VIEWS: 14 PAGES: 16 POSTED ON: 11/1/2011
Lesson Plans Lesson Plan: Fall Poetry Unit, Lesson 1 Title: Descriptive Descriptions- 4 Line Poem Prepared by: Jeanette D‟Argenio Grade: 5th and 6th Grade Special Ed. Overview: This lesson will introduce students to our unit on fall poetry. We will begin with class discussions on what poetry is and what it isn‟t. We will also discuss the season and what types of changes we notice in the weather, holidays we celebrate, and things typical of fall. After our discussions we will take a nature walk and read a poem about fall while outdoors. Afterwards, we will brainstorm as a class and create a graphic organizer about fall that we will then use to help us write our first poem. In each lesson of the unit we will go over what it means to use descriptive language in our writing and how we use our senses to gain that information. Today we will start with two items from our description charts- a pile of leaves and a flower. References: “Fall” poem by Eve Merriam Instructional Objectives: Students will be able to discuss how we use description/our senses in writing. They will create a graphic organizer in their Poetry Packet and use it as a tool to write a 4-line descriptive poem. Standard 3.2. A. 3. Use graphic organizers to assist with planning writing Standard 3.2. A. 4. Compose first drafts from prewriting work Standard 3.2. B.1. Write a descriptive piece, such as a description of a person, place, or object. Standard 3.2. B. 6. Develop a collection of writings (e.g., a literacy folder or portfolio). Materials: For this lesson students will need their Fall Poetry Packets and brown paper bags with their names on them for collecting leaves on our nature walk. I will need a copy of Eve Merriam‟s poem “Fall”, as well as leaves collected from outside and a flower for our description activity, and finally, chart paper for our KWL chart. Prior Knowledge: This lesson will build on the student‟s knowledge of many things, starting with the season and the changes that take place in the fall, also what we have been learning about description and how to use our 5 senses to explain and describe what things are like, and finally, what poetry is and what types of poems there are. Activities/Method: I will begin this lesson by having a class discussion about poetry and creating a KWL chart with the whole class to discuss what we already know, and set class goals to find out more about poetry. Then I will explain that we will all be writing our own poetry and that we will be focusing on the season we are in. To make observations about the fall we will go for a class nature walk and collect leaves that we will later use to decorate a finished poem. Outside I will read aloud Eve Merriam‟s poem entitled “Fall” and after we come in we will discuss the season, what changes we see in the weather, upcoming holidays, and other things related to fall. After we discuss fall, students will create a graphic organizer Word Web in their Poetry Packet. Next I will explain how to write a 4-line poem and that we need to use many descriptive words. To help students think about a variety of describing words I included a list in their Poetry Packet as well as a blank Description Chart that we will do together each day for practice and consistency, today we will talk about „a pile of leaves‟ and „a flower‟. Once we have talked about using describing words and how to write a 4- line poem we will go over the example in their packet and I will give students time to will write their own rough draft poem on the topic of “fall” using their graphic organizer and their description list. Later we will edit, revise, type, and then mount our poem on Fall colored paper. Assessment: As students participate in class discussions and the KWL chart I will be checking for understanding and assessing prior knowledge. As I walk around while students are writing I will be able assess comprehension if students are able to understand the concept, follow directions, and create a poem independently. I will also ask my Instructional Assistant to help walk around and check for understanding. Closure: At the end of this lesson I will recap what we talked about during our KWL and explain to students that this is a project we will be working on for many days and that they will have time later to revise their poem and create a good copy that we will share with each other at a poetry reading. I will explain in depth what we will be doing for our poetry reading, like drinking hot chocolate, having snacks, listening to jazz music, dressing in all black and wearing sunglasses, to help keep the kids invested and interested in this unit. Adaptations: Accommodations made during this lesson included using several strategies to allow success for students of all learning modalities, for instance, taking a nature walk for kinesthetic and visual learners and having group discussions for auditory learners. Also, I build in extra time for