Parts of Poetry I

Amanda Forbes EDU 542 Summer 2014

Integrative ode!
Pages "4#$"%&
5
t'
(rade Eng!is' )anguage Arts
1* A+E,IA)S-P,EP)A..I.(
ateria!s
Pencils and paper
Copies of poems (4-5 poems)
Copies of poem Chart paper
Computer with internet access (YouTube)
Overhead for video viewing
/o0abu!ary
h!me
"pea#er
$ood
$eaning
2* 123E4+I/E
Students 5i!!6
o %dentif! the elements of a poem& form' rh!me scheme' author(s purpose' spea#er and mood of the
poem)
o %dentif! author(s purpose in writing a poem)
State t'e 4ognitive +a7onomy )eve!
Phase * + ,nderstanding
Phase - + ,nderstanding
Phase . + /nal!0ing
Phase 4 + /ppl!ing
)ist t'e standards met by t'is ob8e0tive*
Eng!is' )anguage Arts Standards (rade 5
,eading
*)1 2ord /nal!sis' 3luenc! and "!stematic 4ocabular! 5evelopment
*)* ead aloud narrative and e6positor! te6t fluentl! and accuratel! with appropriate pacing'
intonation' and e6pression)
*)4 7now abstract' derived roots and affi6es from 8ree# and 9atin and use this #nowledge
to anal!0e the meaning of comple6 words)
*)5 ,nderstand and e6plain the figurative and metaphorical use of words in conte6t)
,eading 4om9re'ension
-). 5iscern main ideas and concepts presented in te6ts' identif!ing and assessing evidence
that supports those ideas)
-)4 5raw inferences' conclusions' or generali0ations about te6t and support them with
te6tual evidence and prior #nowledge)
)iterary ,es9onse and Ana!ysis
.)* %dentif! and anal!0e the characteristics of poetr!' drama' fiction' and nonfiction and
e6plain the appropriateness of the literar! form chosen b! an author for a specific purpose)
.)5 5escribe the function and effect of common literar! devices (e)g)' imager!' metaphor'
1
s!mbolism))
"* ASSESSE.+
Informa!$ Teacher will assess student learning throughout the lesson b! listening to student
discussions in their groups' their answers to the teacher(s :uestions of the class and as#ing for input
about generali0ations)
Forma!$ Teacher will assess student learning formall! b! grading their graphic organi0ers and their
student ;ournal written entries)
These assessment methods are appropriate for this lesson model and this lesson plan because the!
assess for the learning ob;ectives of students loo#ing for similarities and differences in poems'
understanding parts of poetr!' and forming generali0ations based on observations)
4* )ESS1. 1PE.I.(-PU,P1SE
Students, today we are going to continue our study on poetry. This includes parts of poetry like
stanzas and lines, use of metaphors and similes to convey meaning, and determining the mood and
meaning an author is trying to convey through their writing and how their writing has meaning to us, as
readers. We are going to do this lesson because poetry is an influential genre of writing, and we will
use this lesson to prepare for writing our own poems later in the unit.
5* 1+I/A+I1. F1, )EA,.I.(
"tudents will be motivated to learn throughout this lesson plan because the! will use this information in
future lessons' to create their own poetr!)
The motivation for this lesson' is intrinsic because it gives students motivation for their own personal
reward) The students will be able to use their #nowledge of metaphors and similes' and parts of poetr!
in order to e6press their creativit! when the! write their own poetr! in a future lesson)
This lesson motivates student learning b! allowing students to wor# in groups and collaborate with their
peers) Peer collaboration is a natural motivator' as students in this age group generall! en;o!
interaction and sociali0ation)
#* )ESS1. 21D:
Ste9 1 ,evie5-a;e 4onne0tions to Previous!y )earned ateria! <Advan0e 1rgani=er
a99ro9riate>
Teacher will pla! a YouTube video on parts of poetr! to the class&
https&<<www)!outube)com<watch=v>.sua2rir"-1
Opening the lesson with this video recaps the basics of poetr! that the students have
alread! learned' connecting to previous #nowledge) %t also prompts students to pa!
