Lesson Planning Form for Accessible Instruction Calvin College Education Program
Teacher Marissa Ritter
Date Subject/ Topic/ Theme Wrap Up Lesson/Writing Poetry Grade ___th_________ I. Objectives How does tis lesson connect to te unit !lan" This !esson "i!! be a "rap and accumu!ation o# the past #our !essons in this unit$ %t "i!! asses students& understandings o# types o# poems and perspecti'es in poems$ Learners will be able to# cogniti'e( R U )p )n * +, physica! de'e!opment socio( emotiona! +reate a hai-u Use #igurati'e !anguage in a poem +reate a poem o# their choice to portray the perspecti'e o# a s!a'e + )p + Common Core standards $or %LCEs if not available in Common Core& addressed# )RT$.)$$%$/ Use materia!s0 techni1ues0 media0 techno!ogy0 and processes to communicate ideas and e2periences$ )RT$.)$%%$$3 Se!ect and use subject matter0 symbo!s0 and ideas to communicate meaning$ W$$4 Write narrati'es to de'e!op rea! or imagined e2periences or e'ents using e##ecti'e techni1ue0 descripti'e detai!s0 and c!ear e'ent se1uences$ L$$ Demonstrate understanding o# #igurati'e !anguage0 "ord re!ationships0 and nuances in "ord meanings$ W.5.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 56ote# Write as many as needed$ %ndicate ta2onomy !e'e!s and connections to app!icab!e nationa! or state standards$ %# an objecti'e app!ies to particu!ar !earners "rite the name5s7 o# the !earner5s7 to "hom it app!ies$7 ,remember0 understand0 app!y0 ana!y8e0 e'a!uate0 create II. 'efore (ou start Identif( !rere)uisite *nowledge and s*ills. Understanding o# #igurati'e !anguage Understanding o# hai-us0 !imeric-s0 and acrostics Understanding o# s!a'es in the ear!y /9 th century in the United States Outline assessment activities 5app!icab!e to this !esson7 Pre-assessment (for learning): Formative (for learning): Formative (as learning): Summative (of learning7: Students "i!! create a hai-u on a topic o# their choice as an art project$ Students "i!! "rite a poem o# their choice in the perspecti'e o# a /9 th century s!a'e$ +at barriers migt tis lesson !resent" +at will it ta*e , neurodevelo!mentall(- e.!erientiall(- emotionall(- etc.- for (our students to do Provide /ulti!le /eans of 0e!resentation Provide /ulti!le /eans of Action and E.!ression Provide /ulti!le /eans of Engagement Pro'ide options #or perception( making information perceptible I will explain the activities to students and have written instructions available Pro'ide options #or physica! action( increase options for interaction Students will be standing while the complete their art pro!ect" Students will walk between each of the two stations Pro'ide options #or recruiting interest( choice# relevance# value# authenticit# minimi$e threats Students will freel chose an topic to write a haiku about" /(/9(/4 tis lesson" Pro'ide options #or !anguage0 mathematica! e2pressions0 and symbo!s( clarif % connect language Pro'ide options #or e2pression and communication( increase medium of expression Students "i!! "rite a poem o# their choice and a hai-u 5my chosing7$ Students "i!! "rite and a!so use art to communicate their poetry$ Pro'ide options #or sustaining e##ort and persistence( optimi$e challenge# collaboration# master- oriented feedback Students may co!!aborate on their art projects$ % "i!! gi'e #eedbac- on the art projects as they are "or-ing on them$ Students may approach me i# they "ant immediate #eedbac- at either station Pro'ide options #or comprehension( activate# appl % highlight Students "i!! app!y e'erything "e ha'e !earned in the past #our !essons to create t"o poems$ Pro'ide options #or e2ecuti'e #unctions( coordinate short % long term goals# monitor progress# and modif strategies Pro'ide options #or se!#(regu!ation( expectations# personal skills and strategies# self-assessment % reflection Students will have instructions of what the are to do" &he must follow the instructions and strategi$e to complete both stations" /aterials1wat materials $boo*s- andouts- etc& do (ou need for tis lesson and are te( read( to use" +onstruction paper o# a 'ariety o# co!ors )rt supp!ies such as mar-ers0 co!ored penci!s0 crayons0 and maybe paint S!a'ery "riting prompts %nstructions #or s!a'ery "riting prompts %nstructions #or hai-u art project How will (our classroom be set u! for tis lesson" The c!assroom "i!! be sp!it into t"o groups$ ;ne group "i!! "or- in the c!assroom0 "hich "i!! be set up norma!!y$ The other group "i!! be "or-ing outside the c!assroom in tab!es set up in the sma!! common circ!e do"n the ha!! "ay$ ) #e" tab!es 54 to 3 depending7 "i!! be set up "ith the #o!!o"ing art supp!ies p!aced on each$ Mar-ers +o!ored Penci!s +rayons Paint 5maybe7 )ny other art materia! that "ou!d a!!o" students to "rite and decorate$ There "i!! be no chairs at the tab!es outside the c!assroom$ III. 2e Plan 2ime Com!onents 3escribe teacher activities A43 student activities for eac com!onent of te lesson. Include im!ortant iger order tin*ing )uestions and5or !rom!ts. 6 minutes /otivation 5opening/ introduction/ engagement7 % "i!! as- students to meet me in the poetry corner$ % "i!! te!! them that "e ha'e spent a !ot o# time !earning about "hat it ta-es to be a poet and today "e ha'e the entire !esson to continue to be poets$ T"o acti'ities "i!! a!!o"s us to rea!!y use e'erything "e ha'e !earned about using #igurati'e !anguage