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CEP Lesson Plan Form

Teacher: Angelia Martinez Date: 1-16-19

School: Blevins Middle School Grade Level: 7th Content Area: PreAP English

Title: “I Have A Dream” Speech – Martin Luther King Jr. and Found Poetry Lesson #: 1 of 4

Lesson Idea/Topic and Rational/Relevance: Students will begin class doing SSR (sustained silent
What are you going to teach and why is this reading). This is an opportunity to catch up on book club
lesson important to these students? What reading and/or work. It enhances reading skills and
has already happened in this classroom builds vocabulary.
surrounding the subject you will be
teaching? What do students already know? Students will view Martin Luther King Jr.’s “I Have A
Why are you going to teach this topic now Dream” speech (for a second time) and be expected to
(how does it fit in the curricular sequence)? annotate the text of the speech while doing so. This is
hat teaching methods/strategy will you be important for students because annotating skills are
use and why? necessary for analysis of text, and students will get
practice looking for vivid language. The found poem
assignment will also be introduced to students on this
day, and students will be using MLK’s speech to create a
poem. Through this assignment, students will practice
making mental images, as well as creatively organizing
words/phrases into a poem.

The students have previously viewed this same speech


the day before; however, viewing it a second time allows
students to catch any information one may have missed
the first time around and helps students focus on the
annotation piece-- but also acts as a safety net for
students that may have been absent yesterday.

I am going to teach this topic now because Monday 1/21


was MLK day. We are also currently in the Civil Rights
Movement unit. It’s important that students know about
this time period/events/individuals because some of
these conflicts still continue to reappear in today’s
society. Students are also answering the following
essential question at the end of the unit: How would the
Civil Rights Movement have been different without your
individual? (Although, students are taking a break from
these projects this week).

Agenda:

-SSR

-Re-watch/annotate video

-Introduction to Found Poem Activity

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-Start creating Found Poems

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

7.2.3 Reading for all Purpose: Purpose, tone, and meaning in word choices influence literary,
persuasive, and informational texts

https://www.cde.state.co.us/coreadingwriting/statestandards

Teacher Candidate Quality Standards CEP:

CEPTC Quality Standard #1


Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, and their
district’s organized plan of instruction.

CEPTC Quality Standard #2


Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Element a: Teachers foster a predictable learning environment characterized by acceptable student


behavior and efficient use of time in which each student has a positive, nurturing relationship with caring
adults and peers.
Element b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects
of diversity, while working toward common goals as a community of learners.

CEPTC Quality Standard #3


Teachers plan and deliver effective instruction and create an environment that facilitates learning for their
students.
Element c: Teachers integrate and utilize appropriate available technology to engage students in
authentic learning experience.
Element f: Teachers model and promote effective communication.

Understandings: (Big Ideas)

Students will understand how to look for key points and vivid language in a text. Students will also
understand how to make mental images.

Students will be able to annotate a text and write a found poem.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)

o How do social injustices and inequalities impact history and current day events?

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o What images come to mind as you read?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Annotate a text and write a found poem.

This means: I can look for vivid language in a text. I can creatively organize words and phrases into a
poem.

List of Assessments: (Note whether the assessment is formative or summative)

Formative Assessment:

Effectively annotating “I Have A Dream” speech and sharing key findings

Summative Assessment:

Found Poem (created using “I Have A Dream” speech)

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CEP Lesson Plan Form

Planned Lesson Activities


Name and Purpose of Lesson
Should be a creative title for you and the students to “I Have A Dream” Speech – Martin Luther King Jr. and Found Poetry
associate with the activity. Think of the purpose as
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials  Writing utensil, highlighters
How long do you expect the activity to last and what  Possible extra copies of speech, instructions for found poem is on the back page
materials will you need? of this packet (handed out Tuesday)
→ Laptops for those that do not have a copy of speech and if there are no extra copies
 “I Have A Dream” Speech – Martin Luther King Jr.
https://www.youtube.com/watch?v=I47Y6VHc3Ms (17:28 min.)
 Sample Found Poem Student Examples (physical copies)
→ poster paper and colored pencils/markers/crayons for those that finish typing poem

Anticipatory Set
The “hook” to grab students’ attention. These are “Think back to yesterday when we watched Martin Luther King Jr.’s “I Have a Dream”
actions and statements by the teacher to relate the speech. What is it about Dr. King’s speech that resonates with people? Why after all these
experiences of the students to the objectives of the years do people still reference this speech?” -- (allow for student answers)
lesson, To put students into a receptive frame of
mind. Anticipated Answers: important voice in the American civil rights movement, activist, strong belief
in non-violent protest, against segregation, led movement, assassinated, etc.
 To focus student attention on the lesson.
 To create an organizing framework for the “How many of you can think of a song that comes to mind that really resonates with you.
ideas, principles, or information that is to When you hear a song, you may think, ‘Wow I really feel that, these lyrics are so
follow (advanced organizers) powerful!’ By a show of hands (I don’t need you to share specific examples, but just by a
An anticipatory set is used any time a different show of hands). Yes! So many of us have experienced this, and quite honestly, this is how
activity or new concept is to be introduced. much of society feels about Dr. King’s Speech. Martin Luther King Jr. uses such vivid
imagery in his not only his “I Have a Dream” speech, but in all of his speeches—and that’s
why he is so valued and referenced to. So today, we’re going to re-watch the speech with
your copy of the speech in front of you, please follow along/listen, and annotate once
more (meaning underlining specific lines of text that really resonate with you because
you will be using these later today; so make sure you underline something).