processing questions and wait for children to respond if I feel they have an answer but take longer to verbalize it. Finally, I walk around the classroom the entire time students are writing to provide help, explain or clarify the lesson. Lesson Plan: Fall Poetry Unit, Lesson 2 Title: Super Cinquain Prepared by: Jeanette D‟Argenio Grade: 5th and 6th Grade Special Ed. Overview: This lesson is intended to teach students the steps of writing a cinquain poem. Students will also complete a graphic organizer of a Venn diagram to provide continued instruction on description. Instructional Objectives: Students will taste-test different types of apples and as a whole class fill in a triple Venn diagram about they way they taste. Students will also use their 5 senses to describe an apple in their Description Chart and follow directions in order to complete a Cinquain poem. Standard 3.2. A. 3. Use graphic organizers to assist with planning writing Standard 3.2. B.1. Write a descriptive piece, such as a description of a person, place, or object. Standard 3.2. B. 6. Develop a collection of writings (e.g., a literacy folder or portfolio). Standard 3.2. C. 1. Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling. Standard 3.2. C. 5. Write legibly in manuscript or cursive to meet district standards. Standard 3.2. D. 4. Write to express thoughts and ideas, to share experiences, and to communicate socially. Materials: For this lesson students will need their Fall Poetry Packets and Description Charts, and I will need different kinds of apples, pre-sliced, a poster board and a copy of a fall-themed Mad Lib, as well as sentence strips with an example Cinquain poem cut up for students to assemble. Prior Knowledge: This lesson will build on the student‟s knowledge of the season as well as continuing their understanding of the information we take in from our five senses. Activities/Method: As a hook, I will begin this lesson with a Mad Lib I wrote about Halloween. To get the kids excited about description I ask them all to help contribute to our silly Halloween story and once it is completed I read it aloud to them. Then I explain that we will be writing another poem today called a Cinquain that calls for lots of describing words. To get help students understand description in a more complex manner we do an activity that helps them find different ways of describing the same thing. I start off by passing out slices of red apples; next we brainstorm different descriptive words and write them on the board. I repeat this with slices of yellow apples and then slices of green apples, and each list has some overlapping words and some words unique to that apple. Next I pass out a triple Venn diagram and together we put the words that are unique in the correct spots and then fit in our overlapping descriptions. Finally, they independently fill in their Description Chart about apples. In the second part of this lesson I instruct how to write a Cinquain poem, what the rules are and then I read an example aloud. After that I pass out sentence strips with words from the Cinquain example and have the students come up to the board to re- assemble the poem by following the rules of the Cinquain. For example, line three must be actions words so I prompt the children to look for words that are actions or end in – ing. Once the children have assembled the poem and are familiar with the rules they will have a chance to write independently about September, October, or November. Later we will edit, revise, and write out our poem on fall colored paper. Assessment: During the description part of the lesson I will check for understanding as students answer questions and volunteer ideas, also, when they are completing their Venn diagrams and Description Chart I will be able to assess who is on target and who needs additional assistance. As I walk around while the children are writing their poem I will be able to check for comprehension and see if students are able to understand the concept of the Cinquain and are able to create a poem independently. I will also ask my Instructional Assistant to help walk around and check for understanding. Closure: At the end of this lesson I will explain that soon we will begin to create finished products from our rough drafts and that we will be editing and typing or writing out good copies of our poetry. Also, I will reread the class‟ Halloween Mad Lib and post it up in the room. Adaptations: In this lesson, I planned for activities, like reconstructing the poem, that involved moving around the room and using manipulatives to incorporate different learning modalities for kinesthetic and tactile learners, as well as reading aloud for auditory learners and group activities, like the Venn diagram brainstorming for students who work best with additional support. The Instructional Assistant and I also walked around the class while students were writing to provide additional support. Lesson Plan: Fall