Contextual Information:

Task 3

My classroom is a second grade classroom with 24 students. In this second grade classroom we teach the content areas of English Language Arts, Math, Science, and Social Studies as well as writing. The classroom contains one student who is in the classroom for only 15-30 minutes of the afternoon who has autism. This student starts off in our classroom, eats lunch, and has recess with the class and some days is in the class for mathematics. One physical need that one students in my classroom has is the need for a hearing aid. To accommodate for this need we have to wear a microphone during instruction time inside the classroom. From what I can tell from the classroom there are not any real need for social and behavior factors that impact instruction time. Last, developmental needs that my cooperating teacher and I have noticed are one particular student who continues to regress. This student will not do work independently but needs someone who can sit next to them to read them the problems on that test. As far as school and community factors that impact the teaching is support. I believe both the school and the community needs support for students, parents, and teachers. The more support we get outside of the classroom the better our classroom becomes. 3.1.1 I will use the learning theory by Vygotsky (lesson plan at the end of this section) by teaching through scaffolding. The theory is, according to wisegeek.org, "a term used to describe a method of teaching that involves providing resources and support to students as they learn new concepts. As the students develop skills in those areas, the supports are gradually removed so the student can accomplish a task with no assistance." I will use it by first modeling, then active engagement where the students are allowed to try through teacher direction, and last on their own. The learning goals for this lesson is that the student will be able to write a poem by creating a story using what they see, what they love, and something they worry about. The standard is CCSS.ELA-LITERACY.RL.2.4Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. The standard will guide the lesson, because before teaching the lesson the students must understand what each of the poetry characteristics in the standard CCSS ELA-LITERACY.RL. 2.4 is. The content focus for this lesson is writing a poem through a child's imagination. First, students will be able to link back to previous lessons of the week when immersed through poetry that have rhythm, rhyme, alliteration, stanzas, line breaks, repeated lines, and that tell a story using different elements as well. This way students are familiar with many different types of poems. Sometimes poetry is a scary thought to children, but it is all about how it addressed to them! When taught with enthusiasm and in excitement it is easier for students to reach the criteria you want them to be at.

Lander University Lesson Plan Teacher Candidate: Ginna Weatherford Lesson # 3 Subject\/Grade: Writing/2nd Date and Time of Lesson: 3/20/2014 9:00

Learning Objective: The student will be able to write a poem by creating a story using what they see, what they love, and something they worry about. Alignment with Standards: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.

Developmental Appropriateness or Cross-curricular connections: Creating a poem using feeling and expression is appropriate for second grade students because it is a part of the common core standards. It allows them to use their imagination and create a story using a poem. Assessment(s) of the Objectives: Lesson Objectives: Assessments of Objectives: The student will be able to write a poem by creating a story using what they see, what they love, and something they worry about. Pre-Assessment: As students are turning to talk on the carpet listen for if a child is struggling to grasp the topic or struggling to be imaginative. During Assessment: Monitor students as they organize their thoughts in the house of poetry. Stop any students and redirect if needed. This is an informal assessment through teacher observation. After Assessment: The teacher will review the poems and assess how well the students did on creating a poem with feeling and looking through poet eyes.

Use of Formative Assessment At the end of the poetry unit the students will be able to pick out their favorite poem and share in the poetry writing celebration. At this point the teacher will be able to assess how well the students did through the poetry unit.

Accommodations: Accommodate for weather conditions. If it is too cold or rainy you could do one of two things. 1. Have a box of items and have students blindy pick one object to use poet eyes on. 2. Have students quickly scan the room for an item of their choice. You may also need to accommodate for early finishers by allowing them to pick another object from the room (since you are already inside they will not be

allowed back outside unless they can picture the item in their head). They can gather their thoughts on the house of poetry and make a new poem.

