CEP Lesson Plan Form

Teacher: Emi Mack-Roney

Nine
School:
Webber Middle School
Content Area: Language Arts

Date: Day
Grade Level: 8th Grade

Title: Emotion in Poetry and Art

Content Standard(s) addressed by this lesson:

directly from the standard)

Lesson #:1 of 1

(Write Content Standards

2.1.a.i.Cite the textual evidence that most strongly supports an analysis of what the
text says explicitly as well as inferences drawn from the text
2.1.b.i. Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze the impact of
specific word choices on meaning and tone, including analogies or allusions to other
texts.
2.3.b.i. Interpret figures of speech (e.g. verbal irony, puns) in context.
Understandings: (Big Ideas)
Students will analyze songs to identify themes of emotion using elements like
literary devices.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of
instruction, select applicable questions from standard)
How is emotion conveyed in music?
How does rhythm impact the meaning of the poem?
How can expressing an emotion help someone deal with that emotion?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the
standard, follow the ABCD format, using student voice)
I can: Analyze a poem to see the emotional meaning behind it.

This means: I can use elements of TTPCAST to analyze these poems.

List of Assessments: (Write the number of the learning target associated with
each assessment)
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CEP Lesson Plan Form

Students, as they are analyzing, will fill out a TTPCAST chart to hold students
accountable for all parts of the process. This will be turned in at the end of class.
Students have also been exposed to these elements before in a previous unit so
instruction on how to properly fill out TTPCAST will not be conducted in this lesson.

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson
Should be a creative title for you and the
students to associate with the activity.
Think of the purpose as the mini-rationale
for what you are trying to accomplish
through this lesson.
Approx. Time and Materials
How long do you expect the activity to
last and what materials will you need?
Anticipatory Set
The hook to grab students attention.
These are actions and statements by the
teacher to relate the experiences of the
students to the objectives of the lesson,
To put students into a receptive frame of
mind.
To focus student attention on the
lesson.
To create an organizing framework
for the ideas, principles, or
information that is to follow
(advanced organizers)
An anticipatory set is used any time a
different activity or new concept is to be
introduced.
Procedures
(Include a play-by-play account of what
students and teacher will do from the
minute they arrive to the minute they
leave your classroom. Indicate the length
of each segment of the lesson. List actual
minutes.)

Emotion in Songs and Poetry

90 minutes
Song lyrics
Song
TTPCAST Chart
List of emotions
This is the start of the next section of this unit. A quote from Ellen
Hopkins book Rubmle will be shown to the students.
This unit is intended to answer this quote and show students ways that
they can deal with their emotions in the moment, ways to get through
the hard times until they do get better.
Students will begin with a tool that many have used to succession to
process emotion, poetry. (5 minutes)

Teacher Actions
While students are reading the
instructor will use the students
personal computers to pull up the
song files that will be used later in
the class. When this process is
done the instructor will read

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Student Actions
SSR time (20 minutes)
Students will read their individual
books silently for twenty minutes

CEP Lesson Plan Form

Indicate whether each is:
-teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

silently along side the students

unit the allotted time is up.
The instructor will hand out the
three TTPCAST charts to the class
and tell students to find a song
located around the room and
analyze it. (5 minutes)
Instructor will walk around to
monitor students who are not on
task and to answer questions.

A program offered by the school

will be used to monitor students
computers to be sure that they are
listening to the required song and
only that song.

Students will analyze their first

song (15 minutes)
When students are finished
analyzing the first poem they will
move to a song located next to a
computer. They will analyze this
poem as well (15 minutes)
When students are done analyzing
their first poem they will open the
computer and listen to the song.
On their chart students will write
what the addition of music dose to
the meaning of the song. (5
minutes)
Students will move to another
song and computer to analyze
once more, this time they will
listen to the song while reading
the lyrics at the same time. (15
minutes)

Closure
Those actions or statements by a teacher
that are designed to bring a lesson
presentation to an appropriate conclusion.

Students will pick an emotion out of a hat.

In order to have students practice processing an emotion, students will
write a poem based on this emotion. Students will have the rest of class

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CEP Lesson Plan Form

Used to help students bring things
together in their own minds, to make
sense out of what has just been taught.
Any Questions? No. OK, lets move on is
not closure. Closure is used:
To cue students to the fact that
they have arrived at an important
point in the lesson or the end of a
lesson.
To help organize student learning
To help form a coherent picture and to
consolidate.
Differentiation
To modify: If the activity is too advanced
for a child, how will you modify it so that
they can be successful?
To extend: If the activity is too easy for a
child, how will you extend it to develop
their emerging skills?
Assessment
How will you know if students met the
learning targets? Write a description of
what you were looking for in each
assessment.

to start their poems and will complete them at home for homework.
This poem can be done in any form they choose as long as the emotion
is incorporated. Students are free to use the poems they analyzed as
inspiration for their poems. (10 minutes)

Students who have trouble reading silently may use an audiobook or

book in a different form, such as a graphic novel or magazine. The point
is to have students reading, not to be particular what they are reading.
Students who are deaf will have poems that have a song translated in
ASL for them. They will intemperate the sings used and the way the
interpreter incorporates elements of sound and rhythm into their
performance. (This is easy to evaluate if one knows ASL like myself)
Students will turn in their TTPCAST charts at the end of the lesson to be
evaluated. It is not so important that students get the same meaning
from the poem as I do, or as their classmates do. As long as the student
uses textual evidence in order to support their ideas they have
completed the assignment.
This is not the first time that students have used TTPCAST before so
they will be familiar with how they are constructed and my expectations
of their completion.

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