Name:_ Maranda Dumas__________________________ Associate Teacher: _Joseph Gaudreau___________

Lesson Plan
Lesson Title: __Dear Future Generations – Independent Reading/Viewing____________________ Grade: _7/8___ Date: _11/16/17____

Subject: __Language______________ Strand: _Reading_______________ Location: _Classroom__________ Length: _50-70min.______

Lesson Plan Description

In this lesson, we will view the video of Prince EA’s poem “Dear Future Generations: Sorry” together and students will have
to independently identify what they believe the main idea of the poem is, and the author’s (poet’s) message is.
Before viewing, we will review strategies for understanding and finding meaning – predicting, finding repetition, emphasis,
visualizing, summary etc.
This lesson will also be a refresher on what repetition and simile are so they can identify them and how they affect more
complex works in the future. If students can identify other style elements, this will also give me an idea as to what their prior
knowledge is.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations that this lesson builds towards
Grade 7/8 –
Reading 1: Read and demonstrate an understanding of a variety of literary, graphic and informational texts, using a variety of strategies to construct
meaning.

Ontario Curricular Specific Expectations that this lesson addresses

Grade 7/8 –
Reading 1.1: read a wide variety of increasingly difficult texts from diverse cultures, including literary texts (poetry)
Reading 1.3: identify a variety of reading comprehension strategies and use them appropriately before, during, and after reading to understand
increasingly complex texts
Reading 1.5: develop and explain interpretations of increasingly difficult texts using stated and implied ideas from the texts to support their
interpretations

Learning Goals Discuss with students: What will we be learning today?

Today we will learn…
 Strategies to read for meaning.
 How predictions can be used to help understand a text.
 Style elements - repetition and simile.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn?
I can: understand the main idea and the author’s message of the poem “Dear Future Generations: Sorry” by Prince EA.
I can: identify whether or not my prediction was accurate.
I can: identify repetition(s) and simile(s) in this poem.
Assessment – how will I know students have learned what I intended? How will they know if they've met the learning goals?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategies: Assessment Tools:

Written, Oral, Performance check out books 1-3 for suggested strategies Instrument used to record data
(Write, Say, Do) i.e., rubric, checklist, observation sheet, exit card, etc.
Please attach tools.

Written – handout  Fist of five Question Sheet hand-out and self-

Oral – fist of five explanations  Self-assessment rubric on question sheet assessment
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* A minor understanding of what repetition and simile are.
* An understanding of different reading strategies (visualizing, predicting, summarizing, making connections).
* Some background knowledge of how humans are effecting the earth.
Learning Skills/Work Habits
Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

New Vocabulary (for word wall and/or to develop schema)

Repetition
Simile

Resources and Materials /Technology Integration

 Print-out of the poem “Dear Future Generations: Sorry” for each student
 Hand-out with questions
 SMART board to play the video of the poem “Dear Future Generations: Sorry”
https://www.youtube.com/watch?v=eRLJscAlk1M
 Timer - http://www.online-stopwatch.com/rocket-timer/

Learning Environment (grouping; transitions; physical set up; etc.)

Students will remain in their own seats unless they become unruly and I need to separate them from certain peers due to disruptions.

Cross Curricular Links

Grade 7 Geography:
B2.5 Evaluate evidence and draw conclusions about issues related to the impact of natural resource extraction/harvesting
and/or use around the world.
B3.3 Identify significant short- and long-term effects of natural resource extraction/harvesting and use on people and the
environment
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 5-10min.

1. Tell students what we will be doing – ask for a fist of
five on how well they understand the style elements
of repetition and simile. Invite a student who shares a
five for each to explain what they are to the rest of
the class as a refresher.
1. Students answer with fist of five on how well they
understand repetition and simile. Two students who
understand well will refresh the class on what each one
means. Give examples.

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 40-50min

2. Have a student hand out the question sheet and call

2. Students receive the hand-out and read aloud as called
upon students to read the questions out for the class.
upon. Listen to the explanation of the self-assessment.
– identifying learning goals in the questions and how
3. Students write their predictions on their hand out.
to fill in the self-assessment at the end.
4. Students who finish first help hand out the poem print-
3. Ask students to independently take two minutes to
out.
come up with a prediction for the poem based only on
the title (given to them on the hand-out) – use a timer
 on the SMART board so students can visualize how
much time they have.
4. When students finish, have some of the first finished
hand out the printed poem.
5. Read the poem aloud (I will read it out, or we will do a 5. Students listen / read the poem aloud.
shared reading, depending on time and student 6. Students watch the video of Prince EA reciting the poem.
interest). 7. Students work independently on the questions on the
6. Play the video for the class. hand-out.
7. Give students time to work on the rest of the
questions on the hand-out.

Consolidation & Connection (Reflect and Connect) (5-15 min.)

Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 2-5min.

8. Remind students to fill in the self-assessment – re- 8. Students fill in the self-assessment.
explain for students who may not fully understand 9. Students hand in their questions once they are all done
what they are doing or why. and continue working on something they need to finish
9. Collect their handouts as students finish. for another subject.

