Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Mady Sensenig

Date 11/ 9/2018 Subject/ Topic/ Theme: Poetry/Rhyme, Meter, and Sonnets Grade: 10th Grade Creative Writing_________

I. Objectives
How does this lesson connect to the unit plan?
Students will expand their knowledge of poetry by looking at some key terms and poetic rhythm applications.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

 Recite their poem of two-voices out loud to the class with their partner Ap  
 Compare the rhythm of music to the rhythm of poetry
 Practice breaking up words into feet with unstressed and stressed syllables; can use clapping/movement
 Review key poetry terms: rhythm, meter, foot, etc.
 Review sonnets
 Write a poem using rhyme scheme
An
U, Ap
U
U

Ap, C 
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCR Reading #5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza)
relate to each other and the whole
CCS #4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience, and task.

(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 Students will need to have finished their two-voice poem and be ready to share. They will also
knowledge and skills. need a basic understanding of poetry form in order to grasp rhyme scheme and meter, and be
able to break down syllables.
Pre-assessment (for learning): Relate music to poetry by having students their favorite songs and what
makes them good: tie in how the beat/rhythm plays into its importance and relating that to the rhythm of
poetry

Formative (for learning): Practice dividing names into unstressed and stressed syllables
Outline assessment activities
(applicable to this lesson) Formative (as learning): Break apart the sonnet as a class to visualize rhyme scheme and meter

Summative (of learning): Students will be assigned an eight lined, rhyming poem to complete next
class and turn in for a grade

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

Engagement Representation Action and Expression

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 Provide options for self-
regulation- expectations,
personal skills and strategies,
self-assessment & reflection
They will need to be able to
present their two-voice poem out
loud with their partner.
Students will also need to listen
to explanations and work together
as a class to practice.
Individual work on their own
poem which will allow them to
express their own ideas
creatively.
What barriers might this
lesson present?
Provide options for sustaining
effort and persistence- optimize
What will it take – challenge, collaboration,
neurodevelopmentally, mastery-oriented feedback
experientially, emotionally,
etc., for your students to do Students will listen to their
this lesson? peers recite their poems, as
well as reciting their own
poem. The class will also
work together to talk through
some poetry terms and ideas
and practice them out loud.
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Minimize threat by allowing
for both individual and group
work
Materials-what materials
Completed Two-Voice Poems
(books, handouts, etc) do you Power Point with links to examples
need for this lesson and are (x26) Printed Sonnet examples
they ready to use?
Students will be seated in their assigned seats at grouped desks with the ability to view the
projector/white board. They will have easy access to the front of the room where they can present
How will your classroom be set their poems.
up for this lesson?
III. The Plan
Describe teacher activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
20-25 Motivation Welcome students and make sure they all have
minutes (opening/ their two-voice poems; choose whoever is ready loud
introduction/ to go first
engagement)
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Provide options for
comprehension- activate, apply &
highlight
Students may find it difficult
to listen to an explanation of
poetry terms and later put
them into practice individually
so I will need to explain the
assignment well and make
sure to answer any
questions/check in with
students individually.
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Going through poetic rhythm,
meter, and sonnet ideas/terms
will need solid and clear
definitions, as well as time for
questions.
Provide options for perception-
making information perceptible
Making the power point
accessible to students through
google drive would help them
have a tool to look back on, as
well as giving them a printout
to keep of the sonnet
examples
AND student activities
prompts.
Students will stand up and read their poems out
Provide options for executive
functions- coordinate short &
long-term goals, monitor
progress, and modify strategies
Students must present their two-
voice poems at the beginning of
class so those will have to be
finished-if they did not finish
they will get marked down. They
will also get a new poem
assignment at the end of class and
need to think ahead to when and
how they will complete that
during the next class time. Talk to
any students who do not complete
assignments and make sure they
have the resources they need to
be able to do so.
Provide options for expression
and communication- increase
medium of expression
Students will be reciting
poems out loud, and later
using a handout to walk
through rhyme scheme and
sonnet patterns with me, as
well as following along to the
power point explanations and
projected examples
Provide options for physical
action- increase options for
interaction
Students can clap or stomp to
help find rhythm/what is
stressed or unstressed
 After each poem, snap, and ask for any Students snap for their classmates, and they can
comments or lines that stood out to the audience comment on their peers’ poems

