Core 21 daily lesson plan and workshop
Concept: A Poem, “The Road Not Taken” by Robert Frost”

Cosmas, Mercy and Maryam
FIRST

Unit Objective: Students should be able to make appropriate inferences from the poem
Entry point
Game – charade: The idea is to joggle the memory in non-linguistic gesture to guess what the word or the phrase is. (This can prepare them for the inference task.)
They can also use inference task cards

KWL – on inference
Sequence of instruction
Start with the game – charade. A student will volunteer to anchor the game. 
Use inference task cards
Let students fill the “K”and “W”parts of the KWL chart. 
Chose a medium to read poem
Write or sketch the summary
Students work in smaller groups of interest
Oral presentation to show positions 

Brain-compatible strategies
With the knowledge that students understand what inference is, let them writ what the boy feels about his dinner and why they say so. 
Differentiated activities

Provide a copy of the poem, project an image of a fork on a road, provide the audio version of the poem. Students choose which way they want to read the poem. For those with prior knowledge of the poem, let them write a summary of the main events in their own words. Have students either sketch, draw, or write items that have suggestive meanings from the poem.  
Best practices
Summarizing stanzas, generating and testing hypotheses made on inference, cooperative learning during differentiated activities, non-linguistic representation, cues on inference, 
Use flexible grouping
Group students by any of the differentiated premises (interest level-choices, readiness level-prior knowledge, and learning profile  {KAV}
Twenty-first century skills
Creativity, communication, collaboration, information literacy, media literacy, social and cross cultural skills  
Determine the rigor
What happened in the poem? (remember) 
What are some inferences you were able to identify? (remember) 
Can you outline the inference according to stanzas? (understand) 
Show how you were able to arrive at those inferences. (apply) 
Justify the accuracy of your inferences with ample details from the poem. (evaluate and analyze) 
The majority of the lesson is in quadrant A but reach quadrant C in the last activities. 

Formative assessment
Oral questioning: what specific detail can you deduce from each stanza about the narrator?  
Practice
Use inference task cards, sketch, draw, write, 
Reflection
Students put down in the journals their reflections
Personal reflection
This will depend on the final outcome of the learning. Test of the “L”part of the KWL

SECOND
Unit Objective: Students should be able to use ample textual evidence to support claims
Entry point
Graffiti wall: Put up any evidence that represent them in the school mission statement
Sequence of instruction
Begin the class with the graffiti wall exercise.
Let them have a conversation about the trends in the entertainment industry and show you the source.
  Let examine the word choices, imagery, symbols to support their claims. Students will work in smaller group according to differentiated pathways. 
Students will write a one-minute essay on details that support their inferences.  

Brain-compatible strategies
Social brain: Let student tell you the latest controversy in the world of entertainment and let them show you concrete evidence to prove their stories.  
Differentiated activities

Provide a copy of the poem, project an image of a fork on a road, provide the audio version of the poem. Students choose which way they want to read the poem. For those with prior knowledge of the poem, let them write a summary of the main events in their own words. Have students either point out our write words, symbols, images that back up their assumptions from the poem.
Best practices
 testing and supporting  hypotheses made on inference, cooperative learning during differentiated activities, non-linguistic representation, practice more examples
Use flexible grouping
Group students by any of the differentiated premises (interest level-choices, readiness level-prior knowledge, and learning profile  {KAS}
Twenty-first century skills
Creativity, communication, collaboration, information literacy, media literacy, social and cross cultural skills  
Determine the rigor
Can you defend your position on the on the claims you have made (evaluate)
What would happen with the claims if the details picked are substituted with the equivalent synonyms? (create )  
This lesson is in quadrant C 

Formative assessment
One minute paper /mini essay: in one minute, find and write out details from the poem that support the inferences you’ve made.
Practice
Independent practice, sketch, draw, write, investigation
Reflection
Students put down in the journals their reflections
Personal reflection
This will depend on the final outcome of the learning. 
THIRD
UNIT TOPIC: “THE ROAD NOT TAKEN” ROBERT FROST
WHAT IS THE CONCEPT YOUR TEACHING TODAY?

-What is plot?
-Types of plot
-Describing the plot used in the poem
WHAT IS YOUR OBJECTIVE(S)?
 Students will: Describe and analyze the plot of the poem
ENTRY POINT:
KWL exercise to get a bearing of the students’ knowledge.
SEQUENCE OF INSTRUCTION:
Having an idea of what they should know, what they want to know, what they want to learn.
Explanation of types of plot.
 Randomly group them, create scenes. Act a drama based on the types of plot.
 Relate the types of plot to the poem.

