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Name: Graeme Garland

Lesson Plan
Lesson Title: The Land that is Lost Grade: 10 Date: March 2019

Subject: English Strand: Poetry Location: Classroom Time: (number of classes): 75 min classes

Lesson Plan Description – (one/two paragraphs with general details about what you will do and how you will do it)

This lesson will start off with students talking about what makes a good poem this will implement the Story Telling as
well as Practicing Humility modes within the lesson. Then the class will move on to learning about TPCASTT and how to
use it. When trying to use TPCASTT students will be practicing interdependent thinking as they will be attempting to
read comprehensively. As students move onto the activity they will be participating in the group activity. While
listening students will be practicing humility. As they are learning (researching) in a reflective way, while also
practicing an openness towards different perspectives. Students presenting will be practicing their storytelling through
discussions with their peers.

Throughout this lesson students will be practicing the Indigenous learning outcomes of analyze the impact of
colonialism on indigenous communities. HLP’s present in this lesson are Leading a group discussion, explaining and
modeling content, practices and strategies, setting up and managing small group work, and checking student
understanding during and at the conclusion of the lesson.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)
Oral Communication
1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a
variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences
for a variety of purposes;
Reading and Literature Studies
1. Reading for Meaning: read and demonstrate an understanding of a variety of literary, informational, and graphic
texts, using a range of strategies to construct meaning;
2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when
necessary, has verbs that are observable & measureable, has realistic number of expectations (1 to 3) have expectations that match assessment
Oral Communications
1.1 identify the purpose of a variety of listening tasks and set goals for specific tasks
1.3 select and use appropriate listening comprehension strategies before, during, and after listening to understand
oral texts, including increasingly complex texts
1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways
2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience
Reading and Literature Studies
1.1 read a variety of student- and teacher-selected texts from diverse cultures and historical periods, identifying
specific purposes for reading
1.2 select and use appropriate reading comprehension strategies before, during, and after reading to understand
texts, including increasingly complex texts
1.3 identify the most important ideas and supporting details in texts, including increasingly complex texts
1.4 make and explain inferences about texts, including increasingly complex texts, supporting their explanations with
well-chosen stated and implied ideas from the texts
1.6 analyse texts in terms of the information, ideas, issues, or themes they explore, examining how various aspects of
the texts contribute to the presentation or development of these elements

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


2.1 identify a variety of characteristics of literary, informational, and graphic text forms and explain how they help
communicate meaning
2.3 identify a variety of elements of style in texts and explain how they help communicate meaning and enhance the
effectiveness of the texts
Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language
that students can readily understand)

Today I will learn…


 How to use TPCASTT to analyze a poem
 How to use TPCASTT to deconstruct a poem for its meaning
 How to work collectively to come to an agreement on a meaning for a poem.
ASSESSMENT and EVALUATION
Success Criteria Discuss with students: How will I know I have learned what I need to learn? (clearly identify the criteria to assess student’s learning, as well
as what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand)

I can: use TPCASTT to analyze a poem


I can: use TPCASTT to deconstruct a poem for its meaning
I can: work collectively to come to an agreement on a meaning for a poem.
Assessment – how will I know students have learned what I intended?
Achievement Chart Categories (highlight/circle the ones that apply): Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Complete the chart below)

Assessment Mode: Assessment Strategy Assessment Tool


Written, Oral, Performance Specific task for students Instrument used to record data
(Write, Say, Do) e.g., turn and talk, brainstorming, mind i.e., rubric, checklist, observation sheet,
map, debate, etc. etc.

Assessment For Learning Oral Think, Pair, Share Observation Sheet


Group Work
Socratic Seminars
Assessment As Learning Written Exit Card Observation Sheet
Assessment Of Learning
CONSIDERATIONS FOR PLANNING
Prior Learning: Prior to this lesson, students will have
* Grade 9 English
* TPCASTT
* Poetic Terms
Differentiation: Content, Process, Product, Assessment/Accommodations, Modifications
Attending to all learners, with audio, visual, written, kinesthetic.
Assessments and accommodations will be assessed on a student by student basis some examples include:
A repetition of instructions/ personalized instruction
Use of visuals
One on one help, and guidance towards an idea/ getting them on task
Chunking of information

Learning Skills/Work Habits


Highlight/circle ones that are addressed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-regulation

Vocabulary (for word wall and/or to develop schema)


TPCASTT
Title
Tone
Attitude
Theme

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Paraphrase
Shifts
Mood
Connotation
Poetic Devices

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student
worksheets used and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan
where appropriate.
 Classroom
 TPCASTT PWP
 Projector setup
 History Lesson Poem
 TPCASTT Handout
Learning Environment (grouping; transitions; physical set up)
Room will be in group pods for students. Making their groups the students they are sitting with.

