Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/25/15 Emily Veenstra Subject/ Topic/ Theme Poetry Jam Grade ____7________

I. Objectives How does this lesson connect to the unit plan? This is now the final lesson in the Poetry Unit. It is the day in which students are able to share their poetry aloud with the rest of the class. Learners will be able to:
Appreciate the work that others have put into writing their own poetry Eat cookies while listening to poetry Share their own poetry in front of the class X Apply
cognitivephysical R U Ap An E C* development socioemotional

X X

Common Core standards (or GLCEs if not available in Common Core) addressed: S.CN.07.01 adjust their use of language to communicate effectively with a variety of audiences and for different purposes by using specialized language related to a topic and selecting words carefully to achieve precise meaning when presenting. S.CN.07.02 speak effectively using slang, dialect, and colloquial language suitably to create interest and drama in narrative and informational presentations. L.CN.07.02 listen to or view critically while demonstrating appropriate social skills of audience behaviors (e.g., eye contact, attentive, supportive); critically examine the verbal and non-verbal strategies during speeches and presentations. CCSS.ELA-Literacy.SL.7.4 Present claims and ndings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners write the name(s) of the learner(s) to whom it applies.) *remember, understand, apply, analyze, evaluate, create

II. Before you start Identify prerequisite knowledge and skills. By this time students will have an understanding of the many different poetry types, and they should be able to identify each as they are being read aloud.
Pre-assessment (for learning): Check the previous day how far along they are in their poetry

Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning): Students should listen for elements of each others poems that make it a certain form. Summative (of learning): After their poetry presentations, students will have to submit their three poems

in to me to be graded.

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible This is the assessment to see if information has been made perceptible.

Provide Multiple Means of Action Provide Multiple Means of and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for interaction choice, relevance, value, authenticity, minimize threats As students are listening, have them write their guesses of form on a paper Students chose which poems they would submit and share.

What barriers might this lesson present?

Provide options for language, Provide options for expression and Provide options for sustaining effort mathematical expressions, and communication- increase medium of and persistence- optimize challenge, symbols- clarify & connect language expression collaboration, mastery-oriented What will it take feedback Presenting will incorporate language. This is the second phase of neurodevelopmentally, expression, the first being a written experientially, emotionally, form. etc., for your students to do

this lesson?

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etc., for your students to do this lesson? Provide options for comprehensionactivate, apply & highlight

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & Listeners apply what they know of reflection the poetry forms to identify what the One part of the rubric has a place for poets form they are sharing is. Short and long term goals are coming the oral presentation of the poem. together here because the poems they have written for each short term are being presented

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use? How will your classroom be set up for this lesson? III. The Plan Time 5 min Components Motivation (opening/ introduction/ engagement)

They will need their final draft of the poem Rubric for grading presentation of poetry Cookies and possibly something to drink. I want to create a coffee-houselike environment, so by having the students form a circle with their chairs on the carpet, or putting the desks in a circle it will put less pressure on the presenter.

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Explain how the poetry reading will take place. (Use Be good listeners. a Youtube video as an example)

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Development (the largest component or main body of the lesson)

Have students go in a circle, sharing their finalized Share finalized poems. Eat cookies, clap and poems with the class. At the end of each poetry encourage their classmates. reading, classmates will categorize the poems, and then the author will share what poetic devices are included in each. This is a very chill environment, where everyone is comfortable to share their poems.

10 min

Closure (conclusion, culmination, wrap-up)

End the poetry unit with a Psalm.

Find elements of poetic devices in the Psalms.

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the process of preparing the lesson.)

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This last lesson took place on my last day of aiding, since it was a fun and different atmosphere than the normal classroom. It went very well in my opinion. The students had been looking forward to this all week, and so their excitement had definitely built very high! Prior to starting class, 7A was very very talkative and bouncing all around. I was even hesitant to feed them the cookies I brought in! After devotions, though, they reigned in their excitement to a more manageable level. We had previously had a practice jam so they could share their Haikus, so after reviewing with them proper poetry jam etiquette, we were almost ready to begin. I also gave them the task of being good listeners, and distinguishing which of the poems they liked the best for each poet, and why. It was interesting to see the differences in opinion. By this time I had graded the poems they had previously submitted, and I had graded them on a different sheet of paper, so they would not let the grade they were given deaden their confidence in getting up in front of their peers to present it. One thing I would alter for next time is having them direct their comments towards the poet rather than me. Reflecting upon how the classmates responded, I realized it was I that posed the question of Which poem did you like best, and why? and the students that gave their answer to me instead of saying it directly to the poet. I think next time, I would have the questions written on the board, and instill in the students the necessity to initiate the answers without my prompting from the beginning, saying them to the poet before he or she sat down. I will definitely use the Poetry Jam in my future classroom. It gave students the opportunity to share their work and see how great of poems their classmates could write. One very cool moment was when Sam, the student from Iran, shared his narrative with the class. He was very reluctant to share any of his poetry, but since he was only required to share two out of the three he submitted, he shared the safe ones. Both Mrs. Marsman and I pushed back on this, encouraging him to share the narrative as well. Pretty soon the class joined in and started chanting his name. He finally decided that, even though he didnt want to read it out loud, he was alright if I did it. So, I got up to the front and read his poem. The whole class listened as Sam described his feelings in leaving the Middle East and coming to the USA. After the poem was finished the entire class abandoned the snapping and broke out in applause. The look on Sams face was priceless. It shows that, though there may be a risk involved in getting up in front of people to share your work, the reward can be very great. After the poetry jam, my students presented me with a binder full of good-bye poems they wrote for me. It was precious and I know that I will miss them already! Because of this present, I was not able to end the class with a Psalm, which I definitely could do if I were to teach this lesson again.

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