Lesson Plan

Date: April 9th, 2019 Class: Cycle 3,

Blackout Poetry
Time: 8:05 am – 9:05 am Grade 5
Duration: One hour

Broad Areas of Learning: Objectives:

The objective is for students to work on their poetry
“Personal and Career Planning”
skills. The purpose of the lesson is to get students to see
Each team will be required to gather the
that things can be transformed. Art and new meanings
information they have come across during
can be created through/found within something that has
class discussions and through explanations
already been created or in something set.
and decide on how to apply It to their work.
They must plan as a team and carry out their
The activity is great for getting students open to the idea
plan in order to complete their blackout poem
of poetry and creating their own pieces. It provides
in an effective way.
students the chance to create a poem in a less
intimidating way since the words are already given to
The activity will help them think critically to them.
analyze and extract information in order to
make a coherent poem. This is a basis to get
students thinking about what components are
required into putting together a poem.

Understandings: Essential Questions:

By the end of the lesson, students should
understand the process of creating poems.
They should be more comfortable with the
concept of gathering their ideas, narrowing
them down, and editing in order to create a
final product.
- Which words and phrases speak to me?
- Which words and phrases can I use to make my
poem?
- How can I blackout parts of the text to create a
poem?
- What is the message I am trying to get across?
- How can I decorate my sheet to mirror my poem?

Group Size & Materials:

The lesson will be completed with a group of twenty-four grade five students.

- Story piece
- Black Sharpie or dark marker
- Coloured markers
- Reading response notebook
- Pencil and eraser
Subject Competency (ELA):

Competency 1 – To read and listen to literary, popular, and information-based texts

- The students will be required to read through their story pieces in order to make meaning out of
the words in the piece. Only then will they be able to create their pieces.

Competency 2 – To write self-expressive, narrative, and information-based texts

- Using the information from the text students will be expected to communicate with their teammate
to make meaning of the words and to decide on the direction they wish to go with their poem.
They will be working on developing their writing abelites through their blackout poems.

Cross Curricular Competencies:

Competency 1 – To use information
- The blackout poetry activity requires students to select certain elements from a story piece. They
will analyze what they extracted from the text to gauge whether the information is appropriate and
if it will work well with the intended message of their poem. The students will ask themselves
whether they are headed in the right direction and discuss within their team whether they want to
shift directions or make adjustments.

Competency 4 – To use creativity

- Each group will be working at extracting information from their story sheets. Using the information,
they must use it creatively to create a poem. The poem can be humours or it can have a distinct
purpose/message. They must use their imaginations in order to express their ideas and to reach
the objective of the activity.

Competency 5 – To adopt effective work methods

- The students will be given time to work on their own to create their blackout poems. They will be
expected to use the time provided effectively in order to finish their poems within the allotted time.
They are expected to use the materials in order to complete the task at hand. They will use
whichever process suits them best to ensure they work efficiently.

Competency 6 – To use information and communications technologies

- Although students will not be working on Chromebook or have access to technology at this time,
the class smartboard will be used to display instructions and to complete the class blackout poem.

Competency 8 – To cooperate with others

- The poem will be created in pairs therefore the students must be able to work together in order for
each of them to be able to complete the task at hand. When creating their poems students should
display a positive attitude toward one another, should a peer struggle the student should focus on
assisting their partner rather than making negative comments.

Competency 9 – To communicate appropriately

 - The students must communicate appropriately within classroom discussions as well as during
their partner work. They must express themselves clearly both when speaking and in their writing
while keeping in mind the goal of the activity.
Time Lesson
8:05 am – 8:15 am Introduction:

As an introduction, I will take the time to get a sense of where the students
stand with poetry. What they know and if they have read/created poetry before.

To continue, I will show the students the various elements of blackout poetry
and what is required in order to make their own piece. We will explore
examples of blackout poetry, both in terms of the poetry itself and the design.

In order to get students more comfortable with the concept, we will be creating
a class blackout poem. This will allow the students to see the process of
creating a blackout poem and will give them a chance to practice before going
off in their teams to work on their own poems.

