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Lesson Plans for 11th Grade English

The poetry of William Wordsworth helps a reader appreciate the divinity of nature.  The spiritual profundity with which William Wordsworth etches his soul into poems celebrating nature can move students.  In class 11, students will be able to appreciate and analyze poetry at a deeper level.  One of the poems for discussion, analysis and appreciation is “The World is too much with us” by William Wordsworth.  Let us look at a free lesson plan for class 11 English on the poem which can be used as a reference to help students appreciate his poetry.  An English lesson plan will have the following stages: motivation, presentation, practice, creation and consolidation.

Lesson Plan for 11th Std. English

“The World is too much with us” by William Wordsworth

Motivation:  Students are first inspired to listen and observe and have reverence for nature and appreciate nature with a nature mediation clipping with inspirational quotes on nature.  The students are then taken to the school garden where they are encouraged to still their minds completely and meditate in the midst of nature.  They are then asked to write their thoughts on the experience of meditating in the midst of nature.  How often are they tuned to nature and spirituality?  They are asked to write their thoughts and reflections in their reflection diary and share and discuss the same with the entire class.

Presentation:  Students read the poem “The World is too much with us” by William Wordsworth verse by verse silently.  Each verse is discussed in class with the help of an audiovisual presentation.  Discussions regarding divinity and spirituality are facilitated.  Is it better to pray and meditate among artificial constructs or in the midst of nature?  Are the present religious establishments helping us have a reverence for nature?  Various aspects of the theme of the poem are discussed at a deeper level.

Practice:  Students are given various questions on the nuances of the poem, and the answers are shared. Multiple perspectives on the theme of the poem as well as deeper levels of insight and analysis are appreciated and shared with the help of thoughtful questions and discussions.

Creation:  Students go to the school garden where they are encouraged to write nature poems.  The nature poems are shared in the class.  Appreciation, group discussion and self-analysis sessions of the poems are then carried out.

Consolidation:  Students write reflections on the learning experience in their reflection diary.  They are then encouraged to write at least one nature poem in a month and share it with the class to improve their confidence and skills in writing poetry and also to build and enhance their reverence for nature.

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From Wikipedia

Lesson plan

A lesson plan is a teacher's detailed description of the course of instruction for an individual lesson. A daily lesson plan is developed by a teacher to guide class instruction. The detail of the plan will vary depending on the preference of the teacher, subject being covered, and the need and/or curiosity of children. There may be requirements mandated by the school system regarding the plan.

Developing a lesson plan

While there are many formats for a lesson plan, most lesson plans contain some or all of these elements, typically in this order:

  • Title of the lesson
  • Timerequired to complete the lesson
  • List of required materials
  • List of objectives, which may bebehavioral objectives (what thestudent can do at lesson completion) or knowledge objectives (what the student knows at lesson completion)
  • The set (or lead-in, or bridge-in) that focuses students on the lesson's skills or concepts—these include showing pictures or models, asking leading questions, or reviewing previous lessons
  • An instructional component that describes the sequence of events that make up the lesson, including the teacher's instructional input and guided practice the students use to try new skills or work with new ideas
  • Independentpracticethat allows students to extend skills or knowledge on their own
  • A summary, where the teacher wraps up the discussion and answers questions
  • An evaluationcomponent, a test for mastery of the instructed skills or concepts—such as a set of questions to answer or a set of instructions to follow
  • Analysis component the teacher uses to reflect on the lesson itself —such as what worked, what needs improving
  • A continuity component reviews and reflects on content from the previous lesson

A well developed lesson plan

A well developed lesson plan reflects interests and needs of students. It incorporates best practices for the educational field. The lesson plan correlates with the teacher's philosophy of education, which is what the teacher feels is the purpose of educating the students.

Secondary English program lesson plans, for example, usually center around four topics. They are literary theme, elements of language and composition, literary history, and literary genre. A broad, thematic lesson plan is preferable, because it allows a teacher to create various research, writing, speaking, and reading assignments. It helps an instructor teach different literature genres and incorporate videotapes, films, and television programs. Also, it facilitates teaching literature and English together. School requirements and a teacher's personal tastes, in that order, determine the exact requirements for a lesson plan.

Unit plans follow much the same format as a lesson plan, but cover an entire unit of work, which may span several days or weeks. Modern constructivist teaching styles may not require individual lesson plans. The unit plan may include specific objectives and timelines, but lesson plans can be more fluid as they adapt to student needs and learning styles.

