Name: SAAD ALHAJ AKIL

Date: 10-5-2023
Lesson Focus: LITERATURE
Grade: 7
No of students 20
Length: 45 MINUTES

Lesson Objective: [BY THE END OF THE LESSON, STUDENTS WILL BE ABLE TO COMPARE AND
CONTRAST A WRITTEN POEM TO ITS AUDIO, FILMED, STAGED, OR MULTIMEDIA VERSION.]

Materials: [LIST ALL THE MATERIALS I WILL NEED FOR YOUR LESSON].
1. Nearpod multimedia presentation.
2. Copies of “The Road Not Taken”.
3. Audio recording of the poem.
4. Video clip of a filmed adaptation of the poem
5. Graphic organizer worksheets.
6. Whiteboard & markers.
7. Wordwall lesson planner
8. E-dictionaries / Chatgpt.

STAGE/TIMING STAGE OBJECTIVE TEACHER’S ACTIONS STUDENTS’ ACTIONS T/S RATIO ANY COMMENTS YOU WISH TO
& MAKE TO CLARIFY OR JUSTIFY WHY
INTERACTION OR HOW YOU ARE CHOOSING TO DO
THIS PARTICULAR STAGE.
Warm up o reduce affective filter Welcome class, ask them about their Provide their favorite song and 20/80
(5 minutes) and increase students’ favorite song and ask them about rhyming words from set song. CW
engagement. two rhyming words in that song.
Dance and interact with the video
Navigate to Nearpod to do the displayed.
following:
Match rhyming quotes in pairs.
 Display a video that talks about
rhyming words to get them excited
about the lesson.

(Explain that just like songs, poems

have
rhyming words as well.)

Ask students to match rhyming

quotes in Pairs.
Lead-in Review some Previous Ask students to recall some literary Try to recall some literary devices. 40/60 In case students don’t know
(5 minutes) knowledge to help devices, give them an example GW anything about literary
Elapsed time students understand the (Theme) to fully understand the Try to briefly explain each one. devices,
(10 minutes) idea of the upcoming question, and explain what is meant briefly talk about the theme,
explanation. by “Theme”. setting,
and figure of speech.
(Point out that poems can also be
made into songs and affect the way
we experience them.)
INTRODUCTIO Introduce the lesson Display the lesson topic on the Students will read the lesson 80/20
N topic of comparing and projector. objectives aloud. CW
(5 MINUTES) contrasting different
ELAPSED TIME adaptations of a poem. Teacher:
(15 MINUTES) Today, we will explore the various
versions of Robert Frost's poem "The
Road Not Taken" and learn how to
compare and contrast them in
different forms such as written,
audio, filmed, staged, or multimedia.

Have students read the objectives

aloud.
GROUP WORK Show students three Ask students whether they already Give some information about the 20/80 If students had no
(20 MINUTES) adaptations of "The Road know anything about the poem. poem, if they have any. GW information
ELAPSED TIME Not Taken" that they will about the poem, tell them
(35 MINUTES) be comparing and Teacher: Today we will have three Read/listen/watch The adaptation “We
contrasting: versions of the poem “The Road Not and discuss the questions. will learn about it today!”
the written poem, an Taken”.
audio recording, and a
filmed/staged Divide the class into four groups and DIFFERENTIATION:
adaptation. have them read the poem silently For low-level students: Have
 highlighting new words, then ask them do a quiz on Nearpod.
them about the main idea of the
Stir up students’ critical poem. For intermediate-level
thinking and the ability students: Provide them with
to compare and contrast. Play the video Adaptation and then sentence starters and guiding
ask them how they felt about it. questions to help them
compare and contrast the
Play the audio adaptation and then poem to the adaptations they
ask them how they felt about it. have seen.

After being exposed to the three For advanced-level students:

versions, ask the following: Have them complete the
graphic organizer worksheet.
 What are the similarities
and differences between
this adaptation and the
written poem? (Nearpod)
(Graphic organizer
worksheets)

 Play “Time to
Climb”/”Wordwall” to
analyze the poem.

After “Time to Climb” have one

student from the first-place group
stand up and read the answers
aloud.
 PAIR WORK Learn new vocabulary Match two students from different Look up the new words. 10/90 DIFFERENTIATION:
(5 MINUTES) groups creating 10 pairs and have PW For low-level students:
ELAPSED TIME them do the following: Complete the worksheets
(40 MINUTES) handed out by the teacher.
Look up the previously highlighted
new words. For intermediate-level
(notebook)/(Worksheets)/(Nearpod) students: Match the words to
: their meaning on Nearpod.
Use the poem’s context to
 Pairs 1-3, use Chatgpt to help.
define the words with
examples, rephrase the For advanced-level students:
definitions, and write them Use Chatgpt to define the
down in your notebooks. words with examples,
Make it simple. rephrase the definitions, and
write them down in your
 Pairs 4-6, complete the notebooks. Make it simple.
worksheets handed out by
the teacher.

 Pairs 7-10, Match the words

to their meaning on
Nearpod. Use the poem’s
context to help.
EXIT TICKET Recap and ascertain the End the lesson with a class Discuss what they have learned. 50/50
(5 MINUTES) objectives are achieved. discussion about what they learned CW
ELAPSED TIME from the activity. Talk about what they found
(45 MINUTES) interesting or surprising about the
Ask each student to share one thing adaptations of the poem.
they found interesting or surprising
about the adaptations of the poem.