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CriteriaforITE314WritingLessonPlan

Studentswillearnmaximumpointsforalessonplanandreflectionthataresatisfactorily/thoughtfully
completed,clearlyaddressITE313/314content,andaresubmittedtoLaulimabytheduedate/time.To
earnmaximumpoints,studentsmustsatisfactorilyteachthelessonduringthedesignatedF2Fclass.

Student:R.Nowak TargetedGradeLevel:5th
WritingStrategyFocusforLesson:Brainstormandplanforwriting,oftenbyusingown
experiencesandbackgroundknowledge
DatetoTeachLesson:2/08/11

DesiredResults(whatstudentswilllearn)
SummarizeyourlessonandincludeanEssentialQuestionthatreferstothewritingstrategyyouare
targeting.
ThefocusofthislessonwillbeteachingstudentshowtoplanaWhereImFrom(WIF)poem.The
lessonisintendedtoaddresstheideathatstudentscanwriteabouttheirownlives,anditdoesnt
havetobeaboutsomethingspectacularinordertobeinterestingandmeaningful.
TheEssentialQuestionis:Howdowritersusetheirownexperiencesandbackgroundknowledgeto
plantheirwriting?
IdentifyoneGeneralLearnerOutcome(GLO)andhowstudentswilldemonstrateduringthislesson.
SelfdirectedLearner:(Theabilitytoberesponsibleforonesownlearning.)Plansand
managestimeandresourcestoachievegoals.Studentwilldemonstratethisbyworking
productivelyduringindependentpractice,andconvening/conductingaproductivewriting
conference.
IdentifyonemostrelevantHawaiiContentandPerformanceStandard(HCPS)IIIWritingStandard/
Benchmarkandhowstudentswilldemonstrateduringthislesson.(Youmayalsoincludeanothercontent
areastandard/benchmarkforyourlessonifapplicable).
Standard5:Writing:RHETORIC:Userhetoricaldevicestocraftwritingappropriatetoaudience
andpurpose.
LA.5.5.1:Useinformationfromappropriatesources:self,peers,andavarietyof
gradeappropriatesources.Studentswilldemonstratethisbyusingtheirexperiencesand
backgroundknowledgetoplanaWIFpoem.
DifferentiationPlanBrieflydescribehowyouwillsupport:a)Englishlanguagelearners,andb)struggling
studentsduringyourlesson.(ReferspecificallytopracticesandpagenumbersinTompkinsforTeaching
StrugglingReadersandWritersand/orNurturingEnglishLearners.)

AssessmentEvidence(summativecheckforlearning)
PerformanceTask
Whatwillstudentswritetodemonstratetheirlearning?
PlanningsheetforWIFpoem.
Whatcontentwillstudentsdemonstratetheyunderstandthroughtheirwriting?
BackgroundexperiencesandknowledgethatarepartoftheWIFpoetryguidelines
PerformanceCriteria(Providechecklists,rubrics,orcriteria/points,etc.thatarespecifictothislessonand
thewritingstrategyyouaretargeting.)
SeeattachedrubricforplanningandsharingWIFpoems

ActiveLearningPlan(detailedenoughforanotherteachertofollow)
Note:ImusingthegenrestudyformatasdescribedintheKWRtext.Thestudentshave
alreadyread,analyzed,anddiscussedseveralexamplesofWIFpoems.Wehavegeneratedalist
ofnoticingsaboutthispoetrygenre,andconductedclosestudyofsomeofthenoticings.Now
weareusingwhatwevelearnedaboutWIFpoemstowriteourownpoems.

Detaileddescriptionoflesson.Usegradualreleaseofresponsibilitytosupportstudentsuseoftargeted
writingstrategy:
Introducedesiredlearningaskessentialquestion.
WevebeenreadingandstudyingWIFpoems.NowwerereadytowriteourownWIF
poem!TheEssentialQuestionfortodayis:Howdowritersusetheirownexperiencesand
backgroundknowledgetoplantheirwriting?Welldiscusshowyouwouldanswerthis
questionattheendofwritingworkshop.
Activatestudentspriorknowledgeconnectcontent/strategywithstudentsplacebased
experience.
WhataresomeofthethingsWIFpoemshave?(RevisitpreviouslycreatedWIFpoetry
chartasneeded.)
Demonstrate/explainwritingstrategythroughathinkaloud.
NowImgoingtousemyownexperiencesandbackgroundknowledgetoplanand
writemyownWIFpoem.(WritealoudasIcompleteattachedplanningsheetonElmoor
LCDprojector.)
Provideguidedpracticethroughquestioning.
Nowthinkalongwithme.Whataresomeideasfromyourownexperiencesand
knowledgethatyoumightusetoplanyourWIFpoem?(Addtoplanningsheetbyjotting
downideasfromstudents.)
Provideindependentpractice(thisworkwillbeassessed).
Nowitsyourturn.IwantyoutocompleteyourownplanningsheetforyourWIFpoem.
HereswhatIllbelookingforinyourwork(ReviewcriteriaforProficientWorkon
attachedstrategysheet).
Studentswillworkindividuallytocompletetheirplanningsheet.
Provideadditionalsupportforstudentsasneeded.
Iwillmeetwithasmallgroupofstudentstohelpthemcompletetheirplanningsheet.
Provideopportunityforstudentstosharetheirworkwithothersandreflectontheirwork.
Studentswillsignupandconvenewritingconferenceswithnomorethanthreemembers
toagroup(seeattachedWritingConferencesheet.Thentheywillusethecriteriato
selfassesstheirwork.
Thosewhofinishmaybegindraftingtheirpoem.
Closure(Revisitenduringunderstanding/essentialquestion.)
WellmeetasawholegroupandIllaskafewstudentstoreadtheirWIFpoems.Then
welldiscusstheEssentialQuestion:Howdowritersusetheirownexperiencesand
backgroundknowledgetoplantheirwriting?

