Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date I. Objectives How does this lesson connect to the unit plan? This is the third lesson in my unit. The students are learning two more types of poetry today. Learners will be able to: Write a poem from a different point of view Write a poem using many descriptive words and a metaphor Describe what kind of poem they are reading (haiku, couplet, descriptive, point of view, repeating)
cognitiveR U Ap An E C* physical development socioemotiona l

Abby Wierenga Subject/ Topic/ Theme Descriptive and point of view poetry Grade _______2______

C/U C

Common Core standards (or GLCEs if not available in Common Core) addressed: Stretching out a comparison. Using comparisons to clarify feelings and ideas. Poets find poems in the strong feelings and concrete details of life. Putting powerful thoughts in tiny packages. Playing with point of view.
(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. Recall the different types of poems we have done so far (couplets, haiku, repeating). Know how to use good describing words.
Pre-assessment (for learning):

Ask what types of poems we learned about last lesson. Brainstorm ideas for something they love and an animal. Outline assessment activities (applicable to this lesson)
Formative (for learning):

Learn the two new types of poems we will be using today.

Formative (as learning):

Writing their descriptive poem and point of view poem.

Summative (of learning):

Writing a descriptive poem about something they love. Writing a point of view poem about an animal. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your 1-19-13
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Multiple examples of poems which they will be writing.

Bounce ideas off other students for what they are doing for their poems.

Students get to choose their topics when they brainstorm them.

students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Using a different point of view for a poem.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Provide options for comprehensionactivate, apply & highlight

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

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

Power point. Writing notebooks.

Normal setup. How will your classroom be set up for this lesson?

III. The Plan Time 5 Motivation (opening/ introduction/ engagement) Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Have students take out their writing notebooks and open to a new page. First they will pick an object that they love (ie. stuffed animal, toy, person, pet, bed). Write lots of descriptive words about their object for two minutes. Next have them pick an animal. Write things that they do, things they like, what they look like, what they eat, etc. Write for two minutes. Take out writing notebooks and brainstorm ideas about an object they love and an animal.

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Development (the largest component or main body of the lesson) 15

Review the types of poems we learned yesterday Recall what poems we did yesterday. Listen to the (repeating and haiku). Reveal the types of poems poems we will be doing today. we will be writing today. Descriptive poem will be about something that they really love. Has to have lots of describing words in it and at least one metaphor. Use their brainstorm page to come up with the poem. Next they will be doing a point of view poem. They will be writing the poem from the point of view of an animal. They can either state which animal they are, or make it a guessing game at the end. Have students start writing their poems. Walk Start writing poems around and make sure that they are including a metaphor in their descriptive poems and that they are staying in another point of view for their animal poem.

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If they finish with both poems then they should make sure that the other ones are done.

Closure (conclusion, culmination, wrap-up)

Have them put their notebooks away. Tell them that Put notebooks away and get ready to move on to the next class we will be finishing poems, editing them, next thing. and copying them down onto other paper to make a booklet out of them.

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.)

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