.
Key vocabulary:
- Exploration
- Visualization
- Phrase
- Form

- Presentation
- Comprehension

Materials:
Newspaper
Kids Scienfic Journal Weekly (Magizine)
Multi-Colored Markers
Overhead Projector
Computer

Engage

Teacher will post examples of previously completed Blackout poems on the overhead to assist
students and encourage productivity.
Students will be given ample time to review multiple literary works and choose one based on their
liking.

Teacher Will:

Students Will:

Give a brief review on poetry structures and show well

constructed and flashy examples of Blackout Poetry.

Look at multiple readings and choose a piece that

they feel they can produce the best possible poem
from.

Explore
Students will be expected to work on their own and devise means of creating a propely constructed
poem.
Students will be given the option of changing out their original poem if they find that they are having
difficulties with the first article, page, etc.
Teacher will be walking around the class assisting and clearning up any misconceptions the
students may have. In the case that multiple students are still having difficulities the teacher will ask
what part of the lesson so far needs to be explained more in detail.

Teacher Will:

Students Will:

Assist the students by walking around the class and

answering any and all questions students might have.

Work alone on their poems. Students will read

through their literary pieces and then they find

words or phrases they think that stand out and

circle those words. While they are constructing
their poems, if at anytime they feel they cannot
produce a poem from their works they can opt for
a new article, page, etc.
Co-Teaching Strategy

For gifted students the poems will be made from articles or other literary works that implore a more
advance venacular.
Differentiation Strategy

For Special Ed Students or those with IEP's, the literary works will be the same as the class but the
student(s) will have additional time to work on their poem and more support from teacher and/or
Special Ed teacher.
Explain

Teacher will remind students that their poems will be present their finished works at the end of the
lesson.
Teacher will stop the students about 15 minutes into the assignment and ask What are your
thoughts about the project so far? Are you finding any of this confusing or overwhelming?
Students will be able to give their thoughts on the project so far and answer the teachers questions.
Teacher Will:

Make sure the students are on track and that there is

no confusion on what was asked.

Students Will:
Reflect and give opinions on the project thus far.

Co-Teaching Strategy

Students will be asked if there needs to be anymore explanations on the task at hand.
Differentiation Strategy

Teacher will continue assisting Special Ed/Differentiation students.

Elaborate
Students will be given some questions to consider after their works are completed. Students will articulate on how their
understanding has changed or been solidified.

Teacher Will:

Students Will:

Write questions on the whiteboard that reaffirm and

engage on higher order thinking.

Respond to the questions on the board. Students

will also refect on the overall experience and
reiterate their thoughts.

Co-Teaching Strategy
Gifted students will be asked to explain any comparisions and similarities of their work to the original text.
Differentiation Strategy

Teacher will continue assisting Special Ed/Differentiation students.

Evaluate

Students will present their finished work to the class by reading and explaining the topic they chose
to focus on. Then the students will give one thing they enjoyed about the project and one thing they
took from this experience.

Teacher Will:

Students Will:

Highlight achievements in the students work.

Teacher will also give constructive feedback.

Reflect on their poems and the over complexity of

the writing process. They will also elaborate on what
they thought the teacher could do better.