This lesson plan template outlines a two-part poetry lesson for a 9th grade English class. The lessons will focus on teaching students about ode poems by having them analyze examples, discuss figurative language, and reflect on important people in their own lives. Students will then write their own ode poems. Assessments include analyzing student-created odes for understanding of the genre and formative checks for participation and understanding during the lessons.

1. Marquette University
Lesson Plan Template (REVISED 8/15/13)
Lesson Title: Ode to a Special Person/Thing Date: February 18th, 2015
Unit Title: Poetry Unit Subject/Grade Level/Lesson Duration
English 9 / Two 48 Minute Lessons
Section A. Lesson Preparation
Rationale – Why is it important for students to learn the content of the lesson?
- LIFE: The students will realize that there is someone special in their life and they will pay homage to that individual for
everything that they have done for them (mom, dad, pet, sibling, teacher, object etc.). This type of poem will allow the
students to think, list, and reflect their experiences with this individual. Most of my students always say that th ere isn’t
too many special people in their life, and I want them realize that there is always that one person.
- LITERACY and LITERARY ANALYSIS : The ode poemwill showthe students howstructure is built around in
speaking formally. The students will also be able to recognize more figurative language that is present in the poems. The
students will be able to become comfortable with the use of different kinds of poetry and being able to find various types
of figurative language in the poems.
Objectives/Learner Outcomes and Assessments (formal and informal)
1. List the measurable learning outcomes (knowledge, skills, dispositions)that students are expected to demonstrate as a
result of the lesson? (Code for use below)
a. Students will be able to define ode and tone.
b. Students will be able to create a list about five different special people/things in their life.
c. Students will be able to analyze odes for figurative language (similes, metaphors, and tone).
d. Students will be able to create their own ode about a special person/place/thing in their life.
2. For each of the above outcomes, what ASSESSMENTS will you use to evaluate each of yourlearning outcomes? (Give a
brief description). (Code for use below)
a. The students will complete the following assessments:
i. The students are going to create their own ode poem, so that the teachercan analyze if the students
actually grasp the idea/concept of an ode,and if they are able to successfully use figurative language,
emotions/color to create their poem.
ii. The students will also be working in their textbooks, the teacher will be looking for participation
informally (shout outs,raising hands,think alouds etc.). The teacherwill also use the strategy of
chunking to effectively direct students who are lost in the poems so that they understand the analysis of
the poem.
Standards Addressed – Which Common Core State Standards (English/Language Arts, Math, and Disciplinary Literacy) or
Wisconsin model academic standards (Science, Social Studies, and Foreign Language) are specifically addressed in the lesson?
Please list the number and text of the standard.If only a portion of a standard is being addressed,then only list t he relevant part(s).
a. RL.9-10.4: 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 (e.g., how
the language evokes a sense oftime and place; how it sets a formal or informal tone).
b. RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
c. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate
to task, purpose,and audience.
Materials/Resources/Technology – List all materials/resources/technology needed to support instructional procedures in this
lesson.
- Smart Board/ Clicker
- Ode Poem Worksheets
- “Dear Mama” – Tupac dedication video to his mother
- Pens/Pencils/Paper
- Binders with Table of Contents

