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LessonTitle:PoemPresentationIntroduction&Preparation

Name:JennyGoodman
Date:Monday,April10th
Grade/Age:10th-12thgrade;studentsagebetween15and20
Number:40thlessonintheunit
Length:49min

Context
Students:
ThelessontakesplaceinanESL1classwhereallstudentsspeakVietnameseastheirhomelanguage.The
sevenstudentsareingrades10ththrough12thandareages15to20.Therearefourmalesandthreefemales
intheclass.TheirtimeintheUnitedStatesrangefromarrivingtwoweeksagotobeingherealittleovera
year.TheygenerallytestatWIDAlevel1,althoughtheirwritingismuchstrongerthantheirotherdomainsof
language.Theirlisteningistheweakest.

Unit:
ThislessonisthefortiethlessonintheunitonthenovelInsideOutandBackAgainbyThanhhaLai.Atthe
beginningoftheunit,priortobeginningtheirreading,thestudentslearnedabouttheVietnamWar,asitisan
integralpartofthesettingofthebook.Then,thestudentsbeganguidedreadingwithechoreadingandoraland
writtenchecksforunderstanding.TheytakenotesoneachreadingusingCornellNotes.Theyalsobeganto
completeshortstoryboardsforeachchapterofthetexttoenhancevisualizationofthestory.Thelessonbefore
thiscurrentlessonwasanevidencescavengerhuntinordertoreviewthepreviousweeksreadings.The
lessonsfollowingthislessonwillconsistofapoetryslamwherestudentsperformtheirpoemsandgiveeach
otherfeedback.

Standards
Standard: Activity:
CCSS.ELA-LITERACY.SL.9-10.6: Studentspracticetheirselectedpoemswitheach
Adaptspeechtoavarietyofcontextsandtasks, other.Theyadapttheirspeechtobeclearwith
demonstratingcommandofformalEnglishwhen appropriatepacingforthepoem.
indicatedorappropriate.

EnglishLanguageDevelopmentStandard1: Studentstellwhattheynoticefromthepoetryslam
EnglishlanguagelearnerscommunicateforSocialand video.Theyalsocommunicatewitheachotherone
Instructionalpurposeswithintheschoolsetting. thingtheymustworkonandonethingtheydidwell
on.

PriorKnowledge&NewLearning
PriorKnowledge:
Studentspreviouslyusedthespeakingrubricforotherpresentationstheyhavedone.Theyhavealsomade
observationsonpicturesandvideosusingthesentencestems:IseeorInotice

NewLearning:
Studentspracticeapplyingtherubrictothemodelofperformingtheirownpoem.Theypracticememorizingthe
poemoftheirchoiceandtrytoimproveontheindividualizedfeedbackprovidedfromtheirpeersandteacher.

Objectives
Content:
- SWBATcritiqueeachothersrecitationofapersonalpoemusingthespeakingrubric.

Language:
- SWBATcritiqueeachotherspoemrecitationsbyusingthesentencestems:Onethingyoudidwellon
isandOnethingyoucouldimproveonis

Materials
- PoemDiaries
- Documentcamera
- Projector
- Guidedworksheet(AppendixA)
- Speakingrubric(AppendixB)

Procedure
Opening:
- DoNow(5min)
(1)Lookthroughyourpoemdiary.
(2)Chooseonepoemtopresenttotheclass.(Iwanttopresentthepoem_______________
because)
Ex.IwanttopresentthepoemLivinginThailandbecauseIwanttheclasstoknowaboutmy
timeinThailand.
Ex.IwanttopresentthepoemSavingTimebecauseIwroteastrongsimile.

