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Renata McAdams Maddie Silber Jake Frumkin November 18, 2012 Profs.

Barrow and Levitt Term III Lesson Plan Literacy Lesson Design What We will be teaching a poetry lesson on the theme of rice. This is connected to our classroom curriculum because it will form part of a larger unit on the social, historical, and cultural contexts and connections of rice, which will culminate in a gradewide rice celebration on December 13. We will each be teaching lessons connected to rice in multiple subjects over the next few weeks. There will be a core literacy and social studies focus throughout the unit; every student will bring in the recipe for the rice dish their family contributes, and these recipes will be published in book form and copies given to each student. In past years, the book has been strictly a collection of recipes, but we wanted there to be a creative writing component that would increase and demonstrate students personal connections to this theme. Poetry is a writing form which has been only slightly explored in our classrooms thus far this year and that in a highly structured and limited form and our classroom mentors suggested that we use a poetry focus for the expressive writing section of this unit. In the larger writing project, the poetry we do with our students will begin with a free-verse (free-association) form, which will serve as a pre-write for more structured poems as well as a poetic product in itself. We will then progress to having the students write quatrains, which have strict rhyme and meter requirements. We will thereby be providing them with structure and creative freedom (in regards to the content) simultaneously. Students will be free (and encouraged) to write more than one poem of each type. This particular lesson will take place after the free-association poems are done, and will use those poems as a jumping-off point for focused work on the skills needed for writing quatrains. How For this lesson, we will each choose the 6-8 children in our class who we feel need extra support in literacy concepts such as rhyme, meter, and similes, as demonstrated by their previous writing and in consultation with our classroom mentors. Similes are a literacy unit just beginning in our classrooms at this time; rhyme, we expect, may be more of a review subject, but one which will be beneficial for this group of students. We will teach a focused exercise on each of these three topics, and briefly explain the purpose of the lesson with regard to preparing for quatrains. We hope that this preliminary exercise will help the students focus on meaning when the time comes to write their quatrains, rather than becoming hung up on rhyming and other mechanical challenges, because they will already have a store of possible words and ideas. (See Calkins, chapter 27, p. 302.) It is meant to scaffold the use of

figurative language, in order to help them feel better able to engage with the creative part of the poetry assignment. Assessment of this small group lesson will be guided by a rubric (see attached). Why Broadly, we have chosen to teach a poetry lesson because it provides a natural context for the use of similes and other figurative language, which the students are studying in literacy at present. Our choice was further informed by the fact that the children have recently devoted a good deal of time to the writing of personal narratives, and we wished to introduce them to a different venue for personal expression through writing. Additionally, poetry being described as the other way of using language, we think it is important to make sure to introduce students to many forms of writing. Our specific choice of quatrains rests on the belief that working within a highly structured form is beneficial for students in that it requires attention to precision in terms of mechanics, and that that very precision can be an appealing intellectual puzzle for children to solve. The content is, crucially, left up to the child after a beginning prompt (rice, or family eating culture), leaving this a creative as well as a mechanical exercise. The free-verse free-association poems provide a way into this subject without placing particular demands on the childs mechanical skills, but we wish to push them further into the realm of metered and rhymed poetry. For this, the quatrain, being of strict form but eminently manageable length, seems to us ideal. Maddies Inquiry Question Connection: I am looking at how to incorporate students interests into my lesson planning to make my teaching more relevant to their lives. This lesson prepares students to write the poems the entire class will eventually create about their families eating rice. This lesson will better enable children who might struggle with this assignment to be better equipped to express themselves once we begin the individual quatrains. Jakes Inquiry Question Connection: I am focusing on how to assess student understanding in the moment and differentiate and redirect my lessons and instruction based on these observations. This is present in strategies like the contingency plan for the rhyming game and having additional work on rhyming skills working with words from free form poems as an extension activity for those who are finished with any activity ahead of schedule. Renatas Inquiry Question Connection: I am focusing on how to incorporate authentic but formal assessment into my lessons, because I know its lack is a weakness of mine. The inclusion of our rubric is therefore at my instigation; none of us, I think, would ordinarily have formal assessment for a small group scaffolding lesson like this. However, I wouldnt ordinarily include formal assessment in this context is a phrase I find myself uttering too often, so I am not permitting myself to use informal assessment for my Term III lessons. Lesson Plan Objectives/Goals Students will be able to identify rhyming words, count syllables, create similes (using both like and as), and identify simple rhyme scheme. Students will have been

exposed to examples of quatrains, in preparation for a whole-class lesson on the subject to follow. Alignment with Standards and Assessment Anchors Common Core Language Standards: 3. Use knowledge of language and its conventions when writing, reading, speaking, or listening - 3.a. Choose words and phrases for effect 2. Demonstrate command of the conventions of standard English, including capitalization, punctuation, and spelling, when writing - 2.f. Use spelling patterns and generalizations (e.g. word families, position-based spellings, syllable patterns, ending rules, meaningful word parts) in writing words Common Core Writing Standards: 3. Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences Common Core Reading Standards: 5. Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections Materials whiteboard whiteboard markers and eraser free-association poems from previous day (each student has his/her own) small stack of lined paper 2 pencils per student example work (pre-written quatrains, including different versions of rhyme scheme) one quatrain printed out larger so students can see simile worksheets

