Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date Emily Veenstra 04/18/2013 Subject/ Topic/ Theme Poetry: Narrative Poetry- Part 1 Grade ____7___________

I. Objectives How does this lesson connect to the unit plan? This lesson is the last lesson on a particular poetry form that I am including in the Unit. Narrative poetry will incorporate use of the 5 different senses again. Learners will be able to:
Identify several key characteristics of the Narrative Poem Form Define stanza, meter, simile, and metaphor Analyze Hippos Hope to identify the areas they just defined Construct their own example of a metaphor since it is not given in Hippos Hope
cognitivephysical R U Ap An E C* development socioemotional

X Remember X Remember X Analysis X Create

Common Core standards (or GLCEs if not available in Common Core) addressed: W.GN.07.01 write a cohesive narrative piece such as a memoir, drama, legend, mystery, poetry, or myth that includes appropriate conventions to the genre employing literary and plot devices (e.g., internal and/or external conicts, antagonists/protagonists, personication). W.PS.07.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personication, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support) R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends. CCSS.ELA-Literacy.RL.7.4 Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. CCSS.ELA-Literacy.RL.7.7 Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). CCSS.ELA-Literacy.W.7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
(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. Students should have a vocabulary word ready from the previous day as the passphrase in to the classroom today.
Pre-assessment (for learning): Students should have a vocabulary word ready (syllable, speaker,

personification, or onomatopoeia) from the previous day as the passphrase in to the classroom today. Outline assessment activities (applicable to this lesson)
Formative (for learning): Students will listen to the poem by Shel Silverstein, then brainstorm ways that the poem differed when it was read aloud, then on paper. Formative (as learning): Summative (of learning): I will see their examples of metaphors and if they could find one in The Giver. Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Listening to the pre-recorded poem. Provide Multiple Means of Action Provide Multiple Means of and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for interaction choice, relevance, value, authenticity, minimize threats Listening to the poem Choose what to include in their own poem.

What barriers might this lesson present? 1-19-13 What will it take

What barriers might this lesson present?

Provide options for language, Provide options for expression and Provide options for sustaining effort mathematical expressions, and communication- increase medium of and persistence- optimize challenge, symbols- clarify & connect language expression collaboration, mastery-oriented What will it take feedback neurodevelopmentally, Write their brainstorms on a pros/cons Having them write on a poster paper Collaborate while brainstorming on experientially, emotionally, list on a poster board comparisons and contrasts of listening etc., for your students to do to reading.

this lesson?

Provide options for comprehensionactivate, apply & highlight Apply what they learned of metaphor to create their own

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 Reflect individually on ways they could incorporate todays vocab into their own writing.

Poster paper Materials-what materials Computer to listen to poem through (books, handouts, etc) do Poetry Guidebook you need for this lesson and are they ready to use? How will your classroom be Normal set up. set up for this lesson? III. The Plan Describe teacher activities AND student activities Components Time for each component of the lesson. Include important higher order thinking questions and/or prompts. 10 min Psalm 98 Motivation (opening/ Share the poem recording. Have students choose Listen to the recordings. introduction/ which ending they would like to listen to first. engagement) Have students open their poetry packet and read the Read poem silently poem instead of listening to it. After they have all read the poem silently, have students journal about the differences between the spoken and the written forms of the poem. Development Turn to a partner and share some of the differences (the largest you found. Add any that your partner suggests that component or main body of the you hadnt though of before. lesson) Have each pair write one positive aspect to audio poetry and on positive aspect to written poetry. Journal about form differences between spoken and written. Discuss the differences with a partner.

20 min

Write collaborated answer up front.

Go over vocabulary words. Go over as story from the Write down definitions for vocabulary words than Giver that they might be an example of a narrative complete the Connect It. activity in the Guidebook. poem. 10 min Brainstorm ideas for narrative poem of their own. Give them several prompts to get their minds thinking. Brainstorm several fond memories. Begin writing narratives. (Finish narratives for homework)

Closure (conclusion, culmination, wrap-up)

1-19-13

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.) I had to adjust this lesson a little bit with the time that I was given to teach, splitting it across two different days. The first day, I only had 20 minutes to teach, so I did the first half of my lesson on Narrative Poetry. We listened to the recording I did of Hippos Hope. I am so glad I was the one who recorded it, because their reaction when they found out it was me was one of awe. I had it all on a video, but the school computer didnt have windows media player uploaded yet, so we had to work with just the audio recording, played from my laptop. After they listened, they read the poem silently and journaled about the differences of reading it and listening to it. Following the Think, Compare, Share type of lesson, the students then compared with a partner what they thought the benefits of each of the ways was. We then brought it to the board, and wrote the examples they had come up with on the board. After these thoughts we brought in some new vocabulary to their poetry packets. We completed the objectives of defining meter and stanza and did some practice with those (if you remember, simile and metaphor were defined in a previous lesson so we already practiced constructing metaphors and similes). They were able to identify simile in Hippos Hope, recalling from last lesson. The second day, I opened with devotions by reading Psalm 98. This Psalm has some both obvious and hidden examples of some of the literary devices we talked about in class. I was able to tell where the students were at in their vocabulary, by what they remembered. In 7A I just had them com up with the poetic terms they remembered without giving them much direction. I switched this in 7B though, and had them come up with an initial list of the terms to look for the second time I read through the Psalm to better guide their thinking of analyzing the Psalm. 7B also had a lot of energy today, so I had them stand up when they heard an example of a poetic device in the Psalm. The rest of the time I led a discussion on the poem The Charge of the Light Brigade. This had to be added to my lesson, since the Wednesday I taught it Mrs. Marsman was gone and had given me the entire hour. It was good though because it gave the students a time to practically apply what they had learned the previous day about narrative poetry. Meter can be a hard concept to grasp, but by the end, I was confident that they had a good understanding of what meter is. At the end of class, they had some time to brainstorm and begin writing their own narrative poems. If I had to do this lesson over, I would probably try to do it all in one section of class, because splitting it up was a little bit of a pain. I think timing wise, doing it all in one section would have worked, especially since I had to add to the lesson to make it long enough the second day. I also felt the change I made in the Psalm reading with listing the vocabulary terms on the board was a good improvement, and I would do this right off the bat if I were to teach this lesson again.

1-19-13