File

Lesson Planning Form for Accessible Instruction — Calvin College Education Program
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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:
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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
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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
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What barriers might this
lesson present?
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Quiz can be anonymous. Students
are free to discuss their own
interpretations of the poems
lesson present?
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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
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I will clarify any terms students are
unfamiliar with.
Provide options for comprehensionactivate, apply & highlight
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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
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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
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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
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How will your classroom
be set up for this lesson?
III. The Plan
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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.
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Development
(the largest
component or
main body of
the lesson)
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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)
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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
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-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.)
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