8:15 am – 8:55 am Development:

This portion of the lesson will be allotted for the students to create their
blackout poems. Before the students go off to work on their own, I will explain
the materials required and I will review the steps they need to follow.

During this time, students will be working in pairs to create their own blackout
poems.

8:55 am – 9:05 am Conclusion:

As a conclusion, we will review the approaches the students took. They will be
given the time to explain their process. If time permits, we can have the
students read out their poems.

Assessment Criteria:

The student(s):
- Uses language/talk as a means of exploring, expressing and developing
thoughts.
- Develops, through trial and error strategies for working collaboratively
with peers
- Develops language strategies to support communication in collaborative
tasks
- Selects effective and appropriate strategies for problem solving in a
specific context
- Self-evaluate his/her language development
 Assessment Tools:

The students will be assessed on their overall participation in whole class

discussions as well as their efforts in their team work. However, the main focus
will be placed on their final product. The students’ poems will be used to
assess whether or not they grasped the idea of blackout poetry. I will also be
looking at how creative they were in terms of their poems and design.

DIFFERENTIATION Should students finish their work early they will be asked to work in their
& descriptive journals.
ADAPTATIONS:
In terms of adaptations, students who have difficulties can be given story
pieces that are for a lower grade level. The words will be easier for them to
grasp and work with in order to create a poem with meaning. Similarly,
students who work at a higher level or quicker pace can be give a story piece
that is more difficult.
PROFESSIONAL Competency 1 – To act as a professional inheritor, critic, and interpreter of
COMPETENCIES knowledge or culture when teaching students
- Through the introductory portion of the lesson, I will be providing the
ADDRESSED:
students with the tools to create their poems. Students will transfer the
knowledge they have about poetry and the information gathered from
the introduction. The story pieces chosen were from Harry Potter novels
as I noticed that many of the students enjoy the series. I figured it would
be nice to connect the two.

Competency 2 – To communicate in the language of instruction, both orally

and in writing, using correct grammar, in various contexts related to teaching
- I will be using appropriate language and vocabulary when speaking to
the students. The power point created was reviewed to ensure it was
well written.

Competency 4 – To pilot teaching/learning situations that are appropriate to

the students concerned and the subject content with a view to developing the
competencies targeted in the programs of study
- My lesson “encourages teamwork” as the students will be working in
pairs to create their blackout poems. They must find a way to work
efficiently together.

Competency 5 – To evaluate student progress in learning the subject content

and mastering the related competencies
- Engagement in class discussion will be taken note of.
- The final piece created by each group will be used to assess whether
they are learning the concept of poetry.

Competency 6 – To plan, organize, and supervise a class in such a way to

promote students’ learning and social development
- I will be circulating the classroom to ensure that all the groups are on
task. In addition, I will be using the classroom management techniques
my CT has set in place with her students. To get their attention I say,
“eyes on me”. The students stop what they are doing, respond with
“eyes on you”, then wait for instruction.

Competency 8 – To integrate information and communicates technologies

(ICT) in the preparation and delivery of teaching/learning activities and for
instructional management and professional development purposes
- I will be using the Smart Board throughout my lesson. It will be used to
display examples, instructions, and to complete the whole class
blackout poem.

Competency 10 – To cooperate with members of the teaching team in carrying

out tasks involving the development and evaluation of the competencies
targeted on the programs of study, taking into account the students concerned
 - When creating my lesson, I consulted with my CT for feedback. From
there, I would be able to adjust my lesson accordingly.

Competency 11 - To engage in professional development individually and with

others
- I incorporated the feedback provided by my CT throughout the planning
and organization of my lesson.

Competency 12 – To demonstrate ethical and responsible professional

behavior in the performance of his or her duties
- As mentioned earlier, I will be circulating the classroom while the
students work on their pieces. Should they be struggling I will provide
them with assistance and encourage them to rely on their teammates so
they can use their strengths to get the task done.