attention to how words are organi0ed in poems' how and what words rh!me' the poet(s
purpose in a poem' the mood of the poem' and what the poem means to the student(s
feelings or life) This video directl! lin#s to the steps that students will ta#e in completing
this lesson)
Ste9 2 State 1b8e0tives for t'e )esson <State t'e ob8e0tive to students in a 5ay t'at students
5i!! ;no5 5'at t'ey 5i!! !earn* +'is 'e!9s t'em ma;e 0onne0tions 5it' 9rior !earning*>
?"tudents' toda! we will continue our stud! on poetr!) /fter this lesson !ou (students) will
identif! the elements of a poem& form' rh!me scheme' author(s purpose' spea#er and mood of
the poem and !ou will identif! author(s purpose in writing a poem) You will also ma#e
generali0ations about the form of poetr!?)
2
Ste9 " Present .e5 ateria!
P'ase 1) Des0ribe@ 4om9are and Sear0' for Patterns
-Teacher will introduce 4-5 poems to the class b! sharing a summar! of each) The
teacher will as# students' @kay so from my summaries, choose a poem that sounds
interesting to you. The teacher will then instruct students to brea# into groups based on
what poems the! have chosen) "tudents with the same poems will be in groups
together) 2hile in their groups' the students will each read the poem aloud) /fter
students have each read their poems' the teacher will pass out a handout with the
following :uestions&
*) Aow are the words organi0ed on the page=
-) 5o an! words rh!me=
.) 2hat was the poet(s purpose in writing this piece=
4) 2ho is the spea#er in the poem=
5) 2hat is the mood of the poem=
B) 2hat meaning does the poem have for !ou=
"tudents will discuss and respond to these :uestions within their group) Ce6t' the
teacher will hand out a second poem to groups) The teacher will instruct students to do
the above activit! with the second poem)
/fter discussing both poems' students will return to their seats and be given a graphic
organi0er to record the similarities and differences the! observed in the two poems)
P'ase 2) E79!ain Simi!arities and Differen0es
/fter student groups have completed reading and discussing two poems' students will
be instructed to return bac# to their individual seats) 2hen students are bac# at their
seats' the teacher will as# students to e6plain similarities and differences in the two
poems the! studied) The teacher will have students record the similarities and
differences on a graphic organi0er wor#sheet) The teacher will then as# students to
share similarities and differences' b! a raise of hands)
"ample student responses&
-@/ll of the poems had stan0as with the same number of lines in each
stan0a) The poem b! Dac# Preluts#! had four lines in each stan0a' obert
3rost(s had five lines in each stan0a) %t seems that poets usuall! use the
same number of lines in each stan0a in their poems)
-@/ll of the poems used rh!ming words)?
-@Each poem had meaning' although the meanings were different for each
poem) "ome were sad' some were happ!)?
-@The poets used different spea#ers) "ome of them were the spea#er of
the poem' and in others the spea#er was not the poet)?
P'ase "* Ay9ot'esi=e 1ut0omes for Different 4onditions
The teacher will now as# students a few :uestions as listed below&
!"tudents who read' "host #ouse' what if the author had written about a train
station instead of a house= Aow would this poem have been different= 2ould the
lines<stan0as be different= 2ould the mood or meaning change= 2hat do !ou
thin#=?
!"tudents who read' We Wear the $ask' what if the author had used the
metaphor of a coat' instead of a mas#= Aow would the poem have been
different= 2ould the lines<stan0as be different= 2ould the mood or meaning
change= 2hat do !ou thin#=?
