Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alex Dhaenens Date 4/4/13 Subject/ Topic/ Theme Poetry Book & Quiz Grade ___2nd Grade __________

I. Objectives How does this lesson connect to the unit plan? This lesson wraps up the whole unit on poetry. Students will put together their own poetry books, take a quiz over the components of poetry we have discussed, and type their favorite poem to make a book for the teacher. Learners will be able to:
cognitiveR U Ap An E C* physical development socioemotional

Ap Identify alliterations, exaggerations, similes, and onomatopoeias in sentences and poems on quiz. x Put together their poem book with all finished poems and illustrations. x Type up poem of their choice. x Respectfully share their poems with peers/ in front of class. Common Core standards (or GLCEs if not available in Common Core) addressed: CCSS.ELA-Literacy.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (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.

Appropriate reading and writing levels. Knowledge from past lessons of unit (alliteration, exaggeration, simile, onomatopoeia.
Pre-assessment (for learning): Asking students before lessons are taught if they know about or of any of the topics we will be discussing. Pre-assessment for final lesson will be to verbally ask students questions to gauge how well they know the poetry topics discussed. Formative (for learning): Walking around to help students put together their poetry books and making sure all pages are completed. Formative (as learning): Students will be given rubric for the requirements of the final poetry book. Summative (of learning): Students final poetry book will be graded on the specifications given on rubric. Students will also be given a summative quiz on the topics discussed in the unit.

Outline assessment activities (applicable to this lesson)

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Rubric will be read out loud and students will receive a copy. Students will be read directions and they are written on quiz.

Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Students will get up to receive help putting books together and to share with one another.

Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Students will create final book, take a quiz, and share with others.

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students to do this lesson?

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

Written on quiz and rubric, verbally read out loud.

Provide options for comprehension- activate, apply & highlight

Provide options for expression and communication- increase medium of expression Students can record their answers on papers, and if need be some students can be given quiz verbally. Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

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

Students will want a good grade on quiz and to have a completed poetry book.
Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

Apply what they have learned from past lessons on the final quiz and poetry book.

Finish final poetry book, show that they have learned form these lessons.

Students can self-assess using the rubric handed out.

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

Poetry book pages from past lessons, stapler, white board, white board markers, quiz, pencils, computer lab (computers for all students), voice recorders.

Classroom will be set up as normal with students facing the front of the room. How will your classroom be set up for this lesson? III. The Plan Time 6:00 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. -Students will gather all poetry book pages. -Students will finish poems or drawings if needed. -Allow students to have time to go back and add final touches to each poem.

5:00

2:00

15:00

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

20:00?

-Students will then come up to teachers to have them look over their poetry pages one last time and they will be stapled together. Have students pick their favorite poem. -After books are handed in, have students review verbally to a partner the meanings of alliteration, exaggerations, simile, and onomatopoeia. -Hand out quiz explaining that you want to see how much they learned throughout the past lessons. Allow students time to work on quiz, they may ask questions if needed. Some students may need quizzes read verbally to them. -Have students go to computer lab and type their favorite poem they wrote. Allow some freedom of fonts, etc. Walk around helping students as needed. When students finish they may help one another to

-Students will hand in poetry books.

-Work collectively with partner to for meanings of words before quiz. -Fill out poetry quiz to the best of their ability, working independently.

-Students work independently on typing up poem.

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finish as well. Finish poems will be combined into a book as a gift to teacher. -If teacher willing: students will choose their favorite poem from their poetry books and record them. Students will be in pairs, one student will hold the recorder for them and the other will read their poems. Poems could be uploaded to school page or played out loud in class. *** On students after school fine arts night, students will have their poems out on their desk and will be able to share the poems they wrote with parents. -Talk to students about where they may see poetry in the real world. Have them brain storm ideas by raising hands. Commercials, Bible, books, songs, etc. -Talk to them about recognizing the components we learned from then on forward.

6:00

Closure (conclusion, culmination, wrap-up)

-Students participate in discussion and listen attentively.

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.) This lesson ended up going a little differently than initially planned. I split the lesson up into two days, due to time restrictions. We spent one day adding final touches to our poetry books. The students had time to finish their final copies of any poems and finish their pictures that go with each poem. Once they were done they brought them to me and I stapled them together. When students were done they worked on other class work (Mrs. Pott assigned other projects to finish during this time). Everyone was in class the day we finished putting the books together, so everyone in the classes poetry books were finished for fine arts night where they shared them with their parents. Then a few days later we did the final quiz. I began by reviewing verbally with the class the topics we covered. I wrote each of them on the board and student volunteered to share what each one was and an example of each one. Then I passed out the quiz but I never verbally called it a quiz. I said it was a way for me to understand if they learned what I had taught them or not. I read each question out loud and gave the students time to work completely individually on it. They did really well! All but 2 students grasped all the concepts well. There were about 5 students who confused the last question, Joe is as quiet as a mouse as an exaggeration when it was a simile. Even the lowest learner in the class got the answers correct when I read the questions out loud to him. Students were also able to think of onomatopoeias and alliterations of their own quite easily. I think overall it went well. Mrs. Pott chose not to have the students record their poems and I decided on a different final gift for Mrs. Pott than the book of their poems.

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Poetry!
1. She swims like a fish. Alliteration Exaggeration

Name _________________

Circle the word under the line that is represented in the sentence above it.

Simile

Onomatopoeia

2. Carl climbed carefully over the tall tree trunk. Alliteration Exaggeration Simile Onomatopoeia

3. She was so thirsty she drank 100 buckets of water. Alliteration Exaggeration Simile Onomatopoeia

4. Zoom! Zoom! Went the racecar. Alliteration Exaggeration Simile Onomatopoeia

5. Joe is as quiet as a mouse. Alliteration Exaggeration Simile Onomatopoeia

6. Write an example of alliteration:

7. Write 3 examples of onomatopoeias: ________________________ ________________________ ________________________

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