1. Assure: Day 2
Analyze the learners. I will be teaching a unit on poetry to a sixth grade class. There are ten girls and
nine boys; 85% of them are white and 15% are African-American. Five of the students belong to the
gifted program, and three have ADD.
State objectives. My students will be able to identify characteristics of sonnets and identify things like
alliteration, similie, metaphor, rhyme scheme, etc. within the poetry. They will do this by going over
vocabulary words, looking at a poster, reading some of Shakespeare’s sonnets, doing a group discussion,
and for homework, they will choose a sonnet to illustrate. They will complete this by the beginning of
day 3 with 80% accuracy.
Select methods, media, and materials. For day two, we will look at the digital imaging, power point, and
glogster posters, we will use the robot, podcast, and smartboard.
Utilize Media & Material. At the beginning of class, the robot’s eyes will flash red, signifying sonnets. I
will lead the class discussion with reviewing the vocabulary words with a podcast. We will look again at
the digital imaging and power point posters. I will use the SMARTboard to bring up a few of
Shakespeare’s sonnets. After we have read and discussed the sonnets, we will look at the glogster
poster, and the students will receive their homework assignment for the evening.
Require Learner Participation. Students are required to participate in group discussion by giving
examples of our vocabulary words in the sonnets we look at. Students also must turn in an illustration
and the sonnet they illustrated at the beginning of day 3 to receive a grade.
Evaluate and Revise. I will test all media before class begins to make sure all technology is working
properly. If the website or SMARTboard doesn’t work, I will have copies of Shakespeare’s sonnets
printed out for the class discussion.