Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/30/13 Krista DeVries Subject/ Topic/ Theme Poetry Reading Project Grade ____2nd_______

I. Objectives How does this lesson connect to the unit plan? Helps the students to tie all of what they have learned together by reading a poem out loud with a group. Learners will be able to:
cognitivephysical R U Ap An E C* development socioemotional

Ap Read poem with a group or by self. Think personally and reasonably about what they think the poem is about. Communicate with group members about how to read poem. Understand how to operate flip camera U Ap X

Common Core standards (or GLCEs if not available in Common Core) addressed: CCS RL 2.4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a poem or song. GLCES: W.GN.02.02: Students will approximate poetry based on reading a wide-variety of grade-appropriate poetry. MT Comprehension: Retell a story, recall the main events in order, and describe the theme (lesson, moral, message) through speaking, writing, or role-playing MT Literary Response and Analysis: Describe the basic use of rhyme, rhythm, and alliteration in poetry and stories.
(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. Reading, writing, thought processing, working with classmates and by self.

Outline assessment activities (applicable to this lesson)

Pre-assessment (for learning): Previous lesson plans and worksheets. Formative (for learning): Ability to read poem and find meaning. Formative (as learning): Ability to work with others and by self to read poem and figure out the meaning of the poem. Summative (of learning):

Video of poetry reading and meaning of poem. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible - Teacher explaining to students in front of class and reading poem to class Provide Multiple Means of Provide Multiple Means of Action and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for choice, relevance, value, interaction authenticity, minimize threats - Standing to read poem - Read poem all together or one person per line - Sitting in individual places and in - Choosing how to identify techniques small groups in poem

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Provide options for expression and Provide options for sustaining effort communication- increase medium and persistence- optimize of expression challenge, collaboration, mastery-oriented feedback - Work with small group on reading - Reading poem out loud poem and figuring out the meaning - May work by self or with small - Writing meaning on the back of the and the possible techniques used in group paper the poem - Identifying the rhymes, alliterations, and repeated lines

Provide options for language, mathematical expressions, and symbols- clarify & connect language

your students to do this Provide options for comprehensionlesson?

activate, apply & highlight - Talking as a class, small groups, reading, and writing

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies - Applying previous lessons all together

Provide options for self-regulationexpectations, personal skills and strategies, selfassessment & reflection - How well they are able to read poem, identify techniques, and figure out meaning.

Materials-what - Copy of attached worksheet - Flip camera materials (books, handouts, etc) do you - Pencils (1 per student) need for this lesson and are they ready to use? - Regular classroom set-up - Flip camera set-up in the back of the room on the reading carpet area 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. Motivation - Tell the students that we are going to review - Listen to instructions something else today with reviewing what we have (opening/ learned introduction/ - We are going to split up into groups and read a engagement) poem - You may read this poem all together as a group OR 3 min you may have one student read one line and another student read another. For example *Students name* will read this sentence and then *Students name* will read the next sentence. - Read poem to students - You will record your group reading by using this flip camera. - Show students how to start and stop the camera - When your group is not recording you will be identifying any possible rhymes, alliterations and repeated lines in the poem. - You will also write what YOU think the message of the poem is on the back of the poem. Development - Split students into groups and give them the poem - Go with your group to a table group to sit in - Tell which groups when to go to the video camera - Decide how you want to read the poem (all together (the largest - Monitor groups and help them stay on task or in pieces) component or Components

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-What words rhyme here? - When not recording video, be identifying techniques -Do you see any alliterations? or writing out the meaning of the poem on the back -What do you think the main message of the poem - Record video when teacher calls your group is?

main body of the lesson) 25 min

Closure (conclusion, culmination, wrap-up) 2 min

- Collect poem sheets and flip camera - Put videos together to show students later in the week

- Hand in poem sheets

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.)

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References Behn, H. (2013). Trees. DLTKs Crafts for Kids. Retrieved from http://www.dltk-kids.com/crafts/arborday/ trees_poem.htm

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