2. - “Ode to Biggie” YouTube Video with Hanif Abdurraqib
- PowerPoint Presentation with the definitions and examples of ode and tone
- Popsicle sticks with names in case students aren’t participating
- Springboard English Language Arts 9 Teachers Edition book/textbook pg. 287
- Writing our own odes worksheet
Section C. Content/Procedures/Sequence
Content outline
Code outcomes and assessments to
relevant parts of the lesson
Instructional strategies/learning tasks/sequence of activities
Specifically identify instructional practices intended to actively engage students in learning[AE]
Specifically identify parts of the lesson that will be differentiated to accommodate diverse learners [D]
How will you introduce the
lesson
Students will watch a slam video
where poet Hanif is giving an ode
to rapper Biggie Smalls
Body of Lesson
Students will complete their
journal entry
Students will take notes on odes
and tone
Students will watch an example of
an Ode through the Tupac Shakur
music video
Hanif Aburraqib – “Ode to Biggie”
https://www.youtube.com/watch?v=aop1sGjhgH80
- “The slam poemthat you guys are going to watch is the poem that we will be
learning how to create today. He says that his poem is an ode to rapper Biggie
Smalls.” *If students do not know who Biggie Smalls was, then the teacher will
give a brief history about Biggie Smalls and his character.*As you are listening
to the poem, he is not talking about Biggie Smalls directly, he is talking about the
community from which Biggie came from. So yourjob for this poem that I want
you guys to recognize is what is he really saying about the community Biggie came
from?” *Students will watch the video* “Who caught what he was really saying
about his community?” *Teacher expects the answer that the community lived a
hard life and that Biggie showed that anyone can accomplish anything coming
out of the ghetto* Activity should take about 7 minutes
“Awesome guys!Now what I want you guys to do is take out yourbinders and add in a
couple of items to your table of contents.Then take out a sheet of paper where you will
write in your journal entries and your notes.For your journal entry – I want you to answer
the following question.List five special people or places or things in your life and give me
an explanation about why they are special to you.Anybody would like to share their list?”
*Students will probably listthe following:”
- Parents, pets, hometowns, favorite hang outs, friends etc.
- Explanation: Because they care for them, listen to them, make them laugh etc.
Activity should take about 7 minutes
“Okay great! So the type of poem that we are going to write about now for yourpoetry
anthology is an ode type of poem.”
An ode is a poem that highly praised something—usually a person, an event or an idea.
Traditionally odes deal with serious subjects and have a formal tone.
“When we are talking about tone, we are referring to the voice that the authoris giving to
bring the emotions and the feelings to the poem.”
Tone is the character of voice expressing an emotion.
“Think about colors when you think about emotions, what colors are associated with anger?
With sadness? With greed? Think about colors when reading certain poems. Also, think
about the vocabulary that the poet is using to express their emotion. Are they us ing soft
words, are they using big words, small words, are they using curse words, think about the
wording and colors and that will give you an idea of what the emotion is in the poem.”
Activity should take about 10 minutes
We are going to watch an example of an ode type of poem by watching a classic music
video with Tupac Shakur in it. I want you guys to figure out who is he dedicating his song to
and what is his tone?”
“Dear Mama” – Tupac Dedication to his Mom Video
https://www.youtube.com/watch?v=Mb1ZvUDvLDY

3. Students will begin to read
“Abuelito Who”
Students will begin “chunking” the
“Abuelito Who” Poem
How will you close the lesson?
What will be assigned? How will
it be assessed?
“Okay – So! I want you guys to tell me who is he dedicating his song to? What is his tone?
Why do you think he has that tone about his mother? Does anyone feel this way about their
own mother?” *Questions should stimulate ideas in students about their own poetry*
Activity should take about 7 minutes
“Okay you guys!Now that you have brainstormed some ideas of your own, now you are
going to read an example of how an ode would look in “Abuelito Who.” It is a very good
poem written by Sandra Cisneros, who is an amazing Latina writer and poet.She wrote
House on Mango Street which hopefully we can look at some examples of before the unit is
over. The first thing that I want you guys to do is listen to poem. Do nothing else just enjoy
the sound ofthe poem.”
*Teacher will read the poem*
“Now what we are going to do is we are going to look at the poem piece by piece and
analyze what is going on in the poem and how it affects the author. I want you guys to make
sure that you are paying attention, because you will do yourown poetry analysis in the next
week.”
Activity should be only 3-4 minutes
In each stanza students will circle the memories in their text (examples of imagery) of
the poet’s Abuelito. Then, the students will place a star next to the examples of similes
and metaphors, and then the students will turn to a partner and try to find the
significance of the those similes and metaphors together. The teacher will bring the
students back together to brainstorm more on the poem.
Activity should take about 15 minutes
“Now that we have read and seen examples of an ode, I want you guys to consideryour own
odes.I want you to take out a sheet of paper and tell me who you want to dedicate your
poem to and why? Keep in mind that it does not have to be definite, but the more sure you
are about yourpoems, the betterit will be.
Activity should take only 5 minutes
The students will write their own odes.
Identify any special considerations you need to attend to for this lesson:
- There are students who are friends with each other that cannot work together.Some students will need to be moved
around in order for them to get their work done.
- In the IEP class, the class will have to be constantly reminded to do their work, and they will be given guided instruction
along with a reminder of a time limit.
- The teacher will make sure to include chunks of the poem (stop and go, stop and go, etc.) in order to consistently keep the
students attention and make sure that they are grasping the text (especially for 3rd hour).
Section E: Self-Assessmentand Reflection
1. Was the lesson successful? What DATA or EVIDENCE support yourconclusions?
2. Based on yourconclusion above about what your students knowand are able to do (individually and collectively), what
next steps in instruction are you planning?