Lesson Plan Template ED 3501 (Version C)

Lesson
Title/Focus

Quiz/Fire and Rain TPCASTT/Found

Poetry

Subject/Gra
de Level

ELA 8B

Unit

Poetry

Date
Time
Duratio
n
Teache
r

April 14, 2016

42 mins
Miss Sullivan

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General
Learning
Outcomes:
Specific
Learning
Outcomes:

General Outcome 2 Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
2.2.3c, 2.3.3, 4.1.4b

LEARNING OBJECTIVES
Students will identify and discuss a variety of poetic terms, as well as analyze, identify,
and evaluate examples of poetic devices and figures of speech.
Students will create Found Poetry

ASSESSMENTS
Observations:

Products/Performa
nces

Student behavior and expressions quiz

Student behavior and engagement during TPCASTT & Found Poetry
Students TPCASST worksheets and working in groups
TPCASTT analysis worksheet/form
Quiz
Found Poetry

LEARNING RESOURCES CONSULTED

Alberta Education Program of Studies English

Found Poetry pwpt from Kelsey Huculak

MATERIALS AND EQUIPMENT

ANECDOTAL NOTES
Computer
Poetry booklets
Projector
Poetry Game
Fire and Rain by James Taylor
Lyrics
TPCASTT forms (mine on computer
too!)
Poetry Quiz
Found Poetry Powerpoint
Found Poetry materials (glue,
scissors, magazines, paper, books,
sharpie, scrap paper, markers)

PROCEDURE
Prior to lesson

Print off Quiz

Ensure materials for Found Poetry are set up in class room
Introduction
Time
1 min
1. Recall names of who still needs to hand in poetry. I
NEED THESE ASAP
2. Today you are going to do your poetry quiz. When
you are finished your poetry quiz I want you to work on
your TPCASTT from yesterday on Fire and Rain by
James Taylor.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

Learning Activity
#1

Teacher Notes:
Assessments/
Differentiation

Learning Activity
#2

Teacher Notes:
Assessments/
Differentiation

Learning Activity

Body
Quiz
1. Hand quizzes out FACE DOWN
2. Go through quiz with students and explain instructions
(matching NOT ALL TERMS USED, multiple choice,
short answer. Please answer in complete sentences)
3. When you are done your quiz I want you to work
quietly and on your own on your TPCASTT from
yesterday on Fire and Rain by James Taylor
4. Does anyone have any questions?
5. Raise your hand if you have a question or come up and
ask me.
6. You may begin
I will observe students during quiz. I will answer any questions
students may have. Quiz provides formative/summative
assessment.
TPCASTT: Fire and Rain by James Taylor
1. Review TPCASTT form and process with students
through direct instruction and class discussion
2. Call on students to read boxes of TPCASTT form
3. I want you to follow along to the song with the text
and make
4. You cant just state the simile-> you need to
explain it, ELABORATE
5. Work time
6. Get classs attention back and go through TPCASST
with them, demonstrating on the board with typing on
the computer in the boxes.
7. After 15 or so minutes is up, review as a class and
discuss. Call on students that I dont normally call
on!
8. Spend time discussing shift and tone- Is there a shift
near the end of the poem? Going from
negative/searching/to positive and upbeat?
9. Pull up TPCASTT form on computer and fill it in with
students-this provides visual and auditory learners with
opportunity
**Walk around and observe groups with anecdotal notesrecord depth of thinking, whether prompting is required,
student focus/group work
I will walk around the room and monitor students during group
work on TPCASST. I will prompt for deeper thinking or ask
questions to redirect or refocus. I will call on students I dont
normally do when we review and discuss as a class. Class
discussion, teacher observations, and teacher questioning
provide formative feedback.
Teacher observation, teacher prompting. Class discussion,
student and teacher questioning provide formative feedback
on whether they grasp the concept and how well/deep they
can analyze the poem. Formative assessment of deep critical
thinking.
Anecdotal notes while students are working. I will walk around
the group and observe group participation and prompt for
deeper thinking.
Differentiation: visual and auditory skills utilized
Found Poetry Intro & Outline

Adapted from a template created by Dr. K. Roscoe

Time

15 mins

10 mins

20 mins

Lesson Plan Template ED 3501 (Version C)

