Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Emily Veenstra 3/11-3/12 Subject/ Topic/ Theme Poetry: Shape Poems/The Giver Grade ______7__________

I. Objectives How does this lesson connect to the unit plan? This Lesson makes up the first and second lessons out of 5 lessons on poetry. It introduces four different forms of poems including Concrete, Cinquain, Couplets, and Acrostic Poems. This lesson also includes an incorporation of several vocabulary terms. Learners will be able to:
Identify the differences between Concrete, Cinquain, Couplet, and Acrostic shape poems. Construct their own concrete, cinquain, couplet, and acrostic poems in relation to The Giver Compare the four forms of poetry and distinguish how each might serve a different purpose.
cognitivephysical R U Ap An E C* development socioemotional

X remember/ understand X Apply X Analyze

Common Core standards (or GLCEs if not available in Common Core) addressed: R.NT.07.01 identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends. R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. CCSS.ELA-Literacy.RL.7.5 Analyze how a dramas or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specic words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. Students should have a general idea of what poetry is, even if they do not yet know the different forms that poems can take.
Pre-assessment (for learning): Students will see examples of the poetic forms on the board and will have to match them correctly with its name. Formative (for learning): The names on the board will match up to names in the envelopes. This will give them the names that they will need from envelopes 1, 2, 3 and 4. Formative (as learning): Students will fill in a hand-out based off of the information they are gleaning from the envelope at their station. Summative (of learning): Students will write their own poems in the poem form that is at each of the

Outline assessment activities (applicable to this lesson)

stations.

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, 1-19-13 etc., for your students to do

Provide Multiple Means of Action Provide Multiple Means of and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for interaction choice, relevance, value, authenticity, minimize threats I will have an example of each poem The students will work with their on the board, and an example on their group members, moving around the The students will write a poem based hand out with a definition for visual room to the different stations that off of the topics in the envelope. To representation. each have a different poetic form. minimize threats, I am having them work with small groups rather than the whole class.

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible

What barriers might this lesson present?

Provide options for language, Provide options for expression and Provide options for sustaining effort mathematical expressions, and communication- increase medium of and persistence- optimize challenge, symbols- clarify & connect language expression collaboration, mastery-oriented feedback What will it take The poem prompts relate to The The four different forms and four neurodevelopmentally, The students will collaborate with experientially, emotionally, Giver, so the students are able to make different prompts allow for four connections based off of their different types of expression, some their group members to fill in the etc., for your students to do knowledge of this. including drawing. information on the worksheet. this lesson? Provide options for comprehensionProvide options for executive Provide options for self-regulationactivate, apply & highlight functions- coordinate short & long expectations, personal skills and term goals, monitor progress, and strategies, self-assessment & Students will apply what they know modify strategies reflection about concrete, cinquain, couplet, and acrostic poems to their own poems. The students will still be looking into The poems that they write for each The Giver. topic are a good resource to use for personal skills, strategies, and reflection on how well they understand each form.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Poetry Guidebook- Reference hand-outs that includes the types of poems they are studying as well as examples of each, with enough room for them to construct their own concrete, acrostic, and cinquain poems. Envelopes Definitions in each envelope describing which poem form in particular they are looking over.

How will your classroom be The classroom will be in the normal set-up, but stations will be set up at various tables. set up for this lesson? III. The Plan Describe teacher activities AND student activities Components Time for each component of the lesson. Include important higher order thinking questions and/or prompts. 2 min Stand at the door asking for a passphrase (a group of rhyming words for this lesson) that allows them to Motivation get into the Poetry Party. (Since for the first day of (opening/ actual teaching the students have a quiz on The (Play a matching game for which poetry form listed introduction/ Giver, they will already be in class and seated. on the board goes with each type. Guess which form engagement) Instead for my motivation, I will have four poems matches the poetry form described.) (one concrete, one cinquain, couplets, and one acrostic) written on the board ). 2 min Pass out the hand-out so they can label each example on their hand out, and fill in the blanks that they have on their worksheet corresponding to each station (assign group numbers to them here for actual lesson). Distribute the envelopes that gives a proper definition Fill in their poem guide book with the poem forms and a task for them that relates their assigned form of described in each envelope. Development poem to The Giver, with each task different per form 12 min (the largest of poem. (Assign groups to a station around the component or room) main body of the Complete the tasks in all three remaining envelopes. lesson) Once the group has completed their first envelope, they are ready to move on, and can come up to request the next. 12 min 1 min

*Students will only get to 2 stations on the first day of lessons. 5 min Closure (conclusion, culmination, 1-19-13 wrap-up) Correct the lines they originally guessed connecting type to form. Large Group discussion: Which shape poem form was their favorite? How did writing the poem give them a deeper understanding of the themes of The Giver? Did they find it challenging to write

Closure (conclusion, culmination, wrap-up)

Correct the lines they originally guessed connecting type to form. Large Group discussion: Which shape poem form was their favorite? How did writing the poem give them a deeper understanding of the themes of The Giver? Did they find it challenging to write the poems following certain guidelines, or did the guidelines make it easier? Are there any poems that they wrote they would like to share? What do you think poetry is?

Define Poetry Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.) When I got up to teach poetry for the first time, most of the students were complaining and groaning, saying how boring poetry was and how much they disliked it. I told them that as soon as I said the word, poetry, they had to groan as much as possible until I told them to stop. Once I said stop though, they wouldnt be allowed to complain anymore about poetry for the rest of the unit. This ended up going very will, and even on the second day this lesson carried over to, they didnt complain. One student (a groaner the previous day) even asked to start the stations again, while another sarcastically remarked, I love poetry. For my opener, I had the four poetry types that we were looking at written on the board. Four volunteers came up and ventured guesses as to which poetry type went with each form. I didnt give them the correct answer, but said that at each station, they would be exploring one type of poem form. I told them it would be their job, as they were going through the stations to figure out which pairs on the board matched and which did not. I then counted them off and had them go to the station that corresponded with their number. As students were at each station, there was some discrepancy between groups about how much of the work they did together, and how much they did individually. Looking back, I should have been more specific in my directions, saying that the first page was completed together, while the second page, the Write It. portion, was to be completed on their own. Some groups I did find writing the poem together, and told them individually that they needed to think creatively, writing on their own for each section. The second day I clarified this again for the entire class, saying that they needed to individually do the Write It. portion, yet I still found some groups working together. Perhaps, next time I teach the lesson, I should have students only go to each station with their group, and not work on the Write It. portion until they are seated at their desk, and I can keep a better eye on their work and productivity. I think having them write the portion individually in their own seats, or a chosen spot around the room would also give me a better understanding of where they are at in their understanding of the poetry. There was some differences in times that the stations took to complete as well, so having the students individually write each poem at the end, would give them the liberty to move on if they were done, or take it at a slower pace. I also should have gone over each of the poetic devices that they were defining, so I could be sure they understood it. I asked around at each station the second day, and they were understanding them and finding them in each poem, so for the most part I think they got it but I still want to be sure, so I will have to have some sort of assessment at the end on these devices. Overall, I think this lesson went well, and with the minor changes in the formatting of the stations, I would definitely do it again. The students were responsive to it and seemed to enjoy getting into each poetry topic. Couplets seemed to be the favorite station since they were able to rhyme and had a bit more creative liberty, so I am excited to see what they will do with Haiku and Free Verse in the next lesson.

1-19-13