Literary Analysis Lesson Plan
Literary Analysis Lesson Plan
Literary Analysis Lesson Plan
RATIONALE
Objectives 1, 3, and 4 were developed to address standard ELA.6.2, ELA.6.18 and NCTE 6 because
students will be using their knowledge of language conventions and sentence structure to determine a
theme and summary of a poem.
Objective 2 was developed to address standard ELA.6.1 because students will cite textual evidence to
support their analysis and theme of their chosen poem.
WV CCRs
ELA.6.1 – Cite textual evidence to support analysis of what the literary text says explicitly as well as
inferences drawn from the text.
ELA.6.2 – Determine a theme or central idea of a literary text and how it is conveyed through particular
details; provide a summary of the text distinct from personal opinions or judgments.
ELA.6.18 – By the end of the year, read and comprehend literature, including stories, dramas, and poetry,
in the grades 6-8 text complexity range proficiently, with scaffolding as needed at the high end of
the range.
NATIONAL STANDARDS
NCTE 6 – Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss
print and non-print texts.
ISTE STANDARDS
5b – Design authentic learning activities that align with content area standards and use digital tools and
resources to maximize active, deep learning.
ASSESSMENT
Diagnostic/Pre-Assessment
1. First, I will ask students if they’ve ever paid close attention to minor details in a song, movie,
or painting.
2. I will ask students if they remember what is distinct about poetry’s grammar and spelling
rules.
a. Poetry often breaks the rules of standard grammar and spelling to better convey the
poet’s message or fit the meter and rhyme scheme.
3. I will ask students if they like to argue about details.
4. I will ask students if they know how to summarize something and be entirely neutral.
a. If students claim understanding, I will ask for one student to provide an example by
summarizing the novel, Red Kayak.
b. If no students claim understanding, I will provide an example by summarizing Red
Kayak and explain to students that a summary is absent of opinion and simply tells
the facts.
Objective 1, 3, 4
Formative Assessment
Check with students as we annotate, summarize, and analyze the sample poem (See
Attachment) on the board.
a. Read the poem out loud, then go line-by-line and annotate
b. Determine a message as a class
i. Ask students if they understand why we chose that message
c. Go line-by-line and find details to support the message
i. Ask students if they understand how each detail supports the message
Observe students as they annotate the poem
Observe students as they analyze the poem and support their idea with textual evidence.
Objective 1, 2, 3, 4
Summative Assessment
Students will complete an activity involving annotating a poem of their choice from a list and
then deciding on the theme or central message and citing textual evidence that supports their
answer (See Attachments).
Objective 1, 2, 3, 4
MANAGEMENT FRAMEWORK
Describes how time is set to accommodate the lesson. Just give time and not details. For example:
Overall Time 75 minute lesson
Based on the student characteristics noted in the Differentiated Instruction Considerations chart,
describe the accommodations made in the lesson to meet learner differences.
Ways to differentiate content: Ways to differentiate based on how students
Students are given auditory instruction accumulate information (process):
(lecture) as well as visual instruction Students will be given instruction through
(board and handout) lecture and on board
Handouts with basic process of analyzing
distributed (See Attachments)
Will practice annotation and analysis with
students
PROCEDURES
This section has five parts; each is an important part of the lesson.
1. ANTICIPATORY SET
I will complete the Diagnostic Assessment while distributing the sample poem for demonstration.
Then, I will transition to the demonstration. First, I will ask students if they’ve ever paid close
attention to small details in a song, movie, or piece of art. Next, I will ask students if they’ve ever
argued with someone about these details. Then, I will ask if they remember what is distinct about
poetry’s grammar and spelling rules. I will remind them that poetry often breaks the rules of
standard grammar and spelling to better convey the poet’s message or fit the meter and rhyme
scheme. Finally, I will ask students if they know the difference between summarizing and giving
a review. I will explain that summaries have no opinions and simply tell the facts, while reviews
give opinions and judgments. I will mention the novel, Red Kayak, as an example, and will show
a PowerPoint slide (See Attachments) with a review and summary for the film, Endgame.
2. INTRODUCTION
Tell students that we will learn how to annotate and then analyze and summarize the poem. Then
tell students that we will be deciding what the theme or central message of the poem is and citing
textual evidence to back up our decision, just like we have been doing all year. I will point out the
sample poem I passed out and tell them we will be using this poem to practice together and then
they will do one on their own.
MATERIALS
PowerPoint
Writing utensil for each student
Four different highlighters for each student
Paper copies of each choice of poem
Paper copies of the activity
Four different dry-erase markers for demonstration
EXTENDED ACTIVITIES
If Student Finishes Early
Students who finish early may choose to rewrite their chosen poem as prose, or they may choose to write
a concrete or cinquain poem.
If Technology Fails
If technology fails, I will write the sample poem on the board. Students will have copies of the sample
poem and the example summary/review, so I will read those aloud as planned.
POST-TEACHING
Reflections
In preparation for writing your reflection, you may want to record initial thoughts prior to leaving the
school. The reflection should address the indicators on the Lesson Plan Rubric.
Data Based Decision Making
The data alone has little if any value. You MUST use your analysis of the data to make decisions
concerning future lessons. Data are collected to be used to drive future instruction.
Differentiating Instruction Considerations
When planning, consider all areas in this chart. Put the first name of students who are characterized by
these descriptors. Then, move to the Differentiated Instruction chart to describe how you accommodate
differences.
Learning Differences Sensory Differences
Jonathan
Chloe