Materials: 1. 2 poems (The Pencil Sharpener & The Ceiling) 2. Copy of the House of Poetry per child 3. 2 poster size copies of the House of Poetry 4. Poetry paper for every child plus a few extra for early finishers 5. Pencil 6. Clipboards Procedures:
Teaching Point: You saw a lot of things on your way to school like buses, kids, and trees. I even saw a plane in the morning sky. You saw these things with your regular eyes. But I have a secret to share. Poets dont see things with regular eyes they see the world differently. In our unit, you are going to have to put on poet glasses to see with poet eyes. This is important because much of a poets work comes before your pencil even touches paper!!Today I want to teach you that poets see with poet eyes. Poets look at things with their hearts and minds. They sometimes look at things from different angles or think about what things resemble, looks like. This helps poets write about the world in different unusual ways. 1. For starters, use your regular eyes to take a quick look at our pencil sharpener. Youll see why in a minute. Take a look and get ready to share what you see (Turn and Talk). 2. What I see is a box. A machine that makes my pencil sharp. We have just looked at our pencil sharpener with regular eyes. Now lets put on our glasses and see how we would view our pencil sharpener with poet eyes. Pay attention to how I saw the world in a fresh new way. (Think aloud the poets vision) Vision: The pencil sharpener is a bee hive and there are hundreds of bees inside making my pencil sharp. Now lets put my thoughts into my house of poetry. 3. House of Poetry See: a bee hive with bees inside Worry: what if there arent any bees to make my pencil sharp. Love: in the end, my pencil comes out sharp, just like I wanted. Poets, do you see how we gathered our thoughts after using our poet glasses to create an exciting new way to view our ordinary pencil sharpener. Now watch as I think deeper and create a poem based on the information from my poetry house. Poem: I think there are a hundred bees inside the pencil sharpener. but what if there are not?

soon, they buzz and buzz and buzz until my point is sharp! Poets, did you notice how I used my regular eyes to look at our pencil sharpener and then I used poet eyes and saw it as a bee hive? I also gathered my thoughts by using a house of poetry to organize what I wanted to say in my poem. Letting the kids try: 1. Look at the ceiling with your regular eyes.What do you see? (turn & tell your partner) 2. Call the class back as whole group. 3. Now, look at the ceiling with your poet eyes! What changed? **Comment on what you say some of the children were saying. 4. Now lets think aloud about our house of poetry & write some of the ideas down! 5. As the teacher facilitate students into thinking about the categories on the house of poetry. Write many ideas down that the children have discussed. 6. Now..remember next we get to write our poem! I want you to give me a thumbs up on your knee whenever you have an idea about how our poem could go using the words we wrote on our house of poetry! 7. Allow students then to turn and tell their partner what they decided of how their poem could go. 8. Reveal the poem that you wrote The Ceiling The ceiling is the sky for the classroom It protects me from the storm 9. Guys do you see how easy it is to write a poem by first organizing our thoughts with the house of poetry and then creating a poem! Today, you are going to get to do the same thing! You are going to get to walk outside and choose an object using your regular eyes.**REMIND STUDENTS RULES OUTSIDE** You are going to put on your poet eyes to see what the object turns into. Then, you are going to fill in the information into your house of poetry and create an original poem about your object just like I did. First you will look outside at an object with your regular eyes. Quickly pick an object. Then you will look at that same object with poet eyes and see what it can turn into! After think about a story or some ideas for the object by writing it in your house of poetry. When we come inside then you will get to write your poem. Lets Go!

Line up the students

Activity Analysis: 1. Steps to Making a Poem: 1st done by the teacher as a model. This allows the students to see what is expected of them. a. Look through your regular eyes b. Look with poet eyes c. Find the object and what does it turn into? d. Gather thoughts on the House of Poetry e. Write a poem 2. Turn and tell your partner: This allows for partner reinforcement and an informal assessment of how well the students did with understanding the above activity through teacher observation. a. Look through your regular eyes b. Look with poet eyes c. Find the object and what does it turn into? d. Gather thoughts on the House of Poetry e. Write a poem 3. Its the students turn to follow the above format as an individual.