Materialstohaveready
ElmoprojectorwithpaperandpenfordemonstrationorcomputerandLCDprojector
Planningsheetwithcriteriafordemonstrationsandforindividualstudentuse
Whiteboardandmarkersforstudentstosignupforwritingconferences

WIFpoemsfrompreviouslessonsasresources

Approximatetimeneededforlesson
1hour
Resources(whereIgotmyideas)

Where Im From poetry demonstration at 2006 Hawaii Writing Project Summer Institute
Where Im From poetry online at:
Tompkins text

ReflectionofLesson
Howdidtheothersrespondtomylesson?Basedontheirresponses,howeffectivewasmylessondesign
andteaching?
Basedontheirworkduringthelesson,whatdidtheotherslearn?Howeffectivewasmyassessmentplanfor
gettinginformationabouttheirlearning?
WhatwouldIdodifferentlynexttime?

WhereImFromPoemPlanningSheet

Name: Date:

Instructions:ThepurposeofthiswritingactivityistoplanaWhereImFrompoemtogettoknow
othersinadeeperway.Itisalsotodemonstrateyouruseofthefollowingwritingstrategy:
Brainstormingandplanningforwritingbyusingpersonalexperiencesandbackgroundknowledge.
PlanyourWIFpoembycompletingthefollowingitems.Afteryouhaveplannedyourpoem,signup
forawritingconferencewithnomorethanthreemembersinthegrouptoshareyourplanning
workwithothers.Thenusethecriteriabelowtoselfassessyourwork.Iftimepermitsafteryour
writingconference,youmayuseyourplanningsheettobegindraftingyourpoem.

CriteriaforPlanningaWhereImFromPoems

ProficientWork
2pts.
ApproachingProficient
Work
1pt.
NoviceWork
0pts.
Planning Usedclearlypersonalexperiences
andbackgroundknowledgeto
completealloftheitemsfor
planningaWIFpoem.
Usedsomepersonalexperiences
and/orbackgroundknowledgeto
completeatleastmostoftheitems
forplanningaWIFpoem.
Didnotusebackground
experiencesandknowledgeto
planpoem.
Identifiedaneffectiveauthors
messageandtone/moodforthe
WIFpoem.
Attemptedtoidentifyanauthors
messageand/oratone/moodfor
theWIFpoem.
Didnotidentifyanauthors
messageoratone/moodforthe
WIFpoem.
Conference Usedtheplanningsheetto
productivelydiscusstheWIF
poemwithothers.Identifiedat
leastonewaytostrengthenthe
poem.
Sharedpoemappropriatelywith
othersinawritingconference.
Didnotsharepoemwithothers
inawritingconferenceor
participationwasinappropriate.

PlanningGuide(basedonGeorgeEllaLyonsformat)

1. Createlistsofitemsfromthefollowingcategories.Beasspecificasyoucan:

Itemsfoundaroundyourhome:bobbypins,stacksofnewspapers,grandmasteeth,
discountcoupons,etc.

Itemsfoundinyouryard:brokenrakes,dogbones,hosescoiledlikegreensnakes,
statues,etc.

Itemsfoundinyourneighborhood:cornergrocery,church,beatupMustang,cherry
blossomtree,etc.

Nameofrelatives,especiallyonesthatlinktoyourpast:UncleGeorgeandAuntAida,little
nephewBobby,PedritoandTita,etc.

Sayingsfromyourfamily:IfItoldyouonce,Neversaynever,etc.

Namesoffoodsanddishesthatrecallfamilygatherings:lutefisk,tamales,tunacasserole,
blackeyedpeas,etc.

Namesofplacesyoukeepyourchildhoodorothermemories:diary,box,underwear
drawer,religiousbook,etc.

2. Basedonyourlistsabove,thinkaboutanauthorsmessageorthemeandatone/voiceyou
wanttoconveyinyourpoem.Writethemhere.