J.

Reuss

Unit: Poetic Introduction To Shakespeare

Unit: Poetic Introduction to Shakespeare

Approximate Length: 50 mins

Lesson: Acrostic Poems

Lesson: Acrostic Poem

Date:______

Academic Standards:
1. 1.3.10.A: Identify the differing characteristics that distinguish the literary fiction and
non-fiction forms of narrative, poetry, drama, and essay and determine how the form
relates to meaning
2. 1.3.10.D: Evaluate the significance of various literary devices in various genres, and
explain their appeal.
a. Sound (alliteration, onomatopoeia, rhyme scheme, consonance, assonance);
b. Form (ballad, sonnet, heroic couplets);
c. Figurative language (personification, metaphor, simile, hyperbole, symbolism);
and dramatic structure.
3. 1.4.10.A: Write Poems, short stories, and plays
a. Apply various organizational methods.
b. Write with an awareness of tone, mood, and elements of style.
c. Include literary elements and devices.
Assessment Anchors
1. R11.A.1.5.1: Summarize the key details and events of a fictional text as a whole.
2. R11.A.1.6.1: Identify and/or analyze the authors intended purpose of text.
3. R11.B.2.1: Identify, interpret, describe, and analyze figurative language and literary
structures in fiction and nonfiction.
Motivational Device: Put students into groups of five and have them brainstorm adjectives and
phrases that they associate with school, with english, and with reading. Make chart on board
with what students come up with for each category. Whichever group comes up with the most
unique adjectives gets a choice of candy or homework pass.
Instructional Objectives:
1. After discussing acrostic poems, students will recognize (match) the definition of an
acrostic poem.
2. Given five poems, students will be able to identify (circle) the poems that are acrostic
with no error.
3. Given an acrostic poem, students will be able to identify (write) the topic of the poem
with no error.
4. Given an acrostic poem, students will be able to interpret (write) the authors opinion
about the topic.
5. Given a format sheet, students will be able to write their own acrostic poem.
Materials Needed:
1. Candy
2. Homework passes
3. Blank Acrostic Poem Format Sheet
4. Colored Chalk
5. Notecards

J. Reuss

Unit: Poetic Introduction To Shakespeare

Lesson: Acrostic Poem

Technology Needed: none

Resources Used:
Acrostic poems. (n.d.). Retrieved from http://www.readwritethink.org/classroom-resources/studentinteractives/acrostic-poems-30045.html
Col, J. (2006). Acrostic poems: All acrostic poem worksheets. Retrieved from
http://www.enchantedlearning.com/poetry/acrostic/

Lesson Type (pedagogy): discussion, group activity

Lesson Outline:
1. Motivational Device (7 mins)
a. Divide class into groups of 5
b. Write three words in chart on borad (school, english, reading)
c. brainstorm adjectives and phrases that come to mind when thinking of these
three topics,
d. after three minutes, whichever group comes up with the most unique adjectives
or phrases can get a reward.
e. Share and chart student feedback on blackboard one group at a time, record each
groups responses in different chalk color.
f. Write over top of answers repeated by other groups so that unique answers will
stand out and can be tallied for reward winners later.
g. How do you think group 1 feels about School, English, and Reading? Group 2?
Etc. discuss how word choices can reveal opinions.
h. Well get back to this list in a minute
2. What were going to do with this list is write an acrostic poem. (5 minutes)
a. who knows what an acrostic poem is?
b. Be sure that they know each line begins with the next sequential letter in the topic
word.
c. Give handout on acrostic poems to illustrate and reinforce definition of an acrostic
poem as A poem in which the first letter of each line spells out a word, name, or
phrase when read vertically.
d. you can use multiple words, not just one, for example English class instead of
just english, but that does not necessarily mean that you have to insert a break
in the poem, or skip a line.
e. Read example together, does everyone understand?
3. Practice: Write acrostic poem together on the board for SCHOOL which should already
be on the board in the right vertical format (outcomes will vary, save examples and attach
them to this lesson plan) (12 minutes)
a. Write down what they come up with to save it for reference
4. Break students back into groups and give each group a thesaurus for reference (12
minutes)