Classroom arrangement and management issues We would normally take small groups into the 3rd grade pod, directly outside the 3rd grade classrooms. However, because we will be teaching this lesson on a Thursday we recognized that music lessons take place in this public space as well, which is generally loud and distracting. Consequently, we decided to teach this lesson in a different 3rd grade classroom, other than our own, when that different class will be out of the room for a prep period. We do not feel we can remain inside the classroom with our groups without causing distraction, since this will be a small-group exercise while the rest of the class continues with a different lesson. We will have the whiteboard easel, dry erase markers, and lined paper, along with worksheets, already in the pod. Students will only be responsible for bringing pencils and their own free-association poems with them to the pod. We will call students by name to line up at the classroom door with their poems and pencils, and when the entire group is assembled, we will proceed with them to the

other classroom. In Renatas and Maddies classes, children will be permitted to choose their own seats at one of two tables, as we do not anticipate personality conflicts or distraction; Jake will have their seats pre-assigned, by placing worksheets with their names already written in at specific places around the tables. We will distribute materials as needed throughout the lesson, since it is smallgroup work wherein the children are within easy reach of the teacher at all times. We will begin by making our expectations for participation explicit, telling the children what successful participation in these activities would look and sound like. Specifically, students will be expected to raise their hands to speak, listen attentively to classmates and to their teacher, and demonstrate participation (verbally and in written form as appropriate). We will draw attention as the students find their seats for the lesson to children who are demonstrating exemplary behavior, e.g. I really like the way Jake is keeping his hands to himself and looking right at me to show that he is paying attention. Potential distractions could include initial interest in examining the new classroom environment and sitting at someone elses desk. We anticipate dealing with this by reminding children that all familiar classroom behavior norms and incentives still apply at the beginning of the lesson, and throughout as necessary. For example, we will remind the students of the star charts (individual incentives) in their classrooms, and that we will be looking for children who should get stars during this lesson. We will make it clear that students who persist in unconstructive behavior will be sent back to their classroom and will not get to participate in this useful special activity. We also intend to always give students a related task to complete should they finish before their peers, so as not to become a distraction to others who may need more time. At the end of the lesson, we will gather our supplies, with students responsible for their own pencils and free-association poems. We will collect all worksheets and word lists produced by the children during this session for assessment, with the intention of handing them back before the quatrain lesson the following day, so that the children will have this work for reference. Plan [45 minutes total] [5 minutes for entering and leaving the classroom] Rhyming and Rhyme Schemes [40 minutes total] Direct Instruction: [5 minutes] We will begin by offering one example of a rhyme and explain that the final syllable of each word sounds the same. Specifically, we will begin with here, cheer, and disappear. We will write each word on the whiteboard, and underline the rhyming syllables. We will take this opportunity to point out that the rhyming sound is not spelled the same way each time, and that not all the words have the same number of syllables. Guided Practice: [5 minutes] We will introduce a rhyming game where a word will be presented and everyone will think of an example of a word that rhymes with it, moving around the room one by one. We will provide the first word, rice, and if students seem

user 11/25/12 8:46 PM

Comment: Whatdoesitlooklike?Soundlike? Whatbehavioralandacademicexpectationswill youremindstudentsof?Beexplicit.

user 11/25/12 8:48 PM

Comment: Hmminthefallthestudentswillbe yoursandtherewontbesomewhereelsetosend them.Iamwonderingbehavioralsystems (rewards,consequences,etc.)areinplaceinyour classroomsthatcanbereplicatedinthesesmall grouplessons.

user 11/25/12 8:49 PM

Comment: Beexplicit.Showdonttell.Whatwill yousaytostudentsverbatim?Whatexampleswill youuse?

to be struggling with this then we will continue to provide the starting words (Go, Bat, Flop are all options). If not, we will have students volunteer to start with a word they generated in their poem, giving each student a chance to begin with their word once, time permitting. We will be recording all the words on the whiteboard easel in a list under the beginning rhyming word, underlining the sound in each word that is the same. We will allow students to pass if they cannot think of a rhyming word in the current round. Independent Practice: [5 minutes] Students will generate a list of words that rhyme with the words from their free-verse poems. We will ask students to pick three words from their poem and come up with as many rhymes for each one as they can. Students can move onto a different word or continue to generate more rhymes for one of their three words, should they get through all three of their words before their peers. Teacher will circulate, observing student progress, answering questions and encouraging next steps for starting words and rhymes. Instructions and Independent Practice: [7 minutes] We will pass out a sheet with multiple quatrains. Students will be instructed to circle all the rhyming words in each poem, and underline the part of each word that rhymes (as per the words on the whiteboard, which will still be visible). Students will circle rhymes. We will encourage them to look for patterns. Where do the rhymes occur most often in the poem? Should a student finish circling rhyming words early, they can continue to work on their rhyming words from their free-verse poem. Discussion and Guided Practice: [5 minutes] We will then introduce the idea of a rhyme scheme (such as labeling lines A and B) and incorporate the word stanza into our discussion, explaining that a stanza is a term in poetry used to describe one section of the poem centered around one idea. We will relate this to verses in a song or paragraphs in a story. Beginning with our own quatrains, together the group will label the rhyming lines AABA or AABB (or other, as appropriate). We will each have our own quatrain printed out larger, and will model this first labeling on that sheet so students can see. Independent Practice: [10 minutes] After labeling two or three quatrain rhyme schemes together (as students need), we will instruct students to complete their quatrain sheets (i.e. label the rest of the quatrains with rhyme schemes) on their own. Final Discussion: [5 minutes] We will use this time to let students share some rhyme schemes they found and, time allowing, permit more open discussion on the subject of todays lesson. We will conclude by reminding them that the skills they practiced today will be useful for writing poetry next week. Similes [10 minutes total] Direct Instruction: [2 minutes] We will ask students to recall what the two phrases used to make a simile are. We will call on students to answer and write each phrase (as ____ as a _____ and ___ like a ____) on the whiteboard easel.