#3
1. Now we are going to start our final poetry project and
it is by far the most creative!!! I am so excited!
2. Using powerpoint, discuss Found Poetry and
assignment
3. Discuss examples in powerpoint and ones that I have
printed to demonstrate a range of techniques/visuals
students could utilize in their own found poetry.
4. Play both youtube videos from powerpoint-emphasize
the steps taken (1. Find Sources, 2. Outline key
words/circle, 3. Black out, etc)
5. Model assignment to students: emphasize circling
words in PENCIL FIRST
-I circle the words in pencil and write them on a
separate piece of looseleaf so that I can keep track of
what I want to say. I spend a lot of time choosing the
words I want and it is IMPORTANT YOU ALL START IN
PENCIL!!!! You do not have chances to redo because
most of the pages we have are original.
-Then, once I have written down on a separate piece
of paper what I want to say then I circle the words
again on the original page in pencil, this time darker,
and I begin to outline with pencil any other image or
shape I might want to use. Never do black of coloured
ink without doing pencil first.
-In the video they used acrylic paint, but we are going
to try it with black markers and sharpies instead
because acrylic paint can take a while to dry and can
be messy in the classroom.
6. Remind students to lay down scrap paper underneath
their work to protect their desk from black marker ink.
7. Does anyone have any questions so far? I will leave
some examples up here on the board for some
inspiration and you can feel free to come up and look
at them for ideas
8. Explain and model Ransom Note Poetry to studentsemphasize to cut out words or sections of phrases first
and to plan on their desk. NEVER GLUE DOWN FIRST.
Once you have all of the words you might want, think
about how you want to lay them out on the page.. do
you want the words to read across the page like a
book? Do you want them to make a shape or move
down the page? Think about what your poem is
about example: if it is about falling down maybe your
words can fall down the page. EMPHASIZE CREATIVITY
AND EXPLORING!
9. Remember one of our essential questions: Have I
challenged myself? Have I experimented with
language?
10. Call on students to review order of Blackout Found
Poetry (ensure students ALL know to use PENCIL first
and to PLAN. Then to use ink)
11. You can use any colour, doesnt have to be black ink
Relate back to concrete poetry=could your image on
the page/visual relate to the THEME of your poem (tie
in devices, etc, to act as a review too!)
12. Explain centres around room with materials and work
space:
Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 (Version C)

13. Assign clean up groups for the day
14. Does anyone have any questions?
Teacher Notes:
Assessments/
Differentiation

Consolidation of
Learning:

Sponge
Activity/Activities

Teacher questioning during direct instruction provides

formative feedback. Class discussion, student responses and
questions provide formative feedback. I will walk around the
classroom and monitor student work on found poems and
prompt for deeper thinking. I will monitor for behavior, to
ensure expectation are being met, to offer assistance to any
student, and to oversee their work to ensure they are on task
and understanding concept and assignment.
Closure
1. This is our last poetry project and the MOST CREATIVE
one. We will continue working on this next week, for
my last week
2. ASSIGN CLEAN UP GROUPS

Time
2 mins

Continue working on Found Poetry

What went well:

What did not go well:

What to improve on for next time:

Self/TA Evaluation:
My TA said:

KSAs:
a) contextual variables affect
teaching and learning.

Adapted from a template created by Dr. K. Roscoe

b) the structure of the Alberta

education system.

Lesson Plan Template ED 3501 (Version C)

c) the purposes of the GtoE/ PoS
d)
the subject
disciplines
they
germane
to subject
disciplines
they are prepared to teach.
teach.
e) all students can learn, albeit at
different rates and in different
ways.
f) the purposes of short, medium
and long term range planning.
g) students needs for physical,
social, cultural and psychological
security.
h) the importance of respecting
students human dignity.

I) there are many approaches to

teaching and learning.
j) the functions of traditional and
electronic teaching/learning
technologies.
k) the purposes of student
assessment.
l) the importance of engaging
parents.

m) student learning is enhanced

through the use of home and
community resources.
n) the importance of contributing,
independently and collegially, to
the quality of their school.
o) the importance of career-long
learning.
p) the importance of guiding their
actions with a personal, overall
vision of the purpose of teaching.
q) they are expected to achieve
the Teaching Quality Standard.

Adapted from a template created by Dr. K. Roscoe