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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alayna Ikerd


Date

Subject/ Topic/ Theme Poetry- contrasting ordinary and poetic language

Grade: First____

I. Objectives
How does this lesson connect to the unit plan?
Another lesson on poetry- we have been discussing choosing topics, turning big feelings into small details and different things, like line breaks. In this lesson we will
focus on learning how to show our feelings in our poetry by contrasting ordinary language and poetic language.
cognitiveR U Ap An E C*

Learners will be able to:

Understand the difference between ordinary writing and poetic writing


Utilize the smartboard to write
Identify the characteristics that make up poetic language
Adapt a sentence in ordinary language to poetic language with a partner
Utilize comparisons in their own writing to describe anything important

U
C
R
C
C

physical
development

socioemotional

X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-LITERACY.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
CCSS.ELA-LITERACY.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.1.C
Ask questions to clear up any confusion about the topics and texts under discussion.
(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)

The students should be able to already identify how to structure their poems and have some knowledge
of how to take big ideas and big feelings and create a focus in on a detail and create a poem from it.
The students also should have knowledge of topics that they can write their poems on- these are
already in their poetry notebooks.
They should be familiar with line breaks, finding rhythm in their words and other components of
poems, being able to use honest, precise words
The students should be familiar with the different types of poetic voices- addressing the subject,
speaking with feeling and lyrical expression and storytelling
The students should also be able to recognize patterns that they see in poetry, and create comparisons
to describe their feelings from a new perspective
Pre-assessment (for learning): Observe the students work and how it has been progressing through past
poems and writings that have been turned in
Formative (for learning): Listen to suggestions that the students give about how to change the ordinary language
into poetic language; listen as they adapt the ordinary sentences to become poetic with a partner.

Walk around and read what the students are writing and see how they are modifying and using the
techniques being taught to revise their own writing- are they utilizing poetic language?

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Formative (as learning): Prompt the students during independent work time- what are you working on today as a
poet?
What did you learn today and how are you using it in your writing time? How are you trying to use comparisons
in your poetry today?
Summative (of learning): Are they using poetic language in their poetry? Do they understand how to

utilize comparisons to create poetic language?


Provide Multiple Means of
Representation
Provide options for perceptionmaking information perceptible
The information is displayed on the
whiteboard, as well as,
demonstrated through lecture and
example

They will be able to demonstrate


their knowledge through discussion
and through writing on paper and
the smartboard

Provide Multiple Means of


Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
They are able to write during
discussion using the interactive
white board
They are able to set up writing
stations (a 3 sided piece of
cardboard) that blocks out
distractions.

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
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, masteryoriented feedback

They are able to collaborate


with their peers to write in
poetic language, as well as, the
rest of the class
Provide options for comprehensionactivate, apply & highlight

They are given time to take


what we discussed and put it
into practice in their own
writing

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

Provide Multiple Means of Action


and Expression
Provide options for physical actionincrease options for interaction

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

They are able to see the work


that they got done that day, and
evaluate what strategies that
they need to continue
developing

Word document creation of the Ordinary language vs. Poetic language chart- unfinished
Separate document with the examples they are going to create by writing on the board
Smartboard
Smartboard markers
Computer
Normal Classroom set up-

How will your classroom


be set up for this lesson?

We will be on the carpet- teacher by the doc camera- for the teaching portion (30 minutes)
The students will be at their seats for the remainder of the time writing using comparisons in their
poetry

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Yesterday we looked that when a poet wants to
show that they are happy, they do so by using
comparisons rather that just coming out and saying
it. We looked at Zos poem inside my heart and

saw how she describes how full her heart was by


using comparisons.
We can use these comparisons not only to
describe how we are feeling but almost anything
important. When we write poems, we dont just
look for ways to show our feelings, we also look
for ways to help readers picture and experience
whatever we see and experience. Today we are
going to see how poets compare whatever were
writing about.
Show the contrasting ordinary and poetic
language chart on the smartboard
Do you notice how the ordinary language changed
into poetic language in a fresh way by comparing?
For example, when it says the room is quiet- it
doesnt actually mean that the room is asleep.
I want you to turn with a partner and see if you
can come up with an idea to write for the next
example of ordinary language- the sky is blue

Have 3-4 of the children come up and write their


ideas using the smartboard

Read examples writtenDevelopment


(the largest
component or
main body of
the lesson)

Wow- these are all great ideas, and fresh ways that
we found to say what we want to say- comparing is
an important tool in poetry.
Lets try the same thing with the next one too!
The wind makes the classroom door shut loudly

Have 3 or 4 students come up and write their


examples on the smartboard

Read the examples


These are all excellent ways to show poetic
writing! Whenever we write poetry, we have to
make sure that we really feel and see and hear what
we are trying to say, one thing that helps us do this
is using comparisons. So, I want you all to head
back to your seats and try using more comparisons
in your writing today!
Walk around and observe the students work.
Ask them, are you using comparisons in your
writing today? Is there anything that I can help
you with as a writer today?
Closure
(conclusion,
culmination,
wrap-up)

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Sharing their work


Alright boys and girls, its time to finish up your
last thoughts and grab your favorite poem that you
wrote today and take it to the carpet.

Grab poems and head to the carpet

Once students are gathered on the carpetShare with your partner the work you are so proud
of today, and partners I want you to share
something interesting that you heard in the poem.

Students should either be reading or actively


listening to their partner.

Have a few students read theirs out loud and


praise the good comparisons you hear
Excellent work today class! I love that you all
used so many detailed comparisons in your
writing! Its time for us to head back to our seats
and put away all of our writing materials.

They should gather up their things and put away


writing materials.

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.)

McCormick Calkins, L., & Parsons, S. (2003). Poetry: Powerful Thoughts in Tiny Packages (pp. 55-62). N.p.: Firsthand Books.

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