Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Kenton McRuer

Date 4/19/15
Grade _9_______________

Subject/ Topic/ Theme

Web of Experience/Aesthics Sonnets Part 1

I. Objectives
How does this lesson connect to the unit plan?
Students are introduced the Shakespeares sonnets, and practice appreciation for aesthesis in literature, allowing for a stronger personal connection with the text
allowing for a more careful reading and future literacy skills
cognitiveR U Ap An E C*

Learners will be able to:

U
Ap
A
C

Identify imagery in one of Shakespeares sonnets

Connect words, images, and ideas from a sonnet into other aspects of their personal experience
Appreciate aesthetic qualities of beauty within a poem

physical
development

socioemotional

Common Core standards (or GLCEs if not available in Common Core) addressed:
By the end of grade 9, read and comprehend literature, including stories, dramas, and poems
(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.

General knowledge of poetic form/rhyme scheme

Ability to listen and read carefully
Pre-assessment (for learning):

Students are asked to consider: what do you find beautiful?

Outline assessment
activities
(applicable to this lesson)

Formative (for learning):

Students take turns presenting their item and briefly explaining its beauty
Formative (as learning):

Students practice reading for aesthetics qualities in sonnets

Summative (of learning):
Students practice creating a web of experience while reading sonnets
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
The students physically present
their object of beauty to the
classroom

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

What barriers might this

lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

9-15-14

Students have options in how

they choose to express
themselves and their
comprehension through their
discussion/presentation of their
object as well as through the
word web activity

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students are given an option to
show and tell about something of
beauty/meaning to them. The
classroom is situated In a circle to
minimize the threat of presenting at
the front of the room
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, masteryoriented feedback

The lesson provides varied

activities building the
information that preceded it.
The teacher and students give
each other verbal feedback
through discussion and activity
during the entire process

Provide options for comprehensionactivate, apply & highlight

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

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

The students ideas about

aesthetics and beauty are
This lesson plan addresses goals
activated before the come into
towards closer reading and
class as they search their
home/belongings for something higher literacy function.
Connects poems to students
of beauty. They apply their
personal lives through deep
ideas by briefly presenting to
questions
the class. They apply further
development in this field by
picking apart a poems
aesthetics through the web of
experience activity. They
highlight what they have
learned in a brief essay on what
makes a specific sonnet sound
beautiful
Students object from home, sonnet packet/handout, computers and popplet.com

The classroom desks will be arranged in a circle

How will your classroom
be set up for this lesson?
III. The Plan
Time
0:15

Components
Motivation
(opening/
introduction/
engagement)

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Teacher opening questions:
The students will write a brief journal
What is beauty?
answering warm-up discussion questions
What makes something beautiful?
Students will then raise their hands and
engage in a class discussion, by
What are possible advantages to
contributing their answers and insight to
connecting a text to our own personal
the questions aloud
experience or imagination?
Can words be beautiful?

0:45

9-15-14

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

The teacher organizes the classroom into a

circle
The teacher instructs students to take turns
showing their object and explaining why
they chose it
(From the previous day: the teacher
assigned the class to bring in an object,
picture, book, poem, art piece, toy, etc.
from home that they think has beauty)

Students will take turns presenting their

object to the class explaining why they
think their particular item strikes them as
beautiful addressing the classrooms
preconceptions and perspectives on
beauty/aesthetics

0:45

The students engage in a web of

experience exercise creating a map of
their mental connections to what they read

in a sonnet
Mental connections can range from
anything: personal experience, other texts,

1:00
stream of consciousness etc.
Students will write short paper assignment
at home
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.)

9-15-14

Closure
(conclusion,
culmination,
wrap-up)

The teacher assigns a web of experience

exercise using popplet.com
The teacher instructs the students on how
to log in a create a free trial of
popplet.com
The teacher assigns a short paper
assessment on answering the question:
What makes Sonnet #__ beautiful?