Lesson Planning Template

Name: Brittany Tomes Date:12/7/2020

Lesson Title:Found Poetry
Lesson Justification
Who are my students? (student information, interests, and needs specific to the content of this lesson)
9th grade students
Students have had poetry units in English class
Students are using distance learning

What conditions/limitations might impact the planning and delivery of the lesson?
Students are using distance learning. If they are having trouble with technogy, they might not
be able to attend the Zoom meeting. I will provide students with a link to the slideshow, for
anyone who is unable to attend the Zoom meeting.

What are you teaching?

Found Poetry

Why do students need to know this content?

Found poetry is a great activity for students to use when they are feeling stuck, and do not
know what to create.
It excercises their ability to apply mood, theme, and tone to a design.

Why did I select the instructional strategy (ies) utilized in this lesson? Provide a
research/theory connection to support the instructional strategy.

I am using the chunking approach in this lesson. Students have learned about poetry in english
class. Students have learned about the ways that elements and principles can be used to
express emotion (specifically color in color theory) In this assignment, they are creating their
own poem from an existing piece of text, which is easier than starting with a blank peice of
paper. They are creating a design that reflects their poem using at least one element or
principle of design.

How does this lesson connect with and build on previous/subsequent lesson(s)?
Students had a poetry unit in English class, followed by a poetry jam, reading their favorite
poem to their peers.
Students have been asked to describe the mood of an artwork in previous lessons.
Students have learned about color theory, and how specific colors evoke emotion.
Students are being asked to create a found poetry design, and use at least one element or
principle of design that reflects the words that they chose. This is an opportunity for them
to apply their understanding of the elements and principles of design, and how they evoke
emotion.
 Academic Language
Language Function:
Listening-Students will listen to me read from slides, and watch a video tutorial
Reading-Students will read from their selected piece of text. They will read sentence promts
for their artist statement.
Writing-Students will select one sentence starter to complete, and write into the chat as a
ticket out the door.
Speaking-Students will speak about 3 found poetry designs, during visual analysis.

Vocabulary:
Found Poetry (blackout poetry, erasure poetry, hidden poetry)-Found poetry is a type of
poetry created by taking words or phrases from a piece of text and reframing them to create
a new poem.
Analyze-Analysis is the process of breaking a complex topic or substance into smaller parts in
order to gain a better understanding of it.
Justify-show or prove to be right or reasonable.

Syntax OR Discourse (circle one)

Students will write an artist statement to justify three choices that they made in their
designs.
During the last 5 minutes of work time, I will ask that students write one sentence in the
chat, using one of the sentence started provided in a slideshow.

Student support tool:

students will be provided a link to the slideshow during work time, along with 2 Youtube
tutorials.
students are provided sentence starters to use for their artist statement, and ticket out the
door.

Standards And Learning Objectives

Standard
9.1.1.5.1
Analyze how the elements of
visual art are combined to
communicate meaning in the
creation of visual artworks
Content Objective
The student will look at three
found poetry designs, and
share at least one way that
the artist use an element of
design to communicate
meaning.
Assessment:participation:
Student shares at least one
idea during discussion
(verbally or written in chat)
Tools: student can use the
chat feature in Zoom.
Indicators/Criteria:
Student shares at least one
idea during discussion
(verbally or in the chat)

Feedback: Teacher will

respond verbally.

Standard Content Objective Assessment

9.4.1.5.2
Justify choices of self-
selected criteria based on
knowledge of how criteria
affects criticism.
Students will write an artist
statement about their found
poetry design. They will
include three choices that
they made in their design and
justify how the choices
reflect the text that they
selected.
Tools: students are provided
sentence starters in the
slideshow that they can use in
their artist statement.
Indicators/Criteria:
students justify three
choices that they made in
their design, including at least
one element or principle of
design.

Feedback:Students will
recieve points and written
feedback for their artist
statements.

Materials
One piece of established text per student
One pencil per student
Material of choice to cover part of text
Slideshow: https://docs.google.com/presentation/d/1PVJDiPRHu_G51Nd--0sCmyY2ylOoM2F0J05mZlNvZ88/edit?
usp=sharing
Links to slideshow and tutorials
Technology for students to meet via Zoom
Instructional Strategies And Learning Tasks
Time Instructional Strategies/Learning Tasks Differentiation
2 min Introduction students can use hand raising
Slide #1- give students a minute to look at the examples emoji or raise their hand so
on slide one that I can see them on screen
T:"Raise your hand if you have heard of found poetry.
Raise your hand if you have ever made found poetry."

13 min Slide #2-Read Slide students can speak verbally

T:"Was everyone able to find text at home to use for or write into the chat section
today?" during our VTS discussion.

Slide#3- Read Slide

T: "Does anybody have any questions about this?
I found that there are a lot of different terms used for
this type of artwork so I wanted to take a minute to
clarify. I am going to call this lesson found poetry
because I feel that it best describes all types of the
designs we will be looking at."

Slide#4-
T:"I am going to show you a short video of another
teacher who is creating found poetry in her classroom. I
wanted to show you a quick video that talks about the
process, and she has a really good tip for you as well"
Play video
 Slide#5-
Read Slide

Slide#6-
Read Slide

Slides#7-9
Show students artwork for 1 minute
T: "What do you notice?
What elements and principles did the artist use?
How do the elements and principles reflect the text?
What material do you think the artist used? Why do you
think the artist chose that material?"

Slide#8-
T:"Before you begin working on your design, I want to
read through the entire assignment requirements, so that
there are not any suprises"
read slide
"Does anybody have any questions before we begin? You
have about 20 minutes to work on your designs. I will be
checking in during that time, but feel free to ask
questions or use the chat to ask questions during that
time."

20 min work time-check in with studens about every 5 min. Students do not need to
finish their project today.
after 5 minutes send links to students of slideshow and They have an entire week to
videos. complete their assignment.

after 15 minutes of work time, ask students to write one They can use sentence
sentence into the chat using one of the sentence starters starters from the slideshow
in the artist statement section of slide 8. when writing their artist
statements.
They can continue working when they are finished writing

Closure
during the last 5 minutes of class, ask if any students would like to share their work with the
class.

Self-Assessment/Reflection
Complete after teaching event

Language Function – what do student have to DO with language – reading, speaking,

writing and/or listening?
Cite evidence
Cause/effect
Justify evidence
Infer, predict
Conclude

Syntax: The set of conventions for organizing symbols, words, and phrases
together into structures (e.g., sentences, graphs, tables).
Discourse: the structures of written and oral language, as well as how member of
the discipline talk, written, and participate in knowledge construction.
Examples: essays, debates, multimedia presentations, artist statement, reports,
discussions/ questions to ask; what types of information are included?; how are the
pieces of information organized? What comes first, etc?
Language Forms (what are the forms of the language function, the sentence level
demands?)
Signal words for cause/effect
Signal words for fact/opinion
If , then ; so ; as a result; a reason why is;
therefore; since; due to; in order to; leads to; a consequence is; an impact;
outcome; a cause of ; an effect of.

Academic Vocabulary: (What are the key academic vocabulary words students
need to own and use in this benchmark?)
Text evidence
Symbolism
Explicit versus implicit
Inference/infer/inferring

Student Support Tools:

Sensory, Graphic and Interactive Supports