Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date I. Objectives How does this lesson connect to the unit plan? This is a continuation of the unit on poetry. This lesson relates to the moods and rhythms of poems. Learners will be able to: Create a Haiku Write a repeating poem Use partial thoughts they brainstormed to create whole ideas and sentences
cognitiveR U Ap An E C* physical development socioemotiona l

Abby Wierenga Subject/ Topic/ Theme Moods and types of poems Grade ________2________

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Common Core standards (or GLCEs if not available in Common Core) addressed: Poems are Moody. Patterning through repetition. Searching for honest, precise words: language matters.
(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. Recall what a poem is. Know how to look for parts of a poem such as rhyming words, metaphors, onomatopoeias, and alliteration. Know how to brainstorm ideas for a poem.
Pre-assessment (for learning):

Ask what they remember from yesterday's lesson. Brainstorm ideas about faith and China. Outline assessment activities (applicable to this lesson)
Formative (for learning):

Learn about new types of poems. Learn about different moods that poems can have.
Formative (as learning):

Writing their own poems on faith and China.

Summative (of learning):

Writing a repeating poem about faith. Writing a haiku poem about China.
Provide Multiple Means of Representation Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats

What barriers might this lesson present? What will it take neurodevelopmentally,

Provide options for perceptionmaking information perceptible

Apply things that the are learning about China to this unit.

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experientially, emotionally, etc., for your students to do this lesson?

Provide options for language, mathematical expressions, and symbols- clarify & connect language

Provide options for expression and communication- increase medium of expression

Brainstorm ideas. Repeat words tip add meaning. Manipulate syllables to create meaning in a haiku.
Provide options for comprehensionactivate, apply & highlight

Learning different types of poems which they can write.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback

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

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

Writing notebooks. Power point.

Normal set up How will your classroom be set up for this lesson?

III. The Plan Time 5 Motivation (opening/ introduction/ engagement) Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Have students take out their notebooks at the top of Write in journals about faith and China. the page write faith. Tell them to write for two minutes on faith Jesus and God. Tell them to use descriptive words to describe what they feel and what they know about Jesus. Start a new page and have them write for two minutes about China, things they know about China, interesting facts they've learned, and descriptive words. What did we talk about yesterday? Ask what they remember about poems. Do poems have to rhyme? What makes a poem? What are some poems that they can think of? What is a couplet? Move onto todays topic. Today we will be learning about two kinds of poems: the repeating poem and the haiku. Start PowerPoint. Begin with repeating poems talk about how repeating poems say something and at the end of each verse they repeat the same thing. Repeating poems dont have to rhyme, but at the end of the line it repeats the same phrase. Move to haiku. Students should know how to Count the number of syllables in a word. Haikus are made Answer questions

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

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of five syllables in the first line, seven syllables in the next line, and five syllables at the end. Students have to be careful to select the right words to describe what they are trying to say with haiku. I want them to be writing about something new and interesting they learned about China.

Have students start writing their poems about faith and China.

Work quietly writing poems about faith and China.

Closure (conclusion, culmination, wrap-up)

Have students finish drafting their poems. If they arent done with both that is ok. We have learned about three types of poems so far and in the next lesson we will learn about two more. Have them put away their stuff and get ready to move on to the next thing.

Pack up things.

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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