3
!"tudents who read' %e "lad &our 'ose is on &our (ace?' what if the author had
written the poem with the name' %e "lad &our )ips are on &our (ace= Aow
would this change the poem= 2ould lines<stan0as be different= 2ould the poem
have different mood or meaning= 2hat do !ou thin# about this=
"tudents will be called on to answer the :uestions orall! to the class' and can write
down notes if the! li#e)
P'ase 4) (enera!i=e to Form 2road ,e!ations'i9s
The teacher will then guide the students to ma#e generali0ations about what the! have
studied) The teacher will as# students to ta#e out their student ;ournals and write their
summaries about what the! have learned b! reviewing their graphic organi0ers and
thin#ing bac# to their discussions in their groups) The teacher will as# students to share
what the! have learned with the class and later review their ;ournal writing)
"ample student responses should include&
-Poems follow a basic form) There are stan0as' which generall! have the
same number of lines throughout the poem)
-Poets use rh!ming words in their poems to add flow)
-Poets can create feeling or meaning in their poems b! using metaphors
or similes)
-Poetr! can have different numbers of stan0as' or lines' but the! follow a
general form)
%* Student Bor; E7am9!es-+e0'no!ogy Su99ort
Atta0' sam9!es of student 5or;*
In0!ude a variety of !eve!s of 9erforman0e
Add te0'no!ogy su99ort <e7* 555 resour0es-intera0tive a0tivities et0*>
C* ,ef!e0tive +'in;ing-4urri0u!um Eva!uation D50 PointsDDDD
,ef!e0tion is a very im9ortant 9art of ea0' !esson* P!ease ta;e t'e time to t'oug'tfu!!y 9re9are your
ref!e0tions* Fo!!o5 t'e format 9rovided be!o5* 4arefu!!y edited and t'oroug' 5riting is e79e0ted*
SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
worldview:
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.
4
,ef!e0tive Statement for Integrative )esson ode!
SLO 3: Employ leadership practices to optimize educational and institutional outcomes.
,e!evan0e6 2h! is this assignment relevant to demonstrating !our competence with this "9O=
This assignment is relevant to demonstrating m! competence with "9O . because it shows m! abilit!
to lead a class in discussion and activities that optimi0e educational outcomes' mainl! in guiding
students to stud! te6t and then interpret meaning' find patterns and ma#e generali0ations which
re:uires students to use higher order thin#ing s#ills)
Signifi0an0e - 2h! is competence with this artifact significant for a professional educator= Using 0arefu!
ana!ysis and eva!uative t'oug't6
5escribe how this lesson model supports !our professional development as an instru0tiona! designer
as e6plicated in Chapters * and - of te6t)
o This lesson model supports m! professional development as an instructional designer' through
its re:uirement to wor# through the /55%E instructional design model) % completed this design
model b! first anal!0ing the integrative lesson model) % determined the instructional goals and
ob;ectives of this lesson plan model' along with the goals and ob;ectives that were to be met in
accordance with 5
th
grade 9anguage /rts standards) % also identified elements li#e the ph!sical
learning environment and availabilit! of materials that would be re:uired to complete this lesson'
including the use of computer and overhead b! the teacher) % completed the design phase b!
creating the actual lesson plan using the integrative model' while also using the lesson plan
format provided) Through the development phase' % created the instructional materials needed
for the lesson including' poetr! handouts' and graphic organi0er wor#sheets)
E6plain how this lesson supports helping students reach levels of deeper learning) ,se chart attached
for clarification on depth and comple6it!)
o This lesson helps students reach levels of deeper learning b! re:uiring students to stud! te6ts'
poems' and identif! parts of poetr!' words used to create feeling or imager!' and patterns in
writing poems li#e lines and stan0as) The main ob;ective of this lesson is to have students read
poetr! from different authors' identif! parts of poetr! including imager!' note lines and stan0as'
and then ma#e generali0ations about how poems are formed and how words are used to invo#e
meaning and feeling) Through this lesson' students will have a deeper understanding of the
details of writing poetr!' along with a new s#ill of ma#ing generali0ations through stud!ing te6t'
comparing similarities and differences in te6ts' and deciding what parts of the form of poetr! is
generall! used when writing poetr!) This lesson also provides comple6it! b! having students
ma#e generali0ations through repeated observations of the poems learned in the lesson)
Provide e6amples and rationale for appropriate use of this teaching model and where it is suitable
throughout !our curriculum) %ndicate<discuss strengths<wea#nesses based on theolog!<theor!)
