TPE #4: Making Content Accessible

Teaching candidates incorporate various strategies and activities that address the state adopted

standards. They use instructional material and vary it depending on each lesson in a way to meet

students academic learning needs. Material is shown in multiple ways and reinforced.

Abstract:

This lesson plan is to introduce poem writing and rhyming sentences for a second grade class.

This lesson plan meets standards: Reading 1.1.6, Literary Response and Analysis 3.3.4, Writing

strategies 1.1.2 and Listening and speaking strategies 1.1.6. In this lesson they hear about poems, hear

a poem using academic speech stems, coral read the poem, then create a poem using scaffolding strips,

and lastly create their own poem.

Rationale:

The instructional material was tailored to meet the needs of various learners with adaptations

for ELL, RSP, and GATE students. The material is introduced in a variety of ways and the creation of

one's own poem is scaffold. The various activities all lead to the acquisition of the standard skill. By

scaffolding the concept to meet the standards, it makes the concept accessible to the students. The

methods make accommodations for students with special needs so that they can achieve at the activity

as well.
Name: Julieanne Mooradian Date: 4/3/06 Course: Ledu 420
Master Teacher:__________________ Phone: _____________ Grade: 2
School: ____________________________________________________________

Lesson Plan Format

State Standard:
Reading 1.1.6- Read aloud fluently and accurately and with appropriate intonation and
expression.
Literary Response and Analysis 3.3.4- Identify the use of rhythm, rhyme, and
alliteration in poetry.
Writing strategies 1.1.2- Create readable documents with legible handwriting.
Listening and speaking strategies 1.1.6- Speak clearly and at an appropriate pace for
the type of communication (e.g., informal discussion, report to class).

Lesson Objective:
Students will have been able to organize sentences that rhyme to create a poem with
100% accuracy as a scaffold to create their own poems.

Materials:
Poem strips (2 different poems)
Poster of I am Me
Sentence cues for academic talk sheet

                             

Anticipatory Set:
Has anyone ever compared themselves to someone else and been sad because you were
different?
It is hard to be happy with everything about ourselves, and many times we wish we were
like other people.
The truth is we should all happy with ourselves and celebrate our differences, because
that is what makes each of us special! Each person is different, even identical twins have
different finger prints and like different things. These differences are what makes us who
we are and we should find joy in them.

Communicate the Objective and Purpose:

Today we are going to be working with a poem that talks about how special we all are.
By working with this poem and another one we are going to learn how to create a poem
and later on each of you will write your own poem.

Instructional Input:
There are many different kinds of poems, and some poems don’t even rhyme! Today we
are going to be looking at the poems that do rhyme though.

A word rhymes when it shares the same end sound with another word. We have been
working on rhymes, so I am going to read this poem and then in partners I want you to
tell each other which words rhyme, and the sounds that they share.

Read poem, go rhyme by rhyme going over it

Read the poem once more and then take it down

Students return to their desk and in partners receive sentence strips of the poem. The
students must recreate the poem, each partner adding the next line. They may only speak
to each other using one of the academic stems on their academic speech papers.

Academic speech paper was passed our at the beginning of the year and contains stems
such as “I agree with….”, “That was a good idea, however I think it will work better if…
etc.”

I am me
No one looks the way I do
I have noticed that is true
No one walks the way I walk
No one talks the way I talk
No one plays the way I play
No one says the things I say
I am special
I am me there is no one I'd rather be than me!

After the students are done recreating the poem, the pairs stand and read together what
they have. Each pair of students does. Then the teacher puts the poem back up and the
class reads the poem together once more.

Guided Practice:

Then the teacher would pass out to groups of three many possible poem strips and the
groups would create their own poem. They would have to take turns going around and
adding lines to their poem.

When they added a line they would need to say, "I think this piece should go next
because..... (ex rain rimes with lane) If one of the partners didn't agree, they could say
"that is a great idea, however I think the poem would work better if we...” they would
have a list of stems that they could use while interacting in cooperation of making their
poem.
Then Each group of three would read their poem together to the class.

During this time the teacher walks around the room helping the students who need extra
help and monitoring whither the students understand what they are supposed to be doing.
Independent Practice:

Then each student would be required to create their own poem.

After revising each student would make a final copy of their poem to be displayed in the
class. Each student will be reminded of the things they need to remember when writing
(penmanship, Capital letters, finger spaces, and an end mark)

Differentiated Learning (for II-Instructional Input,

GP-Guided Practice, and/or IP-Independent Practice):

ELL Learners RSP GATE Other

Paired with a more Monitored more Gate students will
advanced student closely and paired be encouraged to
who would be able with someone write longer poems
to help them similar to their level and try different
differentiate words however more rhyme patterns such
that rhyme and who advanced so they as abab instead of
can model academic can learn from them aabb.
speech. Monitored but do not feel
more closely and inferior for
worked with struggling with the
specially if not material. If they
understanding. If can’t write the
they can’t write the poem, they may
poem, they may create sentences that
create sentences that rhyme instead of the
rhyme instead of the whole poem and
whole poem and have several lines
have several lines that rhyme on
that rhyme on different topics
different topics instead of one
instead of one cohesive topic.
cohesive topic.

Closure (recap of critical attributes):

Review what a Rhyme is and practice differentiating with a few examples. Have each
person read their poem to the rest of the class.

Contingency Plans:
If the majority of the class is struggling with writing their own poems, the whole class
can work together to create a class poem. This way each student can benefit from their
classmates ideas and the teacher can help more easily.
Self-Reflection & Feedback:
This activity encourages ELL students to use and manipulate the English Language in a

variety of different ways. There is a scaffolding technique to help the ELL students gain the

skills necessary in order to create their own poem. Each step of the process is carefully planed to

give the ELL student the maximum amount of interaction in the task while not overwhelming

them with something that they can not accomplish.

The first poem that the students are working with is designed to build self esteem in each

student and show the ELL students before they begin the task of working with the English

language that their differences are something that should be celebrated, not ashamed of. This

idea will help each student work together with others and share their ideas.

The ELL students are participating in academic speech through the use of academic

stems. Since they have these stems in front of them, it will be easier for them to implement

them. When the students are working in groups, each partner must take turns, and this ensures

that the struggling student will be participating. They must also state why they are adding the

next line to the poem which makes them have an authentic interaction in the English language.

Gibbons points out that actually producing language helps students process the language more

deeply. I also had each student reading reciting their poem to give the ELL more practice in

speaking English while not being put on the spot. To repeat something that they already know

and have practiced is a way for them to have more experience reciting the English words with

low anxiety. It also states in Gibbons that “listening to an experienced reader helps the learner

recognize that good readers make meaning, and it plays an important role in the development of

reading competence.” The types of language they are hearing is also mixed. They have

instruction from the teacher, other students explaining what they think, and clarification

questions. The ELL is required to participate in one and two way listening as well as speaking

and creating authentic language.

 The use of rhymes is also beneficial to the ELL student because it will help them learn

how to read more words by learning similarities in the English language. Rhymes help create

phonemic families and this helps the learner understand how different groupings of letters are

represented by different sounds.