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How do you intent to engage your students in


thinking during the Anticipatory Set? The strategy I intend to use is: Reflection/Relating to the Student

Why are you using it at this point in your lesson? I am using this strategy here because: I want to bridge the connection between
yesterday’s lesson and today’s. This will not only be a reminder for students, but also to
provide purpose in studying this speech to this day. By asking students to think of song
that resonates with them, this makes the question I ask more relatable, purposeful and
comprehensible.

Procedures  SSR: Students will read silently/independently (20 min.) INDIVIDUAL PRACTICE
(Include a play-by-play account of what students and Interpersonal
teacher will do from the minute they arrive to the
minute they leave your classroom. Indicate the  “I Have A Dream” MLK Speech: students will take out their individual copies of
length of each segment of the lesson. List actual this MODELING
minutes.)
Indicate whether each is: Tell students that we will re-watch the video and that they will need to continue/finalize
-teacher input annotations on this. Remind them to look for uses of vivid imagery in the speech.
-modeling
-questioning strategies  Replay Video of Full Speech: (17:28 min.) MODELING
-guided/unguided: https://www.youtube.com/watch?v=I47Y6VHc3Ms
-whole-class practice  Sharing Out: Ask volunteers to share some key things they noticed OR what
-group practice passages stood out to them (5 min.) WHOLE-CLASS PRACTICE
-individual practice
-check for understanding  Found Poem Directions (on last page of the speech): Specifically, using
-other words/phrases from a text to create an original poem. Students will be using
MLK’s speech to create their own found poems! (5 min.) TEACHER INPUT
Linguistic, Musical/Rhythmic

 Show Student Examples: This will visually allow students to see how others have
structured/designed the poems (5 min.) MODELING/TEACHER INPUT
Visual/Spatial

Note: Encourage students to type out poem so that they can easily move/manipulate

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CEP Lesson Plan Form

text. Once poem is completed, students can then begin creating poster with poem on
it (students may type, print, and glue poem onto poster). Must be neatly done and
large enough to be easily read. Must be neat/colorful/illustrated!

Found Poem Due on Friday → NO NEED TO RUSH!

 Learning Target Reflection: Ask students to briefly speak with table groups about
this (30 seconds) Warn students that I will be drawing names, so one must think
of something to say if their name gets called. Students will be answering the
following learning target reflection questions:

Why is it still important to listen to this speech over 50 years after it was officially
delivered? (5 min.) QUESTIONING STRATEGY/GROUP PRACTICE/CHECK FOR
UNDERSTANDING Interpersonal

 Homework Reminder: (1 min.) TEACHER INPUT


1. Word Parts Worksheet #3/study
2. Book Club #5 due Thursday
How do you intend to engage your students in
thinking during the PROCEDURE? The strategy I intend to use is: Sharing Out and Annotating

Why are you using it at this point in your lesson? I am using this strategy here because: This strategy allows students to orally share
thoughts and intriguing information after viewing a video and following along with text.
Students will be annotating, meaning writing minor notes/comments; however, this is an
opportunity to elaborate more on these findings. Students will not only be able to share
burning ideas, but also to listen to perspectives of one’s peers.

Closure
Those actions or statements by a teacher that are Learning Target Reflection:
designed to bring a lesson presentation to an Why is it still important to listen to this speech over 50 years after it was officially
appropriate conclusion. Used to help students bring delivered?
things together in their own minds, to make sense
out of what has just been taught. “Any Questions? (30 seconds first to talk in groups)
No. OK, let’s move on” is not closure. Closure is used: (5 min. sharing verbally sharing answers)

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 To cue students to the fact that they have


arrived at an important point in the lesson or
the end of a lesson.
 To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE? The strategy I intend to use is: to refer back to the learning target/thinking strategies, as
well as have students complete a learning target reflection.
Why are you using it at this point in your lesson?
I am using this strategy here because: it’s important for students to understand the
importance of going over the learning target, success criteria, and thinking strategies.
When making such connections, students will piece together parts to a whole and begin
to independently guide one’s own learning.

-For students that have completed reading for book club, they may work on
Differentiation: book club document during SSR, rather than reading in preparation for
Differentiation should be embedded Thursday.
throughout your whole lesson!!
This is to make sure you have met the -Students will google MLK speech and follow along, making handwritten
notes in place of annotating, if physical copy of speech is not accessible.
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child, -Students that finish creating (typing) found poem today may begin working
how will you modify it so that they can be on physical poster for poem.
successful?
To extend: If the activity is too easy for a child, how -For IEPS or 504 students, I can print and cut up (or highlight) key
will you extend it to develop their emerging skills? findings/quotes from the speech that students can plug into a found poem for
those that are having trouble doing so individually.
Assessment Reflection: (data analysis)
How will you know if students met the learning  Students read silently during SSR and participate in activities throughout the
targets? Write a description of what you were lesson.
looking for in each assessment.
 Students can demonstrate understanding of the speech by creating a found poem
from this.

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 Students can identify key findings, make mental images and creatively organize
words/phrases into a poem.

 Students begin pondering the learning target/success criteria/inquiry question


and share one’s thinking.

 Students are attentive/annotating during video and use work time effectively and
productively.

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