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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 3/17/13 Emily Veenstra Subject/ Topic/ Theme Poetry: Syllable Count (Haiku) vs. Free Verse Grade ____7____

I. Objectives How does this lesson connect to the unit plan? This lesson is the second out of 5 lessons on poetry. It introduces two more forms of poetry: haiku and free verse. This lesson incorporates scientific observation skills outdoors. They will write poems from three different perspectives based off of these observations: Jonas, the Community members, and their own. Learners will be able to:
Compose a Haiku from the Communitys perspective (how they might view their observations) Construct a free verse poem from Jonas perspective (how he might view their observations) Observe Nature and copy down their findings on the five senses worksheet.
cognitivephysical R U Ap An E C* development socioemotional

X Create X Create X X Understand

Common Core standards (or GLCEs if not available in Common Core) addressed: R.NT.07.01 identify how the tensions among characters, communities, themes, and issues are related to their own experiences in classic, multicultural, and contemporary literature recognized for quality and literary merit. R.NT.07.02 analyze the structure, elements, style, and purpose of narrative genre including mystery, poetry, memoir, drama, myths, and legends. R.CM.07.01 connect personal knowledge, experiences, and understanding of the world to themes and perspectives in text through oral and written responses. S.IP.07.15 Construct charts and graphs from data and observations. S.RS.07.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. CCSS.ELA-Literacy.RL.7.5 Analyze how a dramas or poems form or structure (e.g., soliloquy, sonnet) contributes to its meaning CCSS.ELA-Literacy.L.7.5 Demonstrate understanding of gurative language, word relationships, and nuances in word meanings. CCSS.ELA-Literacy.L.7.6 Acquire and use accurately grade-appropriate general academic and domain-specic words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
(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. Outline assessment activities (applicable to this lesson) Students should know from previous science courses how observations are made using all five of the senses. Students will have read through Chapter___11____ in The Giver.
Pre-assessment (for learning): Have students write down their observations on the handout. Walk around outdoors to monitor where they are at in their observations Formative (for learning): Students will have, in their poetry guidebook, a section on both Haikus and Free Verse Poems. They can fill in these blanks once we come back inside. Formative (as learning): Students will write poems based off of their observations for the three different perspectives described above. Summative (of learning): Record the Poems they write in their poetry guidebook. Provide Multiple Means of Provide Multiple Means of Action Provide Multiple Means of Representation and Expression Engagement Provide options for perceptionProvide options for physical action- Provide options for recruiting interestmaking information perceptible increase options for interaction choice, relevance, value, authenticity, minimize threats Outdoor observations, poetry Field trip to the edge of the foresty guidebook, and class discussion. area behind the school. Choose between free verse and haiku to write their own poetry

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, 1-19-13 etc., for your students to do this lesson?

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 neurodevelopmentally, Counting syllables is a huge aspect of Outdoors, and indoors, writing either Continue to call it a poetry party and experientially, emotionally, writing haikus. haikus or free verse provide smarties for everyone who etc., for your students to do enters the password upon arrival.

this lesson?

Provide options for comprehensionactivate, apply & highlight

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?

Poetry Guidebook Sensory Sheet for observations outdoors. Clip boards (ask Mrs. Marsman about, otherwise curriculum center???). The Giver (of course!)

How will your classroom be Normal class set-up set up for this lesson? III. The Plan Describe teacher activities AND student activities Components Time for each component of the lesson. Include important higher order thinking questions and/or prompts. 5 min Read Psalm 148 Think back to last lesson and describe a vocabulary term that was learned that is evident in this Psalm. Share an example of a Haiku and an example of a Motivation Free Verse Poem that relates to nature or describing (opening/ something event that occurs in nature. introduction/ engagement) Explain that we are going to go study nature now, so we can write similar poemswith a Giver twist, of course. Go outside with the students, assess how they are doing with their senses/observation recordings. (Depending on the weather, you can head back inside for remainder of poem writing, or stay outside and gather together as a class.) 23 min -10 for writing each poem -3 to discuss Development Discuss how, based off of what we now know of the Mark an X by the descriptors that you would not see. (the largest community, the landscape that you see might differ if component or main body of the you were looking at it through the eyes of someone in Compose a Haiku from the perspective of someone in the Community. How might it look from Jonas the Community, based off of the remaining sensory lesson) perspective? details you have on your sheet. Write a free verse from Jonas perspective since he no longer has to abide by all the rules of the community, and since he now sees and understands so much more. Write down observations of sight, smell, hearing, touch, and taste.

7 min

5 min

Closure (conclusion, culmination, wrap-up)

Wrap up by sharing some of the poems that were written.

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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.) I think this lesson went fairly well over all. The thing that continually seems to trip me up is time. I do a terrible job of estimating how long each activity will take, and as a result I rush through things, trying to fit it all in, sometimes ignoring the things they are excited for. For example, today when we got back from outside, after they had written their own haikus, they really wanted to share them with each other. I was so focused on moving on to Free Verse Poetry, since we were almost out of time, that I completely overlooked their desire to share the poetry they had just written. I definitely missed out on an opportunity for them to share. I If I were to ever do this lesson again I would divide it up into two lessons, focusing on Haiku for one day and Free Verse for the next. I would also change the way I instructed the first class for going outside. The first class, I simply told them what we were going to do and brought them on their merry way. The second class I gave them clearer directions of what they were going to be doing once we got out there. This proved to be a better way of going about it, because they had a better picture of what they were looking for and how they should be acting with it. There was one time where one student began to wander a bit far from the vicinity that I had described but as soon as I called him back, he was fine. For assessment, I should have collected their Haikus and looked over them to be sure that everyone had the concept down. I think I have been looking towards the end too much, thinking that I will just judge by the end, but it will be more beneficial if I collect it all, and look over them prior to that, to see whether or not they are getting it so we can go over stuff they dont know, and not focus so much on what they already have down. I think tomorrow, when we are done with our free verse review I will collect their packets, rather than move on to the rest. With the free verse section of the lesson, I felt very rushed. They did not really understand the poetic devices because we went over the definitions so quickly, and moved on to writing free verse poems from Jonas perspective. I think it would be beneficial to re look at this information tomorrow in class, before moving on to the last poetry type we are discussing: Narrative Poetry. There were many things that I would have changed, and little things that I would have tweaked, but over all, I think this lesson went well. I am so glad that we went outside, and I think it definitely fulfilled the universal design for learning, providing multiple means of activity and engagement. I think it was so good for the student I have that has ADHD and is unmedicated to be outside, and even if he was a little distracted outside, it was no different from the distracted he would be in the classroom. It was also a way for him and the others to get out of the classroom, and experience nature for themselves, in order to write poems on it. (That being said, I am also very thankful that God answered my prayers, and the rain held off for the morning!)

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