TPE #4: Making Content Accessible Teaching candidates incorporate various strategies and activities that address the state

adopted standards. They use instructional material and vary it depending on each lesson in a way to meet students academic learning needs. Material is shown in multiple ways and reinforced.

Abstract: This lesson plan is to introduce poem writing and rhyming sentences for a second grade class. This lesson plan meets standards: Reading 1.1.6, Literary Response and Analysis 3.3.4, Writing strategies 1.1.2 and Listening and speaking strategies 1.1.6. In this lesson they hear about poems, hear a poem using academic speech stems, coral read the poem, then create a poem using scaffolding strips, and lastly create their own poem.

Rationale: The instructional material was tailored to meet the needs of various learners with adaptations for ELL, RSP, and GATE students. The material is introduced in a variety of ways and the creation of one's own poem is scaffold. The various activities all lead to the acquisition of the standard skill. By scaffolding the concept to meet the standards, it makes the concept accessible to the students. The methods make accommodations for students with special needs so that they can achieve at the activity as well.

Name: Julieanne Mooradian Date: 4/3/06 Course: Ledu 420 Master Teacher:__________________ Phone: _____________ Grade: 2 School: ____________________________________________________________
Lesson Plan Format

State Standard: Reading 1.1.6- Read aloud fluently and accurately and with appropriate intonation and expression. Literary Response and Analysis 3.3.4- Identify the use of rhythm, rhyme, and alliteration in poetry. Writing strategies 1.1.2- Create readable documents with legible handwriting. Listening and speaking strategies 1.1.6- Speak clearly and at an appropriate pace for the type of communication (e.g., informal discussion, report to class). Lesson Objective: Students will have been able to organize sentences that rhyme to create a poem with 100% accuracy as a scaffold to create their own poems. Materials: Poem strips (2 different poems) Poster of I am Me Sentence cues for academic talk sheet                               Anticipatory Set: Has anyone ever compared themselves to someone else and been sad because you were different? It is hard to be happy with everything about ourselves, and many times we wish we were like other people. The truth is we should all happy with ourselves and celebrate our differences, because that is what makes each of us special! Each person is different, even identical twins have different finger prints and like different things. These differences are what makes us who we are and we should find joy in them. Communicate the Objective and Purpose: Today we are going to be working with a poem that talks about how special we all are. By working with this poem and another one we are going to learn how to create a poem and later on each of you will write your own poem. Instructional Input: There are many different kinds of poems, and some poems don’t even rhyme! Today we

are going to be looking at the poems that do rhyme though. A word rhymes when it shares the same end sound with another word. We have been working on rhymes, so I am going to read this poem and then in partners I want you to tell each other which words rhyme, and the sounds that they share. Read poem, go rhyme by rhyme going over it Read the poem once more and then take it down Students return to their desk and in partners receive sentence strips of the poem. The students must recreate the poem, each partner adding the next line. They may only speak to each other using one of the academic stems on their academic speech papers. Academic speech paper was passed our at the beginning of the year and contains stems such as “I agree with….”, “That was a good idea, however I think it will work better if… etc.” I am me No one looks the way I do I have noticed that is true No one walks the way I walk No one talks the way I talk No one plays the way I play No one says the things I say I am special I am me there is no one I'd rather be than me! After the students are done recreating the poem, the pairs stand and read together what they have. Each pair of students does. Then the teacher puts the poem back up and the class reads the poem together once more. Guided Practice: Then the teacher would pass out to groups of three many possible poem strips and the groups would create their own poem. They would have to take turns going around and adding lines to their poem. When they added a line they would need to say, "I think this piece should go next because..... (ex rain rimes with lane) If one of the partners didn't agree, they could say "that is a great idea, however I think the poem would work better if we...” they would have a list of stems that they could use while interacting in cooperation of making their poem. Then Each group of three would read their poem together to the class. During this time the teacher walks around the room helping the students who need extra help and monitoring whither the students understand what they are supposed to be doing.

Independent Practice: Then each student would be required to create their own poem. After revising each student would make a final copy of their poem to be displayed in the class. Each student will be reminded of the things they need to remember when writing (penmanship, Capital letters, finger spaces, and an end mark) Differentiated Learning (for II-Instructional Input, GP-Guided Practice, and/or IP-Independent Practice): ELL Learners Paired with a more advanced student who would be able to help them differentiate words that rhyme and who can model academic speech. Monitored more closely and worked with specially if not understanding. If they can’t write the poem, they may create sentences that rhyme instead of the whole poem and have several lines that rhyme on different topics instead of one cohesive topic. RSP Monitored more closely and paired with someone similar to their level however more advanced so they can learn from them but do not feel inferior for struggling with the material. If they can’t write the poem, they may create sentences that rhyme instead of the whole poem and have several lines that rhyme on different topics instead of one cohesive topic. GATE Gate students will be encouraged to write longer poems and try different rhyme patterns such as abab instead of aabb. Other

Closure (recap of critical attributes): Review what a Rhyme is and practice differentiating with a few examples. Have each person read their poem to the rest of the class. Contingency Plans: If the majority of the class is struggling with writing their own poems, the whole class can work together to create a class poem. This way each student can benefit from their classmates ideas and the teacher can help more easily.

Self-Reflection & Feedback: This activity encourages ELL students to use and manipulate the English Language in a variety of different ways. There is a scaffolding technique to help the ELL students gain the skills necessary in order to create their own poem. Each step of the process is carefully planed to give the ELL student the maximum amount of interaction in the task while not overwhelming them with something that they can not accomplish. The first poem that the students are working with is designed to build self esteem in each student and show the ELL students before they begin the task of working with the English language that their differences are something that should be celebrated, not ashamed of. This idea will help each student work together with others and share their ideas. The ELL students are participating in academic speech through the use of academic stems. Since they have these stems in front of them, it will be easier for them to implement them. When the students are working in groups, each partner must take turns, and this ensures that the struggling student will be participating. They must also state why they are adding the next line to the poem which makes them have an authentic interaction in the English language. Gibbons points out that actually producing language helps students process the language more deeply. I also had each student reading reciting their poem to give the ELL more practice in speaking English while not being put on the spot. To repeat something that they already know and have practiced is a way for them to have more experience reciting the English words with low anxiety. It also states in Gibbons that “listening to an experienced reader helps the learner recognize that good readers make meaning, and it plays an important role in the development of reading competence.” The types of language they are hearing is also mixed. They have instruction from the teacher, other students explaining what they think, and clarification questions. The ELL is required to participate in one and two way listening as well as speaking and creating authentic language.

The use of rhymes is also beneficial to the ELL student because it will help them learn how to read more words by learning similarities in the English language. Rhymes help create phonemic families and this helps the learner understand how different groupings of letters are represented by different sounds.