in poetry and understanding others& perspecti'es$ Students "i!! meet me in the poetry corner$ 78 minutes 3evelo!ment 5the !argest component or main body o# the !esson7 % "i!! e2p!ain each station to the students$ Station one "i!! be a "riting prompt acti'ity$ ;n the tab!e "i!! be mu!tip!e copies o# the #o!!o"ing prompt$ Students may chose any #orm o# poetry that "e ha'e Students "i!! !isten to the descriptions o# the stations$ /(/9(/4 !earned about and "rite a poem #rom the perspecti'e o# this person$ Slavery: Writing Prompt Imagine it is '(') and ou are a slave dreaming of freedom" &hink about what freedom would mean to ou and our famil" *n the back of this sheet# write a poem about how our life would change if ou were free" Some +uestions to consider might be: ,ow do ou feel now as a slave- ,ow would ou feel if ou were free- ,ow might our life look different- .hat comparisons or contrasts could ou make between our life as a slave and our life as a free person- .hat does our life as a slave look like now- .hat would our life as a free person look like in the future- Be sure to use figurative language in your poem and portray the perspective of a slave. Station t"o "i!! be an art acti'ity$ ;n the tab!e "i!! be construction paper and 'arious art supp!ies$ There "i!! a!so be printed pages o# instructions "ith the #o!!o"ing test: /reate a haiku on a sub!ect of our choice" In our haiku# ou must use at least one tpe of figurative language (a simile# metaphor# alliteration# hperbole# onomatopoeia# or personification)" 0se a blank page to brainstorm ideas for ou haiku and write our haiku" .hen ou are finished# ou will create a piece of art with it" &o do so1 ') Fold our construction paper into four e+ual parts# hot dog stle" 2) .rite the title of our haiku on the first line of our haiku on the first folded part of our paper# the first line of our poem on the second folded part# and the third line on the third folded part" 3) 4ecorate our paper and haiku accordingl" 4ecorate it based off the topic of our poem" If ou are writing about spring# ou could draw flowers on our paper or the sun" If ou are writing about our favorite sport# draw the e+uipment used or our favorite sports team5s logo" % "i!! te!! students that e'en numbered students "i!! begin at the "riting stations "i!! odd numbered students "i!! begin at the art station$ %# they #inish one station0 they mo'e to the ne2t$ ;ther"ise0 % "i!! !et them -no" "hen they shou!d be #inishing up and mo'ing onto the ne2t station$ Students "i!! head o## to their appropriate stations 68 minutes /(/9(/4 9 minutes Closure 5conc!usion0 cu!mination0 "rap(up7 % "i!! as- students to begin #inishing up and ma-e sure that both their s!a'ery poem and their hai-u are #inished$ % "i!! as- them to gather in the poetry corner one !ast time$ % "i!! as- the c!ass as a !arge group one thing they !earned about poetry$ We "i!! discuss these things in !arge group$ 2O2AL :9 minutes ;our reflection about te lesson- including evidence$s& of student learning and engagement- as well as ideas for im!rovement for ne.t time. 5Write this a#ter teaching the !esson0 i# you had a chance to teach it$ %# you did not teach this !esson0 #ocus on the process o# preparing the !esson$7 Preparing this !esson "as probab!y the most di##icu!t one to p!an since it "as the #ina! one$ % "anted a !esson that tied e'erything in the unit together and a !esson that cou!d ser'e as a "ay to assess my students on their #ina! -no"!edge and gains "ithin this unit$ % did not "ant to teach anything particu!ar!y ne" either$ Thus0 % needed to #ind acti'ities that "ou!d re#!ect my student&s understanding and capabi!ities "ith the topics that % taught$ Since t"o acti'ities are in'o!'ed in this !esson0 the "riting prompt and the art acti'ity0 it may be di##icu!t to ba!ance both at one time i# the c!ass is out o# contro!$ %n "riting this0 % "as re!ying on my students to be responsib!e and #o!!o" directions so that % cou!d bounce bac- and #orth bet"een the t"o stations to obser'e ho" the students "ere doing$ %# the c!ass does not #o!!o" directions or has di##icu!ty getting the tas-s done "ithout assistance0 then it may be bene#icia! to sp!it the !esson into t"o ha!'es: the #irst ha!# #or the #irst acti'ity and then the second ha!# #or the second acti'ity$ )dditiona!!y0 the art acti'ity cou!d ta-e a"ay #rom the purpose o# assessment i# the materia!s and instructions are not proper!y dea!t "ith$ %t "as my hope that the materia!s "ou!d be organi8ed and a'ai!ab!e and that the students "ou!d grasp the instructions c!ear!y$ %# this is not the case0 then the !esson might ta-e more time "ith the art part than in the "riting poetry part$ )!so0 "ith the "riting prompt0 students must be #ami!iar and -no"!edgeab!e "ith the topic ahead o# time$ Whi!e the prompt supp!ies much in#ormation0 it "ou!d be bene#icia! #or them to ha'e an understanding beyond the prompt$ %# students ha'e not grasped these historica! topics0 then their "riting piece "ou!d not accurate!y re#!ect their abi!ity to "rite in a di##erent perspecti'e$ To a'oid barriers0 ho"e'er0 % decided to ha'e an e2amp!e o# the art piece ahead o# time so to sho" them "hat their #ina! product "ou!d !oo- !i-e$ This "ay0 students can ha'e a 'isua! o# "hat they are trying to aim #or and can #ocus more on their poetry$ /(/9(/4