Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 04/24/13 Emily Veenstra Subject/ Topic/ Theme Poetry: The Wrap-Up Grade ____7___________

I. Objectives How does this lesson connect to the unit plan? This final lesson will introduce their task for the final assessment. Learners will be able to:
Revise poems that they have written to submit for grading. Critique the poems that their peers are submitting for publication. Select their favorite poems to be revised for submission Recite a poem of their choice to the class.
cognitivephysical R U Ap An E C* development socioemotional

Create Evaluate Evaluate X X

Common Core standards (or GLCEs if not available in Common Core) addressed: S.DS.07.01 engage in interactive, extended discourse to socially construct meaning in book clubs, literature circles. partnerships, or other conversation protocols.
(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. Have a completed 7th grade poetry guidebook.
Pre-assessment (for learning): Check to see if their narrative poem is complete.

Outline assessment activities (applicable to this lesson)

Formative (for learning): Formative (as learning): Revisions of their first drafts. Summative (of learning): Students will present their favorite poem to the class Provide Multiple Means of Representation Provide options for perceptionmaking information 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 Move somewhere with a partner to revise each others rough drafts Choose their favorite three poems

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

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 feedback Use the worksheet for peer review that Mrs. Marsman shared Provide options for comprehensionactivate, apply & highlight Give students the option of creating a new poem, as long as they apply 2 of the poetic devices to their poem Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Provide a rubric so they know how to set up their poem project and have a means to self-assess.

1-19-13

Poetry Guidebook Materials-what materials Peer-Revision Worksheet (books, handouts, etc) do Rubric for Self-Assessment you need for this lesson and are they ready to use?

How will your classroom be Normal Set-up set up for this lesson? III. The Plan Time 10 min Components Motivation (opening/ introduction/ engagement) Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Introduce the steps they are going to take for this Listen and follow along in rubric final poetry project.

20 min

Revision workshops with peers in computer lab so they can type up their poems and include a graphic.

Peer review anothers three poems while their own are getting reviewed.

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

10 min

Closure (conclusion, culmination, wrap-up)

Go over a sharing poetry schedule

Final poetry drafts due_____?

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.)

1-19-13

This revision workshop only took about 20 minutes. The students in 7B had a much easier time with it, since they kept up with their poems and got into poetry more then 7A. Prior to this lesson, I came up with a peer review sheet for them to fill out as they were going through each others poems. I always feel as though my explanations are better in the second class than the first, probably because I know where the first class struggled and needed more guidance. If I were to do this lesson over again, I would have handed out the peer review sheets sooner, so they could do the poet section prior to class (this includes adding up the points to be sure they equal 10). That took more time than reading through and commenting on their friends poems, simply because they had to think of which ones they wanted to use. I told them to come to class with these in mind, but most didnt have any chosen by the time class started. Next time, I should have these ready for them to fill out prior to the peer review day. The remainder of the time, they did a color activity with Mrs. Marsman based upon The Giver. Unlike what my goals and objective state, I did not have them share their poem with each other out loud today, but am saving that for the Poetry Jam on Friday, May 3. Had the lab been open for both classes, I would have also liked to do this lesson in the computer lab, but had to work within the timeframe given, and wasnt sure when this lesson would fall early enough to reserve it. Other than this, however, all of the objectives in this lesson were met, and I was able to prep them for what is due next week: their final drafts of their poem and the poetry jam happening on Friday.

1-19-13