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Lesson Planning Form for Accessible Instruction Calvin College Education Program

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Teacher Daniel Alderink


Date

4/14/15

Subject/ Topic/ Theme

Poetry Activity

Grade ___9_______

I. Objectives
How does this lesson connect to the unit plan?
The overarching theme of the unit is Holocaust Poetry. This is the first and introductory lesson. Today we will learn about
poetry in general before talking about the Holocaust aspect more towards the end. If we have time, we will begin
creating the journals online that we will use throughout the unit.
cognitiveR U Ap An E
C*

Learners will be able to:

Engage with a poem in more ways that just summary

Express thoughts about poems in meaningful language

Express understanding by giving a rating (1-10)for the poem, My Papas Waltz. Desired score is over a six

physical
development

socioemotiona
l

Common Core standards (or GLCEs if not available in Common Core) addressed:
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a words position or function in a sentence) as a clue to the meaning of a
word or phrase.

Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to
comprehend more fully when reading or listening.
(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.

Basic knowledge on poetry in general. For example, why is a novel not poetry.
Knowledge of the Holocause from what theyve already learned from Night
Pre-assessment (for learning): In-class discussion, answering questions that I ask.

Outline assessment
activities
(applicable to this lesson)

Formative (for learning): In-class activity with My Papas Waltz prepares students for learning about poetry
Formative (as learning): In-class activity with My Papas Waltz teaches students about mechanics and
different interpretations of poems.
Summative (of learning): Kahoot or secretive quiz at the end of class activity
Provide Multiple Means of
Representation

Provide Multiple Means of Action


and Expression

Provide Multiple Means of


Engagement

Provide options for perceptionmaking information perceptible

Provide options for physical actionincrease options for interaction

Provide options for recruiting


interest- choice, relevance, value,
authenticity, minimize threats

Powerpoint and handouts that go


with what Im talking about

Students will work alone and then


together

What barriers might this


lesson present?

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Quiz can be anonymous. Students


are free to discuss their own
interpretations of the poems

lesson present?

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What will it take


neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

Provide options for language,


mathematical expressions, and
symbols- clarify & connect
language

I will clarify any terms students are


unfamiliar with.
Provide options for comprehensionactivate, apply & highlight

Activate knowledge they already


know about poetry and ask them to
apply it to the new poem

Provide options for expression and


communication- increase medium
of expression

Provide options for sustaining effort


and persistence- optimize challenge,
collaboration, mastery-oriented
feedback

Students can take notes on laptops


or in notebooks if they prefer
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

Have students start a journal online


that I can monitor as well

Activity allows for self-reflection

Materials-what materials Slide show and handout explaining the activity. Kahoot or socratic quiz prepared
Students need laptops or pens and paper
(books, handouts, etc) do
you need for this lesson
and are they ready to use?
Same as normal, seats facing front
Students may move during the activity in order to get into groups

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How will your classroom


be set up for this lesson?
III. The Plan

Time

Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.

Components

Motivation
(opening/
introduction/
engagement)

1min: Introduce and give overview of the unit


10min: Ask students what they already know about
poetry. Write down student suggestions on board.
Ask students to share their favorite poems.

-Listen and ask questions about anything that


seems unclear
-Come up with list of attributes of poetry as
prompted by the teacher. Look up favorite poems
on the laptop, if they want to.

1min: Introduce the activity that will take up the


Partake in activity (see right column, description is
main portion of the class. Hand out the handout
given for both students and teacher)
with the instructions and put up the powerpoint.
10min: Explain and conduct first phase of activity Students read through the provided poem only once
and then write down what they noticed as they
read: How did you feel? What confused you? And
then rate the understanding of the poem from 1-10.
Do this again two more times, but then at the end of
the third reading, briefly reflect on what happened
as you were reading, and write any other questions
you still have.
2min: Ask students to briefly reflect on the first
activity: What went well, how did you arrive at
your numbers? Etc.

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Development
(the largest
component or
main body of
the lesson)
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10-15min: Explain and conduct second phase Students get into groups of no more than three and
share about what happened as they were reading.
Try to answer questions that the other students
wrote down and note similarities and differences
between your thoughts
10min: Explain and conduct last phase - Students
return to normal seats and discuss the poem as a
class. Teacher answers any questions that the
students may have and provides information that
may help students interpretations. i.e. biographical
info, time period, etc. Students take down notes all
the while either on the handout or on the laptops.
Closure
(conclusion,
culmination,
wrap-up)

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10min: Wrap up lesson with quiz in order to see


students thoughts on the poem and what was
learned today
Any time remaining: Get students started on
creating and saving journals/folders in google docs
that I can access.

-Partake in quiz, offer feedback, discuss

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-Create folders and put any notes taken today in the


folder.

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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