References: Calkins, Lucy. Poetry: Big Thoughts in Small Packages. Heinemann. 2013. 3.1.2
The students will be engaged in both direct and interactive instructional strategies. Through direct instructional strategies you can excite the kids with how you are teaching the content. Second, through interactive they are allowed to be hands on with poetry and using their thoughts together to add ideas for the poems. By allowing for interactive instructional strategy, you are reaching the learning goal by allowing children to see how other children feel about what they are talking about and gathering ideas for the poem. I decided to use whole group and partner talking for the lesson. The whole group instruction is through direct instruction and the partner talking is through interactive instruction. This way the students are engaged in both and will not be bored and can keep the enthusiasm and imagination ideas flowing. 3.1.3 1. Steps to Making a Poem: 1st done by the teacher as a model. This allows the students to see what is expected of them and the steps to how to do the upcoming activity. a. Look through your regular eyes b. Look with poet eyes c. Find the object and what does it turn into? d.Gather thoughts on the House of Poetry

e. Write a poem 2. Turn and tell your partner: This allows for partner reinforcement and an informal assessment of how well the students did with understanding the above activity through teacher observation. The students will be again complete the a-e steps above. 3. Its the students turn to follow the above format as an individual. Now, alone, the students will complete steps a-e alone. These learning activities address students strengths and needs through both scaffolding and partner talking. Stronger students can assist weaker students through partner talking. The students weaknesses can also be addressed when the teacher first models the activity. The class does very well through engagement with one another and this was seen in previous lessons in reading workshop. The mini lessons provided through Lucy also call for modeling, active engagement, then releasing students to do it on their own. 3.1.4 The materials are listed below: 1.2 poems (The Pencil Sharpener & The Ceiling) 2.Copy of the House of Poetry per child 3.2 poster size copies of the House of Poetry 4.Poetry paper for every child plus a few extra for early finishers 5.Pencil 6.Clipboards Each of the materials listed are important for each process of the lesson. This includes the thoughts that are gather for modeling, the poem gathered for modeling, the students engagement, and last the stage for one their own. For this lesson, technology is not used. Their will be poster size poems that are generated through the computer but printed off. This makes it easier for students to visualize what is being done rather than just hearing the poem. 3.2.1 Focus student 1 has a strength at using their imagination, but a weakness in writing. So writing a poem will be a challenging for focus student 1 in both gathering thoughts and writing them down plus developing a poem from their thoughts. Providing a model and then giving them the opportunity to discuss poem with their carpet partner could provide the skill for creating the poem on their own. I did this as a way to differentiate the lesson by not just having a model and then the opportunity to do it individually. I modified by adding a part to the lesson where we go through the steps as a group, but with a new object (the ceiling) and having them do the steps as a group by discussing with their partners and then moves into whole group. This is through the process of scaffolding. I will collect evidence on the progress of focus student one through anecdotal note taking and observation. This will allow me to monitor whether focus student 1 needs to be refocused or redirected into the right direction. I would collect data for progress by taking up the though process of the poem and the poem itself. Focus student 2 has strengths in both writing, imagination, and excellent at gathering thoughts and to thoughts share aloud. Focus student 2 will probably

not be challenged by only developing the thoughts nor writing the poem, but I could challenge this focus student by having them write a longer poem or if they finish early have the student write a second poem by something they can imagine. By having focus student 2 push their imagination, is one way that I could easily differentiate the lesson to meet learning goals. I would collect data from the poem whether he wrote it with a story with feelings with love and worry.