Collect completed worksheets/poems for a grade

Open Power Point:

Ask students what their favorite songs are and Students think and a few volunteers can respond
20-25 what makes them good?
minutes

Walk through how rhythm and beat applies to Students listen and practice; using paper or
poetry and music; explain terms, including hands to help and volunteers can share their
rhythm and meter, and sonnet types as described examples/ be chosen to read/practice the
Development on the power point; pausing to practice counting
(the largest examples in the power point
syllables, and stressed and unstressed syllables
component or using names. Students can also volunteer to try
main body of the reading the examples for each different form of
lesson) meter.

Explain the sonnet and go through the poem
example for Italian sonnet form and
Shakespearean sonnet form- use projector to
allow students to visualize how the poems get
broken up differently and how the rhyme
schemes differ- students can volunteer to read
parts of the poem or share what they think the
rhyme scheme is
Students will have a copy of both poems and
mark the different sections and rhyme scheme as
illustrated on the projector, they can also
volunteer to read the poem or work on the
rhyme scheme out loud

Explain assignment: Students need to write an

Closure
5 eight-lined poem using rhyme scheme. Students will begin to think of topic ideas to
(conclusion,
minutes Have students begin to think about writing their begin writing next class.
culmination,
next poem: What do you want your topic to be?
wrap-up)
What rhyme scheme? Jot down a few lines to get
started.

They will work on and finish the poem next

class.
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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 The school was on speed schedule the day I taught this lesson, which often is the case on Fridays because there can be
assemblies at the end of the day. I was a little worried how the timing would go, but it ended up being the perfect amount of
time, and I was happy with how everything was able to fit together. The students had all finished their two-voice poems
because they had some time to finish up the day before when I was gone for a fieldtrip with the juniors and seniors. I asked
for volunteers to go, which was sometimes a struggle because students were not wanting to go up, but for the most part it did
not cause too much of a problem. I did end up choosing if no one volunteered, which some students complained about, and
two boys even made a remark about a decision being racist when I had them to perform before two white boys. While I had
no intention of doing that at all, it did make me more aware of how our decisions as teachers have an impact on the students,
especially if they see any injustice in them. The students did a good job presenting their poems, and their classmates were
encouraging; we all snapped after every poem and I asked if anyone had any comments about the poem or a line that stuck
out to them. Some students responded with specific observations for some poems, while other poems did not have as much of
a reaction, but I could tell the students felt proud of their work as they finished and smiled. I then moved on by asking for
students to volunteer and share their favorite song and why it was their favorite. I had been thinking of playing a song, and I
looked through quite a few, but it was difficult for me to find one I thought they would know and like but would also be
relevant and appropriate so I decided to just have them name some songs. I think I would play a song next time, just because
it would stand out more and illustrate the beat and rhythm I wanted to associate with poetry. However, the students were
very responsive in talking about songs, which I then think segwayed well into talking about what rhythm is in poetry and
how meter affects rhythm. I did not have many slides on my power point, and mainly used it as a reference point for myself
and for the students to have a visual of the definitions and some examples. We practiced breaking up syllables using our own
names, and I used mine as an example, but it is often hard finding what to stress and not stress with words we are so familiar
with, so I let them practice and share with the people next to them. I stood in the middle of the classroom, so I felt more part
of the activity myself, which made the atmosphere more open. We then talked through and practiced the different types of
meter (iambic, anapestic, spondaic, etc.), and students volunteered to practice saying those examples out loud as well. As we
moved onto sonnets, I wanted to mainly give them a basic understanding of what makes a sonnet, and how rhyme scheme
comes into play. I explained Petrarchan and Shakespearean sonnets using the two examples I had, and each student also had
the poems printed in front of them to follow along and mark. It was encouraging to me that students followed along and took
notes on the poems without me asking them to. I read some parts of the poems, but then asked for volunteers to read, and I
also marked some of the rhyme scheme myself before having a student come up to try. The more I allowed the students to be
involved, the more focused they were, and it was also a neat way for me to see where they were at and who was willing to
contribute. I walked away feeling good about how the lesson unfolded, and though we did not end up with time for them to
begin working on their next poem, I was able to explain the assignment and get them set up to work on it on Monday when I
am gone.

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