Beruflich Dokumente
Kultur Dokumente
Teacher DanielAlderink
Date
4/17/15
Subject/Topic/Theme
LiteraryElements
Grade______9__________
I.Objectives
Howdoesthislessonconnecttotheunitplan?
Wehavefocusedmainlyonaestheticreadingsofpoemssofar.Todaywewilllookatefferentreadingsofpoems.Wewillfocusmainlyonmechanicsfound
withinHolocaustpoetryanddoaclosereadingofapoem.
cognitive
physical
socioemoti
Learnerswillbeableto:
RUApAnEC* development
onal
Recognizethekeytermsdiscussedinclass.Thesewillbepresentedintheformofaworksheetandonthe
PowerPoint
o
Thetermsare:Theme,tone,rhymeandassonance,alliteration,simileandmetaphor,personification,
structure,repetition,wordchoice,imagery,andsymbolism
Explaintherhetoricalfunctionofthesemechanicswithinthepoemswediscussinclass
Assignrolestomembersofagroupanddividework
R,U
U,An
CommonCorestandards(orGLCEsifnotavailableinCommonCore)addressed:
Determineanauthor'spointofvieworpurposeinatextinwhichtherhetoricisparticularlyeffective,analyzinghowstyleandcontentcontributetothepower,
persuasivenessorbeautyofthetext.
Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurativelanguagesuchasmetaphorsandsimiles.
Determinethethemeofastory,drama,orpoemfromdetailsinthetext,includinghowcharactersinastoryordramarespondtochallengesorhowthespeakerin
apoemreflectsuponatopicsummarizethetext.
TakenfromCommonCoreStateStandardsInitiative
(Note
:
Writeasmanyasneeded.Indicatetaxonomylevelsandconnectionstoapplicablenationalorstatestandards.Ifanobjectiveappliestoparticular
learnerswritethename(s)ofthelearner(s)towhomitapplies.)
*remember,understand,apply,analyze,evaluate,create
II.Beforeyoustart
Identifyprerequisite
knowledgeandskills.
Studentsmayalreadyknowsomeofthetermswewillgooverinclasstoday,buttheyarenotneededfor
thisclass.Basicknowledgeofliterarymechanicsarebeneficial.
Preassessment(forlearning):
Formative(forlearning):
Outlineassessmentactivities
(applicabletothislesson)
Formative(aslearning):
Summative(oflearning
):AKahootquizwillbegivenattheendofthelessoninordertoassessstudents
understandingofthetermswewentoverinclass.
Whatbarriersmightthislesson
present?
Whatwillittake
neurodevelopmentally,
experientially,emotionally,
etc.,foryourstudentstodothis
lesson?
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ProvideMultipleMeansof
Representation
Provideoptionsforperception
makinginformationperceptible
Allinformationgivenwillbeona
PowerPointandonahandout
ProvideMultipleMeansof
ActionandExpression
Provideoptionsforphysicalaction
increaseoptionsforinteraction
Studentswillworktogetherina
grouptopresentaterm
ProvideMultipleMeansof
Engagement
Provideoptionsforrecruiting
interest
choice,relevance,value,
authenticity,minimizethreats
Provideoptionsforlanguage,
mathematicalexpressions,and
symbols
clarify&connect
language
Provideoptionsforexpressionand
communication
increasemedium
ofexpression
Provideoptionsforsustaining
effortandpersistence
optimize
challenge,collaboration,
masteryorientedfeedback
Iwillclarifyanyunclear
definitionsorconceptsinclass
Provideoptionsforcomprehension
activate,apply&highlight
Studentswillapplywhatwe
learntodaytopoemstheyhave
alreadyread
Howwillyourclassroombeset
upforthislesson?
III.ThePlan
Components
Time
2min
Motivation
(opening/
introduction/
engagement)
1min
10min
15min
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Provideoptionsforselfregulation
expectations,personalskillsand
strategies,selfassessment&
reflection
TeacherPowerPoint
KeyTermshandout
Studentsneedlaptops
PoetryPackets
Materialswhatmaterials
(books,handouts,etc)doyou
needforthislessonandare
theyreadytouse?
Provideoptionsforexecutive
functions
coordinateshort&long
termgoals,monitorprogress,and
modifystrategies
Normally,withseatsfacingforwardtowardsthewhiteboard
Describe
teacher
activitiesAND
student
activities
foreachcomponentofthelesson.Includeimportanthigherorderthinkingquestionsand/orprompts.
Openbyreading
Development
(thelargest
componentor
mainbodyof
thelesson)
Introducetheideaofliteraryelementsin
poems.Askstudentsiftheyalreadyknow
anypoeticelementsandaskthemtogive
examplesiftheydo.Handoutsheetwithlist
ofkeyliteraryterms(Theme,tone,rhyme
andassonance,alliteration,simileand
metaphor,personification,structure,
repetition,wordchoice,imagery,and
symbolism).
Leadthestudentsthroughtheworksheetby
goingthroughthePowerPoint.Thesheet
willhaveallofthetermslistedwithenough
roomforadefinitionandanexample.The
PowerPointwillhavethedefinitionforthe
termandanexamplefromanexcerptfroma
poem.Onlygothroughthefirsthalfofthe
worksheet.
Assigneachoftheremaining(5or6)terms
toagroupofstudentsandhavethem
researchthatterm.Displayslidegiving
Contributetodiscussionaboutpoetic
elements.Giveexamplesiftheelements
areknown.Starttothinkaboutwhatthese
elementsdoinHolocaustPoetry.
Fillouttheworksheetastheteachergoes
throughthePowerPoint.Askquestionson
anythingthatdoesntseemclear.Beginto
makeconnectionstoHolocaustpoetry.
Getintogroupsandresearchtheassigned
term.Designaslidesimilartotheonesthe
teachershowed.Giveexamplesfrom
5min
instructionsforstudentstomakeaslide
similartotheonestheteachershowedfor
thefirstpartoftheworksheet.Assist
studentsiftheyarehavingdifficultywith
theirterm.
Havestudentspresenttheirtermstothe
class
poemsintheHolocaustPoetryPacketand
explaintheirrhetoricaleffect.
Presentthetermstotheclass
Whatever
time
remains
Assignthestudentstheirgroupsfortheunit
Getintoassignedgroupsandbeginto
project.Theywillbeingroupsoffourand
assignrolestomembersinthegroup(e.g.,
havetopresenta710minutepresentation
someonelooksforthepoem,someone
onaHolocaustpoem.Givethestudentsthe
findstheliteraryelementsinthepoem,
instructionsheetandtherubricforthe
someoneputsalloftheinformationinthe
project.Answeranypreliminaryquestions
slideshow,someonepresentstoclass,etc)
thestudentsmayhaveabouttheproject.
Suggestthatthestudentsassignrolesin
ordertomakeworkeasier.
Yourreflectionaboutthelesson,includingevidence(s)ofstudentlearningandengagement,aswellasideasforimprovementfornext
time.
(Writethisafterteachingthelesson,ifyouhadachancetoteachit.Ifyoudidnotteachthislesson,focusontheprocessofpreparing
thelesson.)
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Closure
(conclusion,
culmination,
wrapup)