Cross Curricular Links


Indigenous Language
History
Lesson – Delivery Format
Write the lesson description with enough detail that another teacher could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson
Time: 0mins – 10 mins (Indicate time breakdown of instructional elements)

Students will Think, Pair, Share their ideas on what they


In groups of 3 make a list of what you think makes a believe makes a good poem.
good Poem?

Action: During /working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning
Time: 11mins – 50 mins (Indicate time breakdown of instructional elements)

If you couldn’t tell from our first activity, we are Students will be learning about TPCASTT, and how to use
continuing on with our poetry unit. it to analyze and deconstruct a poem.
As a review we will be going through TPCASTT again, so
it is fresh in all of your minds. (this is when we will go During this time students will be reading the Poem
through the TPCASTT PowerPoint) History Lesson by Jeannette C. Armstrong
Before we start can anyone tell me what TPCASTT
stands for? (Take Answers)
TPCASTT is a method to help you interpret hidden
meanings within poems. It does this by helping you look
at a poem step by step
Title
Ponder the title before reading
Look at the title and attempt to predict what the
poem will be about.
Paraphrase:
Translate the poem into your own words.
What’s going on in the poem? (This is the Literal
Meaning)

Connotation:
Think about the poem for any meanings beyond the

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


literal level
Are any poetic devices present? Alliteration,
personification, etc.

Attitude:
Observe both the speaker’s and the poet’s attitude
(tone).
What is the emotion or feeling the poet is trying to
express to you?

Shifts:
Note shifts in speakers and attitudes… does the emotion
change
Look for the following to find shifts:
1. Key words (but, yet, however, although)
2. Punctuation (dashes, periods, colons, ellipsis)
3. Stanza division
4. Changes in line or stanza length or both
5. Irony (sometimes irony hides shifts)
6. Effect of structure on meaning
7. Changes in sound (rhyme) may indicate changes in
meaning
8. Changes in diction (slang to formal language)

Title:
Examine the title again. This time try to interpret the
poem, using the information you have gathered.
Try to figure out its meaning…

Theme:
Determine what the poet is saying and what the overall
topic of the work is…
Author plus title

Now we will look at a couple poems and deconstruct


them as a class.
Poems that will be deconstructed are:
The Shark
The Tiger by William Blake
The Teacher will read each poem out loud for the
students.
Teacher will lead them through annotating and ask the
class for answers.

Now it is time for the class to annotate and answer


TPCASTT in small groups of four or five.
Before we start reading the poem the class must have
background information and the Author.
Jeannette Armstrong is an Indigenous Canadian author
of fiction, poetry, children’s literature, and is considered
to be one of the first Indigenous female novelists in
North America.

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013


Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection
Time: 51mins – 75mins (Indicate time breakdown of instructional elements)

Students will be participating in the group activity. While


After students have read and annotated the poem. In listening students will be practicing humility. As they are
their group the will, be given time to make a short learning (researching) in a reflective way, while also
presentation on what they think was the meaning practicing an openness towards different perspectives.
behind this poem. Students presenting will be practicing their storytelling
The activity will work like this: through discussions with their peers.
Each group will have prepared a rationale for their belief
of the meaning.
Groups will rotate to hear other groups opinions
Each member must present their groups rationale at
least once.
One member will stay behind and present while the rest
rotate. After each presentation the one presenting will
switch with one member of the group that was rotating.

On an exit card each student will write about how their


perspective was different or similar to Jeannette’s

Extension Activities/Next Steps (where will this lesson lead to next)

Continuing poetry
Talking about the land
Indigenous learning outcomes
Writing our own poetry

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson:
If this is the correct way of adding in the ILO’s and the modes I feel very comfortable in implementing this style of
lesson into my teaching pedagogy. The most difficult part for me is finding indigenous texts to implement into my
lessons. I think the Modes are a great way to break up activities for the students to do. I think the Modes and ILO’s
really blend well with a proactive teacher who is always trying to make themselves better. These ideas are very
consistent with that of student centered learning, and differentiated learning, but has a cultural background that many
students can be robbed of in their education.
The Teacher:

Drafted by Lakehead University Orillia Faculty of Education Team-August 2013