Lesson Planning Form for Accessible Instruction — Calvin College Education Program ! ! ! Teacher Daniel Alderink Date 4/14/15 Subject/ Topic/ Theme Poetry Activity Grade ___9_______ I. Objectives How does this lesson connect to the unit plan? The overarching theme of the unit is Holocaust Poetry. This is the first and introductory lesson. Today we will learn about poetry in general before talking about the Holocaust aspect more towards the end. If we have time, we will begin creating the journals online that we will use throughout the unit. cognitiveR U Ap An E C* Learners will be able to: • Express in their own terms how they feel about poetry and the poem “My Papa’s Waltz” in particular physical development socioemotiona l E Common Core standards (or GLCEs if not available in Common Core) addressed: (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. Basic knowledge on poetry in general. For example, why is a novel not poetry. Knowledge of the Holocause from what they’ve already learned from Night Pre-assessment (for learning): In-class discussion, answering questions that I ask. Outline assessment activities (applicable to this lesson) Formative (for learning): In-class activity with “My Papa’s Waltz” prepares students for learning about poetry Formative (as learning): In-class activity with “My Papa’s Waltz” teaches students about mechanics and different interpretations of poems. Summative (of learning): Kahoot or secretive quiz at the end of class activity Provide Multiple Means of Representation Provide Multiple Means of Action and Expression Provide Multiple Means of Engagement Provide options for perceptionmaking information perceptible Provide options for physical actionincrease options for interaction Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Powerpoint and handouts that go with what I’m talking about Students will work alone and then together ! What barriers might this lesson present? ! 9-15-14 ! ! Quiz can be anonymous. Students are free to discuss their own interpretations of the poems 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 ! I will clarify any terms students are unfamiliar with. Provide options for comprehensionactivate, apply & highlight ! Activate knowledge they already know about poetry and ask them to apply it to the new poem Provide options for expression and communication- increase medium of expression ! Provide options for sustaining effort and persistence- optimize challenge, collaboration, mastery-oriented feedback Students can take notes on laptops or in notebooks if they prefer 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 Have students start a journal online that I can monitor as well Activity allows for self-reflection ! ! Materials-what materials Slide show and handout explaining the activity. Kahoot or socratic quiz prepared Students need laptops or pens and paper (books, handouts, etc) do you need for this lesson and are they ready to use? Same as normal Students may move during the activity in order to get into groups !! How will your classroom be set up for this lesson? III. The Plan ! Time Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Components Motivation (opening/ introduction/ engagement) 1min: Introduce and give overview of the unit 10min: Ask students what they already know about poetry. Write down student suggestions on board. Ask students to share their favorite poems. -Listen -Come up with list of attributes of poetry as prompted by the teacher. Look up favorite poems on the laptop, if they want to. 1min: Introduce the activity that will take up the Partake in activity (see right column) main portion of the class. Hand out the handout with the instructions and put up the powerpoint. 10min: Explain and conduct first phase of activity Students read through the provided poem only once and then write down what they noticed as they read: How did you feel? What confused you? And then rate the understanding of the poem from 1-10. Do this again two more times, but then at the end of the third reading, briefly reflect on what happened as you were reading, and write any other questions you still have. 2min: Ask students to briefly reflect on the first activity: What went well, how did you arrive at your numbers? Etc. !! !! !! Development (the largest component or main body of the lesson) 9-15-14 !! !! !! !! 10-15min: Explain and conduct second phase Students get into groups of no more than three and share about what happened as they were reading. Try to answer questions that the other students wrote down and note similarities and differences between your thoughts 10min: Explain and conduct last phase - Students return to normal seats and discuss the poem as a class. Teacher answers any questions that the students may have and provides information that may help students’ interpretations. i.e. biographical info, time period, etc. Students take down notes all the while either on the handout or on the laptops. Closure (conclusion, culmination, wrap-up) !! ! 10min: Wrap up lesson with quiz in order to see student’s thoughts on the poem and what was learned today Any time remaining: Get students started on creating and saving journals/folders in google docs that I can access. -Partake in quiz, offer feedback, discuss !! -Create folders and put any notes taken today in the folder. 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