Lesson Plan for Shared Reading

Subject:
Poetry Where Im From
Grade Level:
6
Strand:
Reading

Name:
Carrigan Cassidy
Days:
4 @ 20-30 mins
Literacy Block: Shared Reading

Key Understandings:
This lesson sequence uses non-traditional poetry to explore imagery and its
purpose in poetry. Spoken word and autobiographical poetry is rich with imagery to
communicate the poets message, even though it does not always rely on rhyming
sequence and meter. Moreover, imagery and metaphors are manipulated by poets
to convey meaning and is often layered to influence interpretation.
All texts, but particularly poetry, should be read numerous times as each reading
reveals further understanding of the content, especially when textual
observations/annotations are recorded during readings and subsequent research is
made to clarify unfamiliar words/references/content before the next reading. This
deeper understanding will influence subsequent readings and students can then
reflect on their learning.
Rationale:
Students will recognize that poetry is unique and diverse and that figurative
language is often manipulated outside of the traditionally used structures and
formats. 21st century education recognizes multiliteracies, and this lesson exposes
students to diverse literary artefacts that have evolved from the traditional forms of
poetry. Moreover, autobiographical poetry and spoken word poetry contains content
that is relevant to studentsit is something that students can and will connect with.
Because the following lesson materials are recognizable it encourages students to
make connections (text-to-self and text-to-world) and inferences based on their
understanding of the subject matter.
The first spoken word poem reflects common interpretations of Canada and uses
metaphors to describe how as Canadians We are more. The second poem, Where
Im from, uses a format that capitalizes on metaphor to include common such as
names, objects, items, etc. to reflect the essence of the authors being. Students
will learn and practice the Think Aloud strategy first through annotation and teacher
modelling, and then progress into independent practice. Students will exercise
annotation first to practice thinking and recording such thoughts (without having to
do so publically). Likewise, the teacher will model the Think Aloud strategy in an
unstructured and spontaneous way, gradually introducing structured questions and
model (provided). Finally, students will practice the Think Aloud strategy in realtime.
Prior Knowledge:
Students should be familiar with figurative language and poetry, as this
lesson sequence uses non-traditional poetry to explore imagery.
Students should have used the graphic organizer and be familiar with
technological devices (phones, Drop box, Google Docs).
Students should be familiar with making annotations when reading texts.
Curriculum Expectations:
ReadingOverall
1. read and demonstrate an understanding of a variety of literary, graphic, and
informational texts, using a range of strategies to construct meaning;

APPENDIX A

2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;
4. reflect on and identify their strengths as readers, areas for improvement, and
the strategies they found most helpful before, during, and after reading.
ReadingSpecific
1.3 Comprehension Strategies, 1.5 Making Inferences/Interpreting Texts, 1.6
Extending Understanding; 2.1 Text Forms; 4.1 Metacognition.
Strategies:
Teaching
Comprehensio
Independent
Levels of
Collaborative
Strategies:
n Strategies:
Learning
Questioning:
Learning
Demonstrati
Making
Strategies:
Analysis
Strategies:
Homework
Think/Pair/
on
Connections
Guided
Questioning
Reflection
Share
Discussion
Exploration
Monitoring
Brainstormin
Read Aloud
Visualizatio
g
Think Aloud
Note-taking
n
(annotations
)
Graphic
Organizers
(2)
Assessments:
Class Discussion
Observation
Submission: Students will take a photo of their annotations and graphic organizers
and upload the photo to the class Drop box/Google Docs folder for assessment
Differentiated Instruction:
Reading Buddies
Chunking information
Specifying Tasks
Varied teacher instruction
Facing/Speaking directly to the class during instruction
Summarize instruction
DAY ONE- 1st Reading We are more by Shane Koyczan
1. BEFORE:
Discussion: Ask students what they know/remember about imagery (5
senses) and metaphor (something is something elsenot a comparison
using like or as). What do these devices do for poetry?
Inform students that over the next few classes, we will read poems that
are not traditional poetry, but are very rich in metaphor and imagery. We
will conduct a first-reading today called We are More.
Telling students that we practice the strategy Think Aloud while reading.
The teacher will demonstrate this strategy, and students will annotate
their own thoughts.
2. DURING:
Pass out Appendix A to each student and post it on the document on the
SMARTboard.

Appendix A is laminated so that it is reusable for students to make

annotations with a whiteboard marker during their first reading and
second readings.
Tell students that the teacher will read the poem to them and they are to
follow along.
Students will record observations and make annotations on the laminated
sheet.
o Remind them to consider (content, imagery, familiar and unfamiliar
words, familiar and unfamiliar references and why it is included, what
something means, how content relates to each other, sensory
references).
While reading, remember to pause on content that corresponds with one of the
aforementioned considerations.
o Reflect/Think out loud: i.e. Oh, the true North Strong and freewell that
is a line from our National Anthem, so we must be talking about Canada
and
o i.e. We are young, we are cultures strung together then woven into a
tapestrywell a tapestry is a woven display that usually shows a picture,
and Shane probably means that we are a multicultural country and accept
everyone from all backgrounds"
o Other sentences to use (**retrieved from
https://www.teachervision.com/skill-builder/problem-solving/48546.html):
So far, I've learned...
This made me think of...
That didn't make sense.
I think ___ will happen next.
I reread that part because...
I was confused by...
I think the most important part was...
That is interesting because...
I wonder why...
I just thought of...
3. AFTER:
Ask students to volunteer some observations.
Discussion:
Analysis:
o What are the parts/features of a traditional poem? How is this
different? (stanza, rhyming, format, content).
o What evidence can you find to support your argument?
See left and above for assessment. Instruct students to return their laminated
copy of the poem to teacher after they have submitted their photo. They MUST
submit their photo (for assessment & homeworksee below).
o

