Class: TED 523: Inclusive Teaching

In all of my future classrooms, I will have to modify my lessons and instruction to meet
the needs of individual students. Students with disabilities often need additional support and
accommodations. In this assignment, I was asked to modify one of my lesson plans to directly
support the unique needs of one of my students. This is a skill that I will use all of the time in my
teaching, and it was great practice.

English 12: Comparing Themes in Poetry

Accomodations/modifications made for Student 1, a student with dyslexia and dysgraphia

Objectives:
1. Students will be able to close-read and annotate a poem and analyze the poet’s attitude
towards a theme.
1. Students will be able to compare and contrast how 2 poems approach a similar theme.

CCSS:
- RL 1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text, including determining where the text
leaves matters uncertain.
- RL 4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word
choices on meaning and tone
Input:
- Because this is a one day mini lesson, most of the skills needed to complete the
activities will be taught in class. Students have had practice with literary analysis in their
short story unit, which will help them interpret meaning from the poems.

Anticipatory Set:
1. Students will have a copy of the lyrics to “Nico’s Red Truck” by Dijon, a song that
explores the theme of fading memories and childhood. As a class, they will listen to the
song and follow along with the lyrics.
2. Students will then have a 5 minute quick write responding to the following prompt: What
is the artist Dijon’s attitude towards the memories of his childhood, and how do you
know? Give at least one specific piece of evidence from the lyrics. What does he fear will
happen with his memories?
a. Student 1 will be allowed to use voice to text to write his response. He will also
be given a printed copy of the song lyrics to read along with and make notes on
as needed. They will also be pre-annotated with guiding questions.
b. Because Student 1 tends to easily distract himself, he will sit at the front of the
classroom near the teacher so that he can be closely monitored and refocused.

Activities:
 1. Students will each be given a copy of the poem “I Remember, I Remember” by Phillip
Larkin. The teacher will then explain the objective of the close reading of the poem, and
instruct the students to watch for clues to Larkin’s attitude towards his childhood. The
teacher will read the first stanza aloud, modeling how to close read (I do). For the rest of
the poem, the students and teacher will work together as a class to practice annotating
and close reading together (We do).
2. Students will then be instructed to take one minute to write down any questions they
have about the poem. After the minute is up, they will discuss their questions with their
table partner for 3 minutes.
3. The class will come back together, and the teacher will ask the students about their
discussions, clarifying any questions.
4. Students will then be given a second poem, also titled “I Remember, I Remember,” by
Thomas Hood, which has a similar theme. Students will be instructed to read and
annotate this poem individually (You do).
5. Students will then be instructed to discuss the poem with their table partner, comparing
annotations and answering the following questions: 1. What is the author’s attitude
towards his childhood and past memories? 2. How does the author feel about
adulthood? 3. How does the poet compare his childhood experiences with his
experiences in the present?
6. The class will come together, and the teacher will ask the students about their
discussions, answering any questions.
a. For both poems, some key words and stanzas will be highlighted to help guide
Student 1’s reading. Specific guiding questions will also be in the margins next to
each stanza.

Exit Ticket/Informal Assessment:

1. Students will have the remainder of class to answer the following writing prompt:
Compare and contrast how Larkin and Hood address the topic of memories, childhood,
and growing up. Use at least one specific piece of evidence from each poem.
a. Like in the warm up exercise, Student 1 will be allowed to use voice to text to
write his response.
b. Student 1 will also be given sentence frames and a paragraph template to assist
him in structuring his sentences and paragraphs.

Assessment:
Were students able to
1. Close read and annotate a poem and analyze the poet’s attitude towards a theme?
2. Compare and contrast how 2 poems approach a similar theme?

Materials:
1. “I Remember, I Remember” by Phillip Larkin
2. “I Remember, I Remember” by Thomas Hood
3. Lyrics to “Nico’s Red Truck” by Dijon (on NEO)
4. School Ipads
5. Pens/pencils, paper
6. Voice to text software, already downloaded on Student 1’s ipad
7. Annotated poems
8. Print of out of the lyrics to “Nico’s Red Truck” annotated with guiding questions