Setting an objective

The first thing a teacher must do is decide on the lesson plan's focus. The teacher creates one idea or question they want the students to explore or answer. Next, the teacher creates classroom activities that correlate with the established idea or question. This includes individual and group activities. Having established these activities, the teacher identifies what language arts skills the lesson plan must cover. After the teacher completes these activities, they must ensure the lesson plan adheres to the best practices used in language arts. This includes conducting research on what teaching methods result in a high success rate for students. The teacher must ensure the lesson plan goals are compatible with the developmental level of the students. The teacher must also ensure their student achievement expectations are reasonable.

Selecting lesson plan material

A lesson plan must correlate with the text book the class uses. The school usually selects the text books or provides teachers with a limited text book choice for a particular unit. The teacher must take great care and select the most appropriate book for the students.

Types of Assignments

The instructor must decide whether class assignments are whole-class, small groups, workshops, independent work, peer learning, or contractual:

  • Whole-class—the teacher lectures to the class as a whole and has the class collectively participate in classroom discussions.
  • Small groups—students work on assignments in groups of three or four.
  • Workshops—students perform various tasks simultaneously. Workshop activities must be tailored to the lesson plan.
  • Independent work—students complete assignments individually.
  • Peer learning—students work together, face to face, so they can learn from one another.
  • Contractual work—teacher and student establish an agreement that the student must perform a certain amount of work by a deadline.

These assignment categories (e.g. peer learning, independent, small groups) can also be used to guide the instructor’s choice of assessment measures that can provide information about student and class comprehension of the material. As discussed by Biggs (1999), there are additional questions an instructor can consider when choosing which type of assignment would provide the most benefit to students. These include:

  • What level of learning do the students need to attain before choosing assignments with varying difficulty levels?
  • What is the amount of time the instructor wants the students to use to complete the assignment?
  • How much time and effort does the instructor have to provide student grading and feedback?
  • What is the purpose of the assignment? (e.g. to track student learning; to provide students with time to practice concepts; to practice

From Yahoo Answers

Question:i'm interviewing for a regular and honors 11th grade english III teaching position in florida (i live in PA). what is typically taught in this class?

Answers:I teach in FL. American Literature is taught in 11th grade. The only difference between Honors and Regular is that more is expected out of Honors students such as research papers, etc., and you really need to challenge them at a higher level than the regular. In regular classes, some of the students plan to go to college but in Honors, usually 99% plan to go so you really need to prepare them for college.

Question:Ok, so next fall I'm moving to MI from MA ;( Right now I'm in Honors English 10 and we've read quite a few books. But I'm just wondering what books are normally read in English class in Michigan? And also, if anyone can tell me what classes are required for 11th graders in Michigan, I'll love you forever!!! BTW planning on moving to Dearborn MI. Thank you!

Answers:I dont think Michigan has rules on what books are required for reading in the 11th grade Dont worry- Michigan isnt another country

Question:i'm only taking three classes my 11th grade year they are pre-cal, spanish 2, and p.e. ..the reason why i'm only taking three classes is because my school doesn't offer the classes i know i need ........so i decide to take a course at a community college ....i was also thinking about taking ap english but i don't see the need to take ap english if i'm taking english 1a and english 1b at a community college..........what is your advice what do you think colleges and universities will think of my decision i've aready finished my history and science credits through night school ..........

Answers:Class of 2010 I'm a junior as well, and know a few students who take other courses are a community college/ university. Although they only take one or two classes there... if you do well in your classes at the community college it may help you but then again they may be a little sketchy. It all depends on the university.

Question:this willl be my junior year schedule: english 3 ap college algebra with trigonometry chemistry honors statistics ap us history filmaking is this a rigorous schedule? and is statistics ap a really hard class? would it still be as rigorous if I took another class insteaad of statistics ap

Answers:Wow. You have an amazing schedule, did you choose it? Many high-school (including mine) choose the classes they go too. But, you will have an amazing college resume! Good Luck With Those Classes!

From Youtube

Amy Mahoney's 11th Grade English Class :Ms. Mahoney teaches a social justice lesson in her 11th grade Comparative Literature class.

11th grade English project :Peter and Matt's 11th grade english project on FDR. Filming by Dan.