HOMEWORK: Students will research their annotations to clarify unfamiliar

imagery, content, and/or words. (i.e. No. 9s and little No. 99s). Students must
bring in their findings for tomorrows class.
DAY TWO- 2nd Reading of We are more by Shane Koyczan

1. BEFORE:
Discussion & Word wall: Ask students what they know about spoken word?
What is it similar to? (i.e. lyrics, particularly rap).
Create/add to a word wall on the SMARTboard. Clarify spoken word
poetry for students.
Tell students that we are going to watch a video of the author of
yesterdays poem perform his work.
o His name is Shane Koyczan and his poem, "We Are More", by
Shane Koyczan, uses numerous metaphors to reflect and redefine
interpretations of Canada. He performed it at the opening
ceremony for the 2010 Winter Olympics.
o Video: https://www.youtube.com/watch?v=zsq68qRexFc
After the video, redistribute the laminated copies of the poem to
each student. Tell students to reflect on how Shane performed his
poem (body language, inflection, emotion, etc.).
Tell students to take out their graphic organizers (key
words/ideas/images & symbols/ feelingsAppendix B).
2. DURING:
Students will record new observations about the poem on their
laminated graphic organizers (Appendix B) now that they have
researched what was unfamiliar.
**Important below.
Perform second reading of poem: ask for volunteers.
** Model the Think aloud strategy I read last night thatand it
meansso the poem is saying before requesting volunteers.
o Invite students to read and/or offer observations with justification.
I.e. I read last night thatand it meansso the poem is saying
3. AFTER:
Think/Pair/Share:
Ask students what they have noticed during their second reading,
now that they understand all of the content. How did understanding
the references change their view/perception of the poem? Tell them
to record their answers on their graphic organizer.
o Pair/Share: Discuss their observations and record at least one of
their partners observations on their graphic organizer.
Students will take a photo of their graphic organizer annotations and
upload the photo to the class Drop box folder.
Explain to students that imagery is what conveys a poems
meaning and the readers interpretation of that imagery can
influence the poems meaning. Therefore, poets will use imagery
and metaphors as tools to manipulate (not in a bad way!) a readers
interpretation.
DAY THREE- 1st Reading of Where Im from-George Ella Lyon
1. BEFORE:

DAY FOUR- Reading of Where I m from poem written by Students

1. BEFORE:
Discussion:
Teacher facilitates discussion about the Where Im from poems
that students completed last night. What did they think about them?
How did they feel writing poetry with a template? Do they think it is
real poetry? Why or why not?
2. DURING:
Think AloudLet me Try!
Use the SMARTboard to display students poems submitted last night.
o Along with the submission of their Where Im from poem, students
have indicated their preference for anonymity, and/or volunteered to
read a poem (not theirs) to the class.
Bring up the program Linoit on the SMARTboard and give students the
link.
o Ensure that the poem being read is still visible on the screen (sideby-side to the Linoit window).
Students who volunteered to read a poem are the only ones who can
vocalize their Think Alouds out loud.
All
other
students
will
use
the
online
program
Linoit
(http://en.linoit.com/) to demonstrate the Think Aloud strategy using the
sentences from the previous class.
o If students do not have a device available to them, they may record
their Think Alouds on a post-it note and put it on the board.
o Since numerous vocalizations would be distracting, students can
create real-time post-it notes as the poem is being read.
3. AFTER.
Reading Journal (Metacognition):
Instruct students to write a half page journal about their opinions of
Think Alouds.
o Are they helpful? Why or why not? How did they influence your
reading? How did they influence your understanding/interpretation of
the text? How did they help understand the imagery? How did they
relate to annotations?

Reflection Notes
How did the lessons play out?

What did students respond best to?

What would I change for next time?

Was the timing appropriate?

Was their confusion? Did I need to re-explain instructions many times?

How can I make it clearer for next time? Or, can I eliminate the aspects
that caused confusion?

We are More, by Shane Koyczan1

"Define Canada
You might say the home of the Rocket
Or The Great One
Who inspired little No. 9s and little No. 99s
But we're more than just hockey and fishing lines
Off of the rocky coast of the Maritimes
And some say what defines us
Is something as simple as 'please' and 'thank you'
And as for 'your welcome,' well, we say that, too
But we are more than genteel or civilized
We are an idea in the process of being realized
We are young, we are cultures strung together then woven into a tapestry
And the design is what makes us more than the sum totals of our history
We are an experiment going right for a change
With influences that range from A to Zed
And yes, we say 'Zed' instead of 'Zee'
We are the brightness of Chinatown and the laughter of Little Italy
We dream so big that there are those
Who would call our ambition an industry
We reforest what we clear
Because we believe in generations beyond our own
Knowing now that so many of us
Have grown past what we used to be
We can stand here today
Filled with all the hope people have
When they say things like 'someday'
Because we are more
Than a laundry list of things to do and places to see
More than hills to ski
Or countryside ponds to skate
We are the abandoned hesitation of all those who can't wait
We are first-rate greasy spoon diners and healthy living cafes
A country that is all the ways you choose to live
A nation that can give you variety
Because we are choices
We are millions upon millions of voices
Shouting, keep exploring
We are more
We are the surprise the world has in store for you, it's true
Canada is the 'what' in 'what's new'
So don't let your luggage define your travels
Each life unravels differently
And experiences are what make up
The colours of our tapestry
We are the true North
Strong and free
And what's more
Is that we didn't just say it
We made it be

(Retrieved from: http://717440.wikispaces.com/We+Are+More)

APPENDIX A

APPENDIX B

APPENDIX CRetrieved from: thelocoteacher.blogspot.com

APPENDIX D

APPENDIX E

APPENDIX FRetrieved from: thelocoteacher.blogspot.com