Extension Activities/Next Steps (where will this lesson lead to next)

- understanding style elements and how they impact a text

- media studies: how visuals, music, camera angles etc. impact a work

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
Was the lesson executed well? Was their enough time for each task?
Did students understand and use the fist of five effectively?
Were students engaged during the prior knowledge review? During the reading? During the video?
Were a variety of students offering their prior knowledge or asking clarifying questions, or was it only a repeated few?
Did students have a lot of follow up questions after task explanations?
Was everyone able to complete the task thoroughly and on time?
Did students use the self-assessment effectively?
The Teacher:
How was off-task behavior dealt with? Did these tactics work?
Was the teacher able to hold students’ interest throughout the lesson and task?
What will need to be expanded on or re-taught in a later lesson?
 “Dear Future Generations: Sorry” by Prince EA

Predict: Consider the title. What do you think this poem may be about?

Give examples of the following style elements that are used in this poem:

Repetition –

Simile –

What other elements of style can you find?

After reading and viewing, do you think your prediction was correct?
What is the main idea of this poem? What is the author’s message? Use support from the text to explain your
answers.

Circle how you feel about each statement

I can identify the Super easily! Easily With a little bit of I could use more
author’s message difficulty help on his

I can identify the Super easily! Easily With a little bit of I could use more
main idea difficulty help on his

I can identify Super easily! Easily With a little bit of I could use more
similes difficulty help on his

I can identify Super easily! Easily With a little bit of I could use more
repetition difficulty help on his
 “Dear Future Generations: Sorry” by Prince EA

Dear Future Generations,

I think I speak for the rest of us when I say,
sorry, sorry we left you our mess of a planet.
Sorry that we were too caught up in our own doings to do something.
Sorry we listened to people who made excuses,
to do nothing.
I hope you forgive us,
we just didn’t realize how special the earth was,
like a marriage going wrong,
we didn’t know what we had until it was gone.

For example,
I'm guessing you probably know it as the Amazon Desert, right?
Well believe it or not,
it was once called the Amazon Rain Forest,
and there were billions of trees there,
and all of them gorgeous and just um..
Oh, you don't know much about trees, do you?
Well let me tell you that trees are amazing,
and I mean, we literally breath the air
they are creating, they clean up our pollution,
our carbon, they store and purify water,
give us medicine that cures our diseases, food that feeds us.
Which is why I am so sorry, to tell you that,
we burned them down.
Cut them down with brutal machines, horrific,
at a rate of 40 football fields every minute,
that's 50% of all the trees in the world gone
in the last 100 years.
Why? For this.

And that wouldn’t make me so sad,

if there weren’t so many pictures of leaves on it.

You know when I was a child,

I read how the Native Americans had such consideration,
for the planet that they felt responsible,
for how they left the land for the next 7 generations.
Which brings me great sorrow, because most of us today,
don't even care about tomorrow.
So I'm sorry, I'm sorry that we put profit over people,
greed over need, the rule of gold above the golden rule.
I'm sorry we used nature as a credit card with no spending limit.
Over drafting animals to extinction,
stealing your chance to ever see their uniqueness,
or become friends with them.
Sorry we poisoned the oceans so much that you can’t even swim in them.
But most of all, I'm sorry about our mindset,
cause we had the nerve to call this destruction,
"Progress".

Hey Fox News, if you don't think climate change is a threat.

I dare you to interview the thousands of homeless people in Bangladesh,
see while you was in your penthouse nestled,
their homes were literally washed away
beneath their feet due to the rising sea levels,
and Sarah Palin, you said that you love the smell of fossil fuels,
well I urge you to talk to the kids of Beijing
who are forced to wear pollution masks just to go to school.
You see you can ignore this, but the thing about truth is,
it can be denied, not avoided.
so I'm sorry future generation,
I'm sorry that our footprints became a sinkhole and not a garden.
I'm sorry that we paid so much attention to ISIS,
and very little how fast the ice is melting in the arctic.
I'm sorry we doomed you
and I'm sorry we didn't find another planet in time to move to.
I am s...

You know what, cut the beat, I'm not sorry.

This future I do not accept it,
because an error does not become a mistake,
until you refuse to correct it.
We can redirect this, how?
Let me suggest that if a farmer sees a tree that is unhealthy,
they don't look at the branches to diagnosis it,
they look at the root, so like that farmer,
we must look at the root,
and not to the branches of the government,
not to the politicians run by corporations.
We are the root, we are the foundation, this generation,
it is up to us to take care of this planet.
It is our only home, we must globally warm our hearts
and change the climate of our souls
and realize that we are not apart from nature,
we are a part of nature.
And to betray nature is to betray us,
to save nature, is to save us.
Because whatever you're fighting for:
Racism, Poverty, Feminism, Gay Rights,
or any type of Equality.
It won't matter in the least,
because if we don't all work together to save the environment,
we will be equally extinct.

Sorry.