Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date I. Objectives How does this lesson connect to the unit plan? This lesson is on the editing of poetry. Editing poetry is one of the standards which must be met for this unit. Learners will be able to: Look at their own poems are find mistakes Read peers poems and edit them Neatly copy their edited poems over to another sheet of paper
cognitiveR U Ap An E C* physical development socioemotiona l

Abby Wierenga Subject/ Topic/ Theme Editing poetry Grade _______2_________

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Common Core standards (or GLCEs if not available in Common Core) addressed: Editing poetry. Revising poems. Editing poems: reading aloud to find trouble spots.
(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 the different types of poems we have learned so far (couplet, haiku, repeating, descriptive, point of view). Have a general knowledge of how to edit and revise.
Pre-assessment (for learning):

Ask students what the five types of poems we have learned so far are. Outline assessment activities (applicable to this lesson)
Formative (for learning):

Review what each poem should have in it and what poems they should have.
Formative (as learning):

Edit their peers poems and their own.

Summative (of learning):

A finished booklet of edited poems. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible 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

Editing their peers poems gives them interaction with others.

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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

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

Editing peers poems.

Provide options for comprehensionactivate, apply & highlight

Apply skills they know about editing and revising as well as spelling and handwriting.

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

Editing their own poems.

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

Marking pens which are in the back of the room. Powerpoint. Break students into groups of three based on which ones are done with their poems and which ones still need time to finish them.

Normal setup 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. Review what poems we have written so far (couplet, Answer questions. repeating, haiku, descriptive, and point of view). What poems have we written? What has each one been about? What makes up each type of poem?

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

Students will be paired into groups of three Finish and edit poems according to when they finish their poems. Students who are done with all five will then edit each others poems. Students who are not finished will finish their poems and then be put into a group. Editing points: it helps to read poems aloud and see what doesnt sound right. Check spelling to make sure they have spelled everything correctly. Make sure that they have all the components in the poem that they are supposed to have (ie. a metaphor in the descriptive or staying in a different point of view). Once all of their poems have been edited by the two other people then students will carefully rewrite Carefully rewrite poems onto a different paper. their poems onto another paper. Use pb Once done give to Miss Wierenga. handwriting. When all done hand all poems to me so I can bind them together.

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Closure (conclusion, culmination, wrap-up)

Explain that next lesson we will be doing a poetry jam where everyone will be able to read one of their favorite poems they wrote to the class.

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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