Concordia University Chicago College of Education

Teacher Candidate: Keiandra Scott Subject: Language Arts Central Focus: Poetry Grade Level(s): 12th

Lesson Plan Design 2014 adapted for EDUC1070

Date:4/16/14 Course for which the Lesson is developed:EDUC-1070 Classroom Teacher: Ms. Scott Time allotted: 80 minutes

Standard(s)/Benchmark(s) to be met in the Lesson: (ILS, Common Core, or Professional Learning Standards) Each standard should correspond to one or more objective.

Learning Objective(s): What are the students expected to know and/or do in the lesson? Write out each specific objective to be met by students in the lesson. Students will be able to identify the subject of the peom. Students will be able to identify the theme of the poem. Students will be able to reconstruct a paraphrased form of the poem. Students will be able to analyze the poem to form a literal and figurative meaning. Students will be able to demonstrate their skills in a finally analytical paper.

2.A.5b Evaluate relationships between and among character, plot, setting, theme, conflict and resolution and their influence on the effectiveness of a literary piece. 2.A.5c Analyze the development of form (e.g., short stories, essays, speeches, poetry, plays, novels) and purpose in American literature and literature of other countries.

Assessment (Identify the type(s) of assessment used in this lesson. Explain how it provides evidence that students will meet the objective(s). At least one type of assessment is required in a lesson plan.) Diagnostic (Pre-): (Formal or Informal) What is subject? theme? Does anyone know anything about paraphrasing? Formative: (Formal or Informal) When the poem is selected you ask the class to identify subject, theme, and to start paraphrasing as I walk around to observe progress Reflective: (Formal or Informal) Think about how the subject and the theme relates to the poem. Come up with explanations of a literal and figurative meaning. Summative: (Formal or Informal) Graded assessment of their own poem of their choice completed like the ones done in class. Also QR code worksheet is graded for completion Academic Language Explain how the Academic Language is scaffolded in the Lesson using Sensory, Graphic and/or Interactive supports. These items will eventually be used to help write an analytical paper where you will have to identify

List the Academic Language used in the Lesson. Include vocabulary, process terms, and syntax language. Subject- The topic of the poem Theme- What the poem is about

Describe the Evidence that Students know and use

Academic Language appropriately: When the students explain who and what the poem is about.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Paraphrasing- Putting the poem in your own words for easier understanding

Lesson Plan Design 2014 adapted for EDUC1070

them and explain their importance to the central meaning of the poem.

Procedures: List in sequence the actions taken by teacher and students throughout the lesson. A. Engage Students: (Diagnostic/Pre-Assessment must be included here.) Begin with students picking a poem and using Wordle to create a picture. Then move on to an open discussion of what subject and theme are. B. Communicate the Purpose of the Lesson to Students (Objectives and Assessment stated for students to understand): Students will be able to identify the subject of the peom. Students will be able to identify the theme of the poem. Students will be able to reconstruct a paraphrased form of the poem. Students will be able to analyze the poem to form a literal and figurative meaning. Students will be able to demonstrate their skills in a finally analytical paper. C. Instructional Sequence: (include technology this is a technology class) 1. Have the students pick their favorite Maya Angelou poem 2. Have the students use Wordle to make a picture 3. Have an open discussion about what they think Subject and Theme means 4. Pick a sample poem to discus as a class 5. Read the poem aloud 6. Identify what the subject of the poem is 7. Identify what the theme is 8. Explain to the students what paraphrasing a poem is and discuss how to properly paraphrase 9. Paraphrase the Maya Angelou poem that was chosen 10. Break the students off into assign groups and tell them what to accomplish using their iPads 11. Bring them back together as a class so that they can begin the QR worksheet for in-class work 12. Assign homework on identifying subject, theme, and paraphrasing to prepare them for their analytical paper on a poem of their choice.

D. Monitoring Student Engagement and Learning: (What will the teacher do to ensure student engagement?) Make sure to ask questions about the subject and theme. Make sure the students are taking notes.
Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.

Concordia University Chicago College of Education

Lesson Plan Design 2014 adapted for EDUC1070

E. Student Interactions: (How will you structure opportunities for students to work with partners or in groups? What criteria will you use when forming groups?) When asking questions based on the lesson, make sure to take note of the stronger students who understand what they are doing. When forming groups make sure there is one strong student in each of the groups. When in groups tell them to pick a new poem, read it aloud, then discuss the subject, theme, tones, and then finally paraphrase the poem. F. Closure: Explain how the purpose of the Lesson is clearly restated by students (Objectives and Assessment include your summative assessment here) Ask once again what exactly subject, theme and paraphrasing are.

Lesson Plan Details Instructional Materials: Paper, pencils, Maya Angelou poems, Wordle.com, note taking tools, iPad for activities, power point on: subject, them, and paraphrasing Use of Technology: QR worksheets, Videos on poetry speaking, Poet Pad app

Safety in the Physical Environment: Students should feel comfortable sharing and in order to do this, keep conversation light and use a lot of encouragement.

Implemented August 2013 Adapted from Layzell, D., (2013). Lesson Plan Model. Illinois State University; Leland Stanford Junior University (2012) ed-Teacher Performance Assessment; Tomlinson, C. (2004) How to differentiate in mixed ability classrooms; Worldclass Instructional Design and Assessment (2012) WIDA 2012 Amplified ELD Standards.