Development:
- ReviewDoNowAnswers(3min)
Turn&Talk
PicktwostudentstosharetheiranswerstotheDoNow
- IntroducePoetrySlamonThursday!(4min)
Tellstudentstheypickedonepoemtopresenttotheclassforaspeakingandlisteninggrade
WhoeverdoestheBESTjobpresentingthepoemgets20HWPoints
Studentswritethetitleandcopytheirpoemontotheguidedworksheet(AppendixA)
- ReviewPartsofthePresentationRubric(10min)
Handoutthepresentationrubric(AppendixB)
ASKHowmanypartsoftherubricarethere?
ASKWhatisthe*new*partoftherubric?
Reviewpartsoftherubricfromthebeginning
- Studentsshowagoodandbadexampleofeachpart
- Foremotion:ASKHowtosayemotioninVietnamese;saythatstudentswillgiveoff
emotionwhentheyrecite;giveexample(Itwas,mybirthday,ANDICRIED)and
non-example(Itwas,mybirthday,andIcried)
- WatchVideoExampleofPoemPresentation(10min)
SAY:Togetasenseofwhatapoetryslamlookslike,wewillwatchavideoofsomeone
performingtheirpoem.Whileyoulisten,thinkaboutthingsyounoticeabouttheirpoem
presentation.Youcanlookatthepartsofthepresentationrubrictohelpyou.
- EX:Inoticetheauthorpausestomakeitdramatic(kch).
Showvideoofpoem(https://www.youtube.com/watch?v=VoP0ox_Jw_w)
Givestudents4minutestowritewhattheynoticedaboutthepoemandpoemrecitation.
Threestudentsshareoutwhattheywroteontheirpaper.
- Practice(15min)
Showamodelofpracticingmypoem;talkorwhispertoyourself!!
Workalonefor5minutestopracticememorizingyourpoem.
Workwithapartnerfor10minutesandgiveeachotherfeedbackonyourworksheet.
- GivestudentslabelsA&B
- StudentArecitespoem(1min)
- StudentBwritesfeedback;StudentApractices(3min)
- StudentBgivesfeedback(1min)
- StudentBrecitespoem(1min)
- StudentAwritesfeedback;StudentBpractices(3min)
- StudentAgivesfeedback

Closing:
- Studentsgoaroundtheroomandsayonepartoftherubrictheywanttoworkon(4min)
Sentencestem:Iwanttoworkon...
- REMINDSTUDENTSOFHW

Assessment
Formative:
- Answerstoworksheet
- Oralresponsestoquestions
- Listeningtostudentpractice
- Closingwrap-upofwhatstudentswanttoworkon

Summative:
- PoetryslamwithspeakingpresentationrubriconThursday,April13th
Appendix
AppendixA
ESL 1 Speaking & Listening: Poetry Slam Presentation Prep

Part 1
Directions: Choose one poem you want to present. Copy the poem in the box.

Poem Title: _______________________________________

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Part 2
Directions: Watch the video of the poem presentation. Write two things you noticed about the presentation. Use your
presentation rubric to help you.

(I noticed)

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Part 3
Directions: Listen to your friends poem presentation. Write one thing they did well, and one thing they can improve on.

PARTNER: _______________________________

(One thing you did well is) (One thing you need to improve on is)
AppendixB
ESL 1 Poetry Slam Rubric
CATEGORY 4 3 2 1
Volume Volume is loud Volume is loud enough Volume is loud enough Volume often
enough to be heard to be heard by all to be heard by all too soft to be
by all audience audience members at audience members at heard by all
members throughout least 90% of the time. least 80% of the time. audience
the presentation. members.
Posture and Eye Stands up straight, Stands up straight and Sometimes stands up Slouches
Contact (Confidence) looks relaxed and establishes eye contact straight and and/or does
confident. Establishes with everyone in the establishes eye not look at
eye contact with room during the contact. people during
everyone in the room presentation. the
during the presentation.
presentation.
Fluency/Preparedness Student is completely Student seems pretty The student is Student does
prepared and has prepared but might somewhat prepared, not seem at all
obviously practiced. have needed a couple but it is clear that the prepared to
There is no hesitation more practices (1-2 person did not practice present (5 or
(no "ums," or hesitations) (3-4 hesitations) more
"uhhhhs") hesitations)
Use of Pauses Pauses were Pauses were Pauses were Pauses were
effectively used 2 or effectively used once intentionally used but not
more times to improve to improve meaning were not effective in intentionally
meaning and/or and/or dramatic improving meaning or used.
dramatic impact. impact. dramatic impact.
Listens to Other Listens intently. Does Listens intently but has Sometimes does not Sometimes
Presentations not make distracting one distracting noise or appear to be listening does not
noises or movements. movement. but is not distracting. appear to be
listening and
has distracting
noises or
movements.
Emotion Student gives off Students gives off Student gives off Student gives
appropriate emotion appropriate emotion appropriate emotion off appropriate
throughout the 80% of the time. 70% of the time. emotion 50%
presentation. of the time or
less.

STUDENT SCORE _____/20