BRAIN COMPATIBLE STRATEGIES:
Feedback, coherence, activity
DIFFERENTIATE ACTIVITIES:
When some of the students don’t understand what’s being done, re-teach the concept to them while the rest continue their work.
 The drama would help the visual learners, the explanation among the students would help the auditory learners.
BEST PRACTICES:
Non-linguistic representation
USE FLEXIBLE GROUPINGS:
Random (ballot) grouping which will last for the lesson
TWENTY-FIRST-CENTURY SKILLS:
Communication, creativity (social skills), flexibility and adaptability
DETERMINING THE RIGOR:
The lesson started with quadrant A and quickly moved to quadrant C where the lesson remained at
FORMATIVE ASSESMENTS:
One-word summary:
Give a one-word summary to describe what you think the plot of the poem was?
PRACTICE:
 Hands on, activities that require 21st century skills.
REFELCTION:
 Give the students time to discuss what they learnt and write a short summary of it.
PERSONAL REFLECTION:
Act on the feedback given by the students.
FOURTH
UNIT TOPIC: “THE ROAD NOT TAKEN” ROBERT FROST
WHAT IS THE CONCEPT YOU ARE TEACHING TODAY?
-What are themes
-Types of themes
-Examining the themes explored in the poem
WHAT ARE YOUR OBJECTIVE(S)?
Examine the themes explored in the poem
ENTRY POINT:
Having them tell the facilitator their movies and suggesting the themes for the movies.
SEQUENCE OF INSTRUCTIONS:
We discuss the different types of themes. Grouping the student to choose
BRAIN-COMPATIBLE STRATEGIES:
Challenge, activity and feedback
DIFFERENTIATE ACTIVITIES:
Some of the students don’t understand what’s being done.
Re-teach to them; while the rest continue their work. 
The drama would help the visual learners, the explanation among the students would help the auditory learners.
BEST PRACTICES:
Cooperative learning
USE FLEXIBLE GROUPINGS:
Group them according to the themes the students choose. 
TWENTY-FIRST-CENTURY SKILLS
Communication, creativity, initiative and self-direction
DETERMINE THE RIGOR:
The lesson was in quadrant C all through
FORMATIVE ASSESSMENT:
Tick-tack-toe
PRACTICE:
Hands on activities that require 21st century skills have been included
REFLECTION:
Allow the students time to reflect on the lesson, do rapid-fire questioning
PERSONAL REFLECTION:
Assess student feedback
FIFTH
UNIT TOPIC: “THE ROAD NOT TAKEN” ROBERT FROST
WHAT CONCEPT ARE YOU TEACHING TODAY?
-Literary devices
-Understanding literary devices
-How they are used in poetry
-Finding literary devices in the poem
-Tone of the poem
WHAT IS YOUR OBJECTIVE(S):
-Select words and literary devices that define Analyze the tone of the poem
ENTRY POINT:
Let the students watch short, fun but informative videos on poetic devices
Literary devices in Pop Culture https://youtu.be/U_pxfifB6Co
Poetic Devices Song https://youtu.be/QLjQnUey9t4
Poetic Devices Rap by Testament https://youtu.be/FWwFBGOBAQI

SEQUENCE OF INSTRUCTION:
Explain literary devices and answer any questions they may have trouble with understanding some literary devices. Assign the students into groups to come up with poems that portray some of the devices and also instrumentals (can be drumming, beat boxing, audio instrumentals etc.) to accompany these poems and present them in class.
BRAIN-COMPATIBLE ACTIVITIES:
 Use music, collaboration, and movement to physically and mentally involve the students
DIFFERENTIATE ACTIVITIES:
For some students who would want to work alone, delegate task to those students and regroup so that they can compile the work. For students who still find it hard to understand literary devices,  re-teach to them privately with ample examples.
BEST PRACTICES:
Cooperative learning
USE FLEXIBLE GROUPING:
 Group randomly keeping in mind the lone workers, the grouping will last for only that activity and group presentation.
TWENTY-FIRST CENTURY SKILLS:
Critical thinking, collaboration, communication and creativity, leadership and responsibility, flexibility and adaptability.
DETERMINE THE RIGOR:
The lesson started in Quadrant A then progressively moved to C.
FORMATIVE ASSESSMENT:
Reflection:-Reflect and write 5 words that suggest the tone of the poem
PRACTICE:
Include hands on, active activities that require 21st century skills.
REFLECTION:
Allow students to reflect on what been done in class. Discuss what they’ve learned amongst themselves and write down some points which they should be able to present it in the class.
PERSONAL REFLECTION:
Evaluate feedback given by the students and give a personal assessment on their learning progress.

SIXTH
UNIT TOPIC: “THE ROAD NOT TAKEN” ROBERT FROST

WHAT CONCEPT ARE YOU TEACHING TODAY?
-Implicit and explicit meanings
-connotations
-denotations
-How words (connotations) affect the tone of a work
-figure out the connotations of the author’s work
-recognize the connotations of meaning affecting tone
WHAT IS YOUR OBJECTIVE(S)?
- Give an accurate justification on your deductions from the connotative meaning of the poem
ENTRY POINT:
Short videos will be played:
Connotations and Denotations video https://youtu.be/h4XsgQCX7Hg
Teaching Connotations and Denotations https://youtu.be/XZ3LE5hD96A
Word Connotation and Denotation https://youtu.be/bx0nra6R-eE
SEQUENCE OF INSTRUCTION:
-Pick on each student give them a bowl filled with words of adjectives and verbs and they have about 30 seconds to give me similes of the word. 
-Review the poem, the students will have the opportunity pick out words that pertain to the tone of the poem and find their connotations, and justify them.
BRAIN-COMPATIBLE STRATEGIES:
Use feedback, coherence and the challenge of finding connotations to enhance brain activity
DIFFERENTIATE ACTIVITIES:
If the students are willing to learn and understand the concept of connotation and denotation, short descriptive writing activities are given; if a few students still cannot understand the lesson, the facilitator can re-teach lesson. 
BEST PRACTICES: 
Creativity and communication
USE FLEXIBLE GROUPINGS:
N/A
TWENTY-FIRST-CENTURY SKILLS:
Critical thinking, creativity and communication, initiative and self-direction, social and cross-cultural skills.
DETERMINE THE RIGOR:
The lesson starts of in Quadrant A but mainly remains in Quadrant C.
FORMATIVE ASSESSMENT:
Exit Card: Give an accurate justification on your deductions from the connotative meaning of the poem
PRACTICE:
Included hands on, active, problem-solving activities that require 21st century. 
REFLECTION:
Give them time to reflect on what they’ve learned and verbalize why it is important.
PERSONAL REFLECTION:
Act on the feedback the students give to me.

 

 

 

 

 

 

 

Rubric Adapted from bie.org  (below)