J. Reuss

Unit: Poetic Introduction To Shakespeare

Lesson: Acrostic Poem

a. Ask them to all write acrostic poems in their groups for topics English and
Reading
b. remember these words can mean different things to you, decide which meaning
you want to go with, for example English as a language or English as a class, and
then write about it, also remember you can reference the adjectives and phrases
weve put on the board
c. Observe students, ask questions, note who is struggling,
5. Summary: Have each group share their two poems with the class (10 minutes)
a. Have different students read each one
b. Ask other groups for feedback
i. Is the format right?
ii. What are the adjectives or adjective phrases they used?
iii. After all groups have presented: who thinks they can write one an
acrostic poem on their own?
c. Assign that they write an acrostic poem on a topic of their choice for homework
i. Should be on a topic of their choice, something they are interested in,
something they are proud of, something that has a great impact on them,
or something very important to them. Urge them to find words that
express how they feel about the topic.
ii. Must be at least 6 lines long.
iii. Hand out format worksheet (from
http://www.enchantedlearning.com/poetry/acrostic/)
iv. Need to include a graphic or a picture of (or related to) their topic, can be
a drawing, photograph, students can be as creative as they wish.
v. They can write it on paper or they can do it on the website
(http://www.readwritethink.org/classroom-resources/studentinteractives/acrostic-poems-30045.html) and print it out and bring it to
school
vi. Due the next day, 1 bonus point for 10 or more rhyming lines in an
acrostic format.
6. Closure: Students will fill out exit ticket (3 minutes)
a. Hand out notecards
b. put your name on this notecard, then I want you to write two things, number 1:
your definition of an acrostic poem, and number 2, three possible topics that you
might write your poem on for homework, remember they will each have to be at
least a 6-letter word.
c. Stand by the door and collect them on their way out.
Key Questions:
1. Where will the topic of an acrostic poem be easily seen?
2. What is one method to help you think of things to write in your acrostic poems?
3. What are three adjectives that describe acrostic poems?
Closure: Students will demonstrate understanding of what an acrostic poem is by writing out a
definition in their own words and turning it in upon their exit of the class today.

J. Reuss

Unit: Poetic Introduction To Shakespeare

Lesson: Acrostic Poem

Differentiated Learning Activities:

1. Graphic Organizer on the boardfor visual learners
2. Online Resource provided
3. Discussionfor auditory learners
4. Group work/Peer learning and competition
5. Homework assignedfor students who need to do independent study to learn
Formative Assessment:
1. Observation: during group work, look for students engaging in group discussion and
formulation of poems, prompt students (pose questions to them) to participate, make sure
discussion is centered around the idea that the line of the poem needs to start with the
letter of the word.
2. Exit Ticket: students will write their definition of an acrostic poem on a notecard and
hand it in upon exiting class. Should include something to the effect of each line spelling
out the topic.
3. Homework: students should be able to format their own acrostic poem, tomorrow they
will read it to a partner who will determine what the writers topic is and interpret how the
writer feels about the topic.
Homework: Students will write one acrostic poem on the topic of their choice. The student
should choose something they are interested in, proud of, something that greatly impacted their
lives or something that is important to them. They should include a graphic of some sort. The
poem must be at least six lines long, and therefore their topic will be at least 6 letters long. Due
on the next class day.
Reflection:
1. Did I cover all the lesson objectives?
2. Were students as engaged in their own learning as I wanted them to be?
3. Is one class period enough for my students to grasp the lesson content?

J. Reuss

Unit: Poetic Introduction To Shakespeare

Lesson: Acrostic Poem

Short Reflection:
This is going to be the first lesson in my unit plan. My overall intention is to use more basic
forms of poetry( this acrostic lesson and then a lesson on concrete poems) to introduce poetic
devices (tone, voice, personification, etc.) so that they have been exposed to and have applied
them prior to being introduced to the more difficult poetic form: the Shakespearean sonnet. The
unit as a whole would function as a precursor to reading a Shakespearean play.
This lesson accomplishes a couple different things for me. It will help me establish rapport with
my students and get a taste of their interests, and it will also get students to begin thinking about
how to interpret poetry, particularly the authors tone or voice or opinion of the topic. It is
something simple that will prevent the Shakespearean Sonnet from being overly intimidating. I
want my students to practice writing, but producing a Shakespearean Sonnet, (iambic
pentameter, 3 quatrains and a couplet, volta and rhyme scheme) would be incredibly difficult for
a tenth grader, or for anyone unmatched to Shakespeares genius. This lesson allows me to get to
know my students and what makes them tick while still accomplishing an educational task and
gives me the first of many pieces of writing that I will use to assess weaknesses and strengths on
an individual basis so that I can develop a composition unit according to my students needs.
I had trouble with the academic standards and assessment anchors. Then I had trouble
developing a lesson because I kept those standards and assessment anchors too clear in my mind.
I believe my lesson and objectives are relevant to them.
My objectives are strong, written with all parts, and my lesson relates to them directly. I think
having more than three is okay because the material is relatively easy to understand. The
assessment of these objectives would be relatively easy, both for me and for the student.
My motivational device will help me know how students feel about English class and also let me
know which students have the best imaginations and mastery of language. Brainstorming will
wake them up and let them get into class mode.
All parts of lesson plan are present. It is specific and a substitute teacher would be able to use it
easily. My key questions are specific. My learning activities support my objectives.
Differentiated learning activities are appropriate for students who learn in at least three different
ways.
My resources are mainly used for homework. They are websites that provide worksheets and
interactive activities that will guide students and get them more interested by using technology.
The homework assignment supports the lesson objectives and can be used as assessment for
understanding.
My reflection questions are appropriate to lead me to conclusions about whether I should alter
the lesson or not in the future.
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