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Lesson 1 W

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© © All Rights Reserved
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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date I. Objectives How does this lesson connect to the unit plan? This is the introduction to the unit on poetry. Learners will be able to: Label a poem and mark it up Brainstorm ideas for a poem Apply the ideas they brainstormed to make a poem
cognitiveR U Ap An E C* physical development socioemotiona l

Abby Wierenga Subject/ Topic/ Theme Poetry intro Grade ________2_______

R U C

Common Core standards (or GLCEs if not available in Common Core) addressed:

Seeing with a poets eyes. Listening for line breaks.


(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. Know what a poem is. Know how to rhyme words.

Pre-assessment (for learning):

Ask what they know about poems


Formative (for learning):

Outline assessment activities (applicable to this lesson)

Write down descriptive words for their family, work on good describing words. Help annotate a poem on the smart board and on a packet.
Formative (as learning):

Writing their own poems about their family. Mark up a poem with a partner?
Summative (of learning):

Poem about their family. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

Marking a poem on the smart board with the class.

Marking a poem with a partner?

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students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

Languagework on describing words


Provide options for comprehensionactivate, apply & highlight 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

Marking up on the smart board a poem.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Poem on the board and a sheet with the poem on it. They will need their writing notebooks for the beginning of class and for writing their poems. They will be split up into pairs (predetermined by their math partners). Power point of poems.

Normal set up. How will your classroom be set up for this lesson?

III. The Plan Time 3 Motivation (opening/ introduction/ engagement) Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Tell students to get their writing notebooks out and Take out writing notebooks and write about their flip to an open page. They will write the word families for two minutes. family at the top of the page. Then they will spend 2 minutes constantly writing little describing words about their family. How they feel when they are with them, words which describe each member of their family/pets, things they like to do with their family, etc. Ask what they know about poetry. What makes a poem? Does a poem have to rhyme? What are some Answer questions about poetry poems you can think of? (Songs are poems, psalms, nursery rhymes) Show power point. Work in partner groups to mark up the poem. Mark rhyming words at the ends of sentences. Vivid descriptive words. Find onomatopoeias, alliteration, metaphors. Come back together and do it on the board. Pick sticks to have students come up to the board and mark out stuff on the poem. Work in partners to mark up poems.

10

Development (the largest component or main body of the lesson) 5

Follow along and make sure that they have all the right things and come up to the board when get called on.

Talk about rhyming couplets and how that is what their family poem is going to be about. Use what they started class writing to develop their poem

Take out writing journals and look at their brainstorming about family.

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10 Have them start developing their poems about families Start writing poem about their family.

Closure (conclusion, culmination, wrap-up)

Have them finish up writing/rough drafting their poems and put them away.

Finish poems and put them away.

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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