user 11/25/12 9:21 PM

Comment: Thisisntdirectinstruction.Direct instructionmeansthatyouareexplicitlyteaching studentssomething.Inaddition,thisusually involvesmodelingforstudentswhatyour expectationsare.Thesearemoredirectivesfor completingaworksheet.

user 11/25/12 9:01 PM

Comment: Thereisanimplicitlessoninspelling patternsthatmaycreatedifficultiesforstudents. Sometimesthepartofthewordthatrhymes doesntlookthesame(,ear).Howwill youaddressthispotentialconcern?

user 11/25/12 9:21 PM

Comment: Again,thisisnotdirectinstruction

Independent Practice: [8 minutes] Students will fill out a worksheet to practice their use of similes. (Worksheet attached.) The worksheet will provide examples of similes to be filled in. As students move through the worksheet, they will need to provide an increasing number of words for each simile phrase. Should a student finish this worksheet early, they can continue to work on their rhyming words from their free-verse poem, perhaps with an emphasis of coming up with multi-syllabic words. Students will be instructed to leave all work on the table to be collected and reviewed by the teacher. As we wrap up, we will explain that the entire class will be writing their own quatrains in the coming weeks. When we begin this project, students can use the rhymes and similes they have come up (which will be returned to them in time) with in their future poem. Assessment of the goals/objectives listed above Our assessment of students will be largely informal and will be based on discussion and observation during the lesson. Formal assessment will be done through the attached rubric to quantify students understanding of the lesson. Anticipating students responses and your possible responses a. Management issues: We will continue to reinforce our standards and expectations consistent with those that exist in the classroom. We will remind students that their good behavior will continue to be rewarded by star cards and could possibly result in earning marbles in the marble jar for their entire class. b. Response to content of the lesson: We imagine that students will be able to retain the lesson content because some of the material should be review, and we will have engaged with the new content in multiple ways. We hope that students will feel excited to use this material as building blocks for their future poems. Correct responses for the first section of independent work will depend on the words chosen by the students for their rhyming exercise; they should pick words that rhyme correctly, but we will not be looking for perfect spelling. For the second section of independent work, students should correctly label rhyme schemes as follows: Dr. Seuss AABB Shel Silverstein AABBCCDD Auden ABAB Lewis Carroll bat AABB Lewis Carroll Father William ABAB Twinkle Twinkle Little Star AABB Jake AABA Renata ABAB Maddie AABB Accommodations a. Accommodations for students who may find the material too challenging: Embedded throughout lesson plan individual support will be available while circulating during independent practice. We anticipate that struggles with the basics of rhyming
user 11/25/12 9:22 PM
Comment: Thisshouldincludeexemplar responsesbasedonyourassessments.Whatare therightanswers?If/whenstudentsdonot providetheseresponses,howwillyouadjust instruction/supportaccordingly?

user 11/25/12 9:18 PM

Comment: Again,beexplicit.Arethereplacesin thelessonwhereyouanticipatestudentsmay experiencedifficulty?Howwillyouscaffold accordingly?

sounds will manifest during the first group game, which will alert us to spend more of the independent practice time with the student or students experiencing difficulty to help train their ears. During the game itself, scaffolding can come in the form of the teachers isolating the specific sound (rhyme) we are searching for, independent of words, and asking the student to think of a word that contains the same sound. The second major activity is labeling rhyme schemes; difficulties may develop either from difficulty with rhyming itself (as just discussed) or from confusion over the system of labeling. In either case, individual attention and guidance from the student teacher can provide scaffolding in the form of reviewing and making explicit the labeling process (connecting letter labels to sounds). When students share their labeling answers at the end, they will have the opportunity to correct (via crossing out) incorrect answers, and to learn from their peers. The entire lesson is designed as a progression, through which we can identify and work with content struggles as they appear. b. Accommodations for students who may need greater challenge and/or finish early? Embedded throughout lesson plan individual support will be available while circulating during independent practice.