CEP 452: Lesson Analysis Form Background Information Names of Group Members: Kelsey Van Essen Melanie Lockhart

Laura Smith Taylor Lederman What is the age level of the students who will complete this lesson? 1st and 2nd Grade What is the title of the lesson you are analyzing? Acrostic Poems: All About Me and My Favorite Things What is the URL of the lesson you are analyzing? http://www.readwritethink.org/classroom-resources/lessonplans/acrostic-poems-about-favorite-309.html?tab=2#tabs What are the goals of this lesson? -To create two different acrostic poems with both the students name and something that they like. -Mount these finished poems and draw a picture to go with them What are the objectives of this lesson? Students will: -find words that begin with the letters in their own names, using a variety of sources including word banks and online dictionaries. -create two acrostic poems. -revise poems as needed, for meaning and conventions. -share their poems with classmates. -complete a reflective self-assessment.

Lesson Analysis Feature of the lesson What is the content of the lesson (that is, what information does it teach)? (write your response below): Students will learn how to find different words with a variety of different sources, which include word banks and online dictionaries. They will also learn how to create free-verse acrostic poems, and they will revise these poems to make sure the meaning is clear and conventions are correct. What barriers do these features pose to the students with disabilities in the classroom we have described for this assignment? Students may have difficulty grasping the concept of an acrostic poem. Four of the students in the class have learning disabilities, so the aspect of finding and using words to include in their acrostic poems may be difficult for them. This class also struggles with reading at their grade level (one quarter of the class); this may make it difficult for the class to revise each others poems towards the end of the lesson.

Students will then learn how to share their poems with their classmates and reflect on their own poems with an Acrostic poetry reflection checklist. What skills and strategies do students need to complete the lesson? -Speaking skills -Writing skills -Fine-motor skills -Vocabulary skills -Communication skills -Able to use technology and information resources -Creative What background information do students need to succeed in this lesson? -What an acrostic poem is -What a describing word is What prerequisite skills do students need to complete this lesson? -How to use a dictionary -How to read -How to write -How to use describing words What instructional materials (e.g., books, video, hands-on activities, etc) are used in this lesson? -Writing materials, markers -Dictionaries -White paper (12x8) -Chart paper -ABC word list -Acrostic poetry reflection checklist -Little Explorers picture dictionary The one student with autism spectrum disorder (ASD) may have difficultly with speaking and language skills. They also may struggle with the social interactions throughout the lesson. This lesson involves a lot of group work and communication with fellow group members.

Acrostic poems can be a difficult concept to understand for some students. It may take some students longer to grasp the concept compared to other students. Some students may not understand what a describing word is and not use the correct types of words. Some students with reading difficulties may have trouble using a dictionary, especially one without pictures. Students with difficulty reading and writing may struggle with the main part of the lesson. They may find it difficult to express their ideas for the poems because of the lack of writing skills or reading skills. Students with ADHD may find it difficult to stay on task especially when it comes to using the online picture dictionary. It has many aspects to explore while students should only use some. These students may find all of the different aspects of the dictionary overwhelming.

What does the teacher do during this lesson? During this lesson the teacher will show students different acrostic poems from the resource list. With the students teacher will create a poem with the teachers name. Teacher will write down students suggestions and add words from the online dictionary. After students discuss the poem, the teacher will hang the poem on the wall. Before students create their own poem go over the word chart matrix. Students will discuss the poems with their peers; while the students are working on their poems the teacher will go around to assist the students. When the students are working on their second poem this is where the teacher assists with the spelling. Teacher will go over how to recopy their two poems onto the paper and how to mount it.

A barrier the teacher may run into is assessing the students throughout the whole lesson by taking notes. This may not be possible while still assisting the students with the poems.

What are students required to do during this lesson? Students will help teacher create an acrostic poem with the teachers na me. Students will give teacher suggestions of words that can be used. Students will then discuss the poem, does it make sense, what is it about, etc. Students will then create their own name acrostic poems. Before they do this they will add more words to the word chart matrix. When finished students will informally share their poems with their peers. Students will then create a second acrostic poem about something that is very important to them. They will again then informally share their poems with their peers. This time they will peer edit their peers drafts and write a clean copy if necessary. They will be in small groups to do this revising. Students will copy their two poems onto a piece of paper, they will go over it with a fine tip marker, and then it will be pasted to a piece of construction paper. They will also draw an illustration to go with the poems. They will then share it with a group. How are students assessed during and after the lesson?

A good majority of the class struggles with writing and more than half of the class does not enjoy writing. This may be one of the major barriers I will face in this lesson because it is a writing lesson. It will be difficult to get students excited about writing. It will also be difficult to get students writing skills to where they should be in able to be successful in this lesson. Another barrier will be reading. It is also an important component in this lesson.

Students that struggle with reading may struggle to self assess with the checklist because they are not able to read it. This could be a

Students self assess with the acrostic poetry reflection checklist or this can be done as a whole group. Teacher will Monitor student progress during the lesson and as students work independently through anecdotal notetaking and kidwatching. What level of engagement, motivation, social interaction, and/or on-task behavior will it require for students to succeed at this lesson? These students will need to be very engaged with this lesson in order to produce poems that are relatable to them. They will also have to have a good amount of self-motivation in order to write their poems. There also is a high level of social interaction in this lesson. Students will also have to be on-task the whole time in order to finish their poems and create a finished project by the time the lesson is done.

major barrier and may not allow students to be fairly assessed.

Students may have trouble staying on task and finishing the whole lesson in time. This may be difficult especially is the students are not self motivated, which they may not be especially since more than half of them do not enjoy writing.