Differentiated Lesson Plan for Focus student one: The lesson plan posted would remain the same, but listed in the accommodations are plans for students who are struggling with writing the poem. I would allow focus student one to sit with me or guide them into doing the steps for writing poetry but coming up with the new object, organizing the ideas, and then writing the poem. Focus student one needs modifications in the lesson due to a weak vocabulary. Focus student one needs resources to help with spelling and how to write complete sentences for the poem. So the procedure of the lesson plan remains the same as whole group, but more guidance is given to focus student one rather than just allowing them to do it alone. Differentiated Lesson Plan for Focus Student Two: The lesson plan posted earlier and procedures would remain the same, but listed in the accommodations are plans for students who are early finishers like focus student two need to look and remember the characteristics of poems like alliterations, rhythm, rhyme, onomatopoeia, line breaks/white space, etc. and use these to add to focus student ones poem. This way they are thinking deeper about writing a poem and being more descriptive by writing longer and stronger pieces.
3.3.1. After reading each student's poem, I was able to gather that by creating a House of Poetry, to gather thoughts before writing them, the students could easily write a poem. This made the writing much easier than simply trying to come up with a poem about a random objects through poet eyes. Using the house of poetry the students were able to come up with what they saw, how it made them worry about something, and what they loved about the object or the ending product. This allowed students to feel something about their new perspectives and by using these thoughts write a poem. This could be related to how we feel about something and how we are able to organize our thoughts about it, whether good or bad. To modify and make a lesson more engaged the students were given poet glasses to visualize the world in a new way. I believe that this made the lesson better, because the children really thought the glasses were magical and caused objects to come to life. This was were excitement from the teacher's direct modeling came into play. If I would have not really thought the glasses could help things like a pencil sharpener become a beehive then the kids would not either. Student-to-teacher and student-to-student interactions occurred throughout the entire

lesson. I took steps in starting with teacher-to-student through modeling the activity the students were required to complete. I then used student-to-student interaction by pairing students together throughout the whole class steps to making a poem process. This way if someone still was not quite sure their partner could guide them into a better understanding. I believe it impacted student engagement and learning in a positive manner because there was direct instruction and then interactive. As students were outside viewing the world with their poet glasses I walked around and observed how each student was viewing the new world. I would ask simple questions or give positive encouragement to each student. During the process of writing the poem I monitored the student's progress and stopped at students who needed a little push.

3.3.2.

Focus student one achieved the learning with support from me, and focus student two wrote a poem without any assistance at all. I differentiated the lesson for focus student one by allowing him to tell me what he saw to fill in the house of poetry to organize his thoughts. I then guided focus student one into writing the poem. Since focus student one has trouble with spelling this was the most difficult and frustrating part. Focus student two, however, rushed through with no issues at all. This is where I had to accommodate for early finishers and they were allowed to

pick a new object, look with poet eyes, and write a new poem. Both focus students met the learning goals of writing a poem, but in different ways.

3.4.1
I used the instructional strategy of indirect instruction. I did this by using hands-on poet glasses made of construction paper that the students believed to truly be magical. As the children were looking at the world with poet eyes, they all seemed to see the world in fresh new ways. It was great to see them understand the lesson. The glasses were a resource used in the lesson. I used indirect instruction by providing a hands-on interactive (also a instruction strategy) to guide the lesson learning goals of writing a poem. Also, indirect instruction begins when the teacher stops being a lecturer but a supporter and resource person for the students. I did this with the students who needed more help in gathering thoughts or writing the poem and supported their words and explaining how to write them into an organizer and then making them into a poem. I will use this evidence by gathering manipulatives for each lesson that students can use a hands-on approach to learning and these types of activities will allow for the information in the lesson stay in their mind. I will also continue to conference with students during writing time, because it helps me be a resource for children rather than telling than what to do. I can explore their thoughts with them and guide them into the right direction. 3.4.2 Through teacher observation and reading the poems and how well the students could gather their thoughts gave me insight on how to plan for focus student one and two. Focus student one really needs guidance in spelling words, but not just by being told how to spell them. By teaching this focus student to phonically spell words or knowing

the simple sights words focus student one could write a simple poem with words spelled mostly correct. Focus student two on the other hand, rushes through simple task like these and doing only the basic to be done. I want to push focus student two into making longer stronger pieces of writing and build the vocabulary of focus student two. I could do this by taking the first poem focus student two wrote and adding a new spin or details into their own poem, and showing them exactly how I did this. This would be the model and then pushing them to do the activity in deeper thought the next time. I would differentiate future lessons for focus student one simply by providing more support. Providing more support for focus student one can lead to a better understanding of the material and not as much frustration and giving up as before. I would change focus student two's outlook on things but challenging them to push harder and think deeper into reading, prompts and writing. This way early finishers would not all be done and bored at the end of the lesson. Also, focus student one can focus on writing new poems using the learned characteristics of poetry.