o This teaching model' because it focuses on students ma#ing generali0ations' would be useful
across content areas and age groups' particularl! in areas that re:uire students to e6amine
facts or reading and in areas that students must learn conceptual #nowledge)
%nclude information concerning /daptations</ccommodations for /dvanced' E95 and %EP learners)
(Pa! particular attention to /dvanced learners)
o E95 9earners

The teacher could provide differentiation in this lesson for E95 learners b! providing
shorter<simpler poems for stud! with the poems written in both English and "panish)
This differentiation allows students to understand the poems' because the! can stud! in
their primar! language first)
o /dvanced 9earners
The teacher can accommodate advanced learners' b! having them stud! more
advanced poems with deeper meaning' and differing poetic form) This allows these
learners to use even higher order thin#ing s#ills to complete the lesson)
Provide lin#s to the 4ommon 4ore State Standards that support the use of this model and e6plain
details concerning how this lesson actuall! does wor# to support the CC"") )
o "everal Common Core "tate "tandards of 9anguage /rts lin# to and support the use of this
model) % have provided 4 of these standards below) The integrative model' and this lesson plan
particularl!' when implemented will have students demonstrate their abilit! to compare and
contrast varieties of English used in poems' interpret figurative language li#e similes and
metaphors' and recogni0e meaning of common idioms found in poems) The core of the
integrative model itself' includes guiding students to dig deeper and find meaning of in te6t and
ma#e generali0ations during their stud!' which directl! correlates to common core standards)
!!"".E#A$#iteracy.#..3.%
!ompare and contrast the varieties of English &e.g., dialects, registers' used in stories,
dramas, or poems.
!!"".E#A$#iteracy.#...a
(nterpret figurative language, including similes and metaphors, in conte)t.
!!"".E#A$#iteracy.#...%
*ecognize and e)plain the meaning of common idioms, adages, and prover%s.
)in; to +'eory - Aow is this artifact supported b! a competent research base=
9in# this lesson to one or more of the Fig %deas and provide a rationale)
o Fig %dea G*1 b! Ormrod' @9earning is best assessed b! using an assessment instrument that
reflects the goals of instruction?) This lesson lin#s to this Fig %dea' because the assessment
methods % chose for this lesson' reflect the goals and ob;ectives of students stud!ing various
poems' identif!ing parts of poetr!' and ma#ing generali0ations about how poetr! is written) The
lesson also has students complete tas#s in which the! will complete graphic organi0ers for
similarities and differences in the poems and to organi0e the generali0ations the! have made
after their stud!)
9in# this lesson to the Cew 9earning "ciences and provide rationale for !our selection and descriptive
e6amples)
o The Cew 9earning "ciences' addresses the idea of scaffolding' or students activel! participating
in constructing their own #nowledge) This lesson model' lin#s to this learning science idea in
that it re:uires students to construct their own #nowledge) The lesson has students stud!
poems' identif! parts of the poems' interpret meaning of the poems' ma#e h!potheses about
how the poems would be differentl! written in different situations and to ma#e generali0ations
about the writing of poetr! based on their findings) This lesson model also uses scaffolding in
having the teacher act as a guide to student learning) The teacher must as# :uestions of the
students to encourage students to be active participants in their own learning)
5iscuss curriculum resources that !ou have found useful for this teaching model (i)e)' Teacher(s
$anuals<te6ts<literature<e-resources)) 9ist several technological resources !ou have found useful)
o Teaching $odels& 5esigning %nstruction for -*
st
Centur! 9earners b! Clare ) 7ilbane H Catalie
F) $ilman
+
,esour0es-+e0'no!ogy$ 2hat technolog! did !ou select to support this lesson= %nclude interactive
applications and videos Ian!<all technolog! suitable)
e$boo;s@ 9i0tures@ videos et0*
o This lesson opens with students watching a YouTube video to activate prior #nowledge and
learning and prepare students for the lesson) %t prompts students to remember the parts of
poetr!' the role of language to provo#e imager!' and to consider how poetr! ma#es the reader
(students) feel when the! read it)
Professiona! A0tions-Areas for gro5t' - 2hat are !our ne6t professional steps in this area to #eep moving
forward as a professional=
5iscuss what went well and what changes !ou have made for improving learning)
o This lesson effectivel! scaffolds learning' and has students ma#e generali0ations b! stud!ing
poems' through reading a variet! of poems and authors' and identif!ing patterns and use of
language to provo#e imager!)
2hat would !ou do differentl! ne6t time=
o % would incorporate more technolog! in this lesson through the use of an online activit! that
would allow students to highlight rh!ming words' number lines and stan0as and ma#e
comparisons to different poems)
2hat more do !ou need to read or learn=
o % need to learn more about how to implement this lesson model in various content areas' since %
am a multiple sub;ect candidate) % would li#e to learn more about how to use an integrative lesson in
sub;ects li#e $athematics' Aistor! and "cience)
,