Poetry Unit, Lesson 3 Title: Awesome Acrostic Poem Prepared by: Jeanette D‟Argenio Grade: 5th and 6th Grade Special Ed. Overview: This lesson is intended to teach students what an Acrostic poem is by using the graphic organizer Word Web about fall that we previously did as a whole class and the list of description words we have been using as we practice with sight, smell, touch, taste, feel, and hear. We will all taste Pumpkin Pie and then write about it in our Description Chart, then write an Acrostic poem together as a class as an example before writing their own. Instructional Objectives: Students will be able to explain what an acrostic poem is, as well as choose and vertically write a word related to fall on their acrostic poetry sheet to begin their own poem. If all students do not finish by the end of the lesson they will have another opportunity to work at a later time. Standard 3.2. A. 8. Begin to develop author‟s voice in own writing. Standard 3.2. A. 11. Use computer word-processing applications during parts of the writing process. Standard 3.2. B.1. Write a descriptive piece, such as a description of a person, place, or object. Standard 3.2. B. 6. Develop a collection of writings (e.g., a literacy folder or portfolio). Materials: For this lesson students will need their Fall Poetry Packets and Description Charts. I will need one pumpkin pie, plates, forks, and napkins. I will also large construction paper leaves for the students to cut and write on for their final product. Prior Knowledge: This lesson will build on the student‟s knowledge of what poetry is and how people choose to express themselves in different ways, as well as the season and what we have been learning about description and how to use our 5 senses to explain what things are like. Activities/Method: I will begin this lesson by slicing and passing out pumpkin pie for students to taste and then write about in their Description Charts. After that, I will explain the lesson to the class, letting them know that now that we have had some practice using our senses to describe fall-related things we will use those kinds of descriptions in our Acrostic poem. I will explain what an acrostic poem looks like and how to write one and also read and show 2 examples of an Acrostic poem to the class. Then, as a whole class we will write an acrostic poem together on the board using the word „fall‟. After that I will give the children a choice of a few words to select for their poem, such as „Fall‟, „Leaves‟, or „Autumn‟, and then let them write independently in their poetry packets. I will walk around as the students write to answer questions or give suggestions. Later we will revise and write out poems on large, fall-colored construction paper leaves that will be hung on our bulletin board, and on the left hand side will be the word ACROSTIC with an acrostic poem about their work: Amazingly Creative, Really Outstanding Student poetry that’s Terrific, Insightful, and Clever! Assessment: As I ask questions and have students help to create our class Acrostic poem I will be able to monitor comprehension and make adjustments to the lesson as needed. While students are writing I will walk around and check for comprehension to see if students are able to understand the concept and create a poem independently. I will also ask my Instructional Assistant to help walk around and check for understanding, also. Closure: At the end of this lesson I will recap the different types of poetry we have been learning about so far throughout this unit and then give the students a chance to share the Acrostic poem they wrote today. Then I will let them know that later this afternoon we will be editing and writing our poems on leaves like the ones I used as an example for the class. Adaptations: To help students understand the concept of an Acrostic poem I will provide multiple examples, as well as doing a whole class collaborative poem that will give students a chance to partake in the process of writing with guidance. Also, by giving students a limited number of words to choose from my hope is that they will not feel overwhelmed by endless possibilities, as poetry tends to be very open-ended. As usual I will be available and accessible to students throughout the lesson to provide assistance or additional explanation. Lesson Plan: Fall Poetry Unit, Lesson 4 Title: The Big 5 Poem- Who, What, Where, When, Why? Prepared by: Jeanette D‟Argenio Grade: 5th and 6th Grade Special Ed. Overview: During this lesson students will have the opportunity to try some roasted turkey before we describe it in our Description Chart. Next I will instruct the 5 W‟s poem and as a class we will write one on the board about Thanksgiving as I pull names from a hat to give kids a chance to contribute. Then students will then have the opportunity to create one of their own 5 W‟s poem about Thanksgiving and when they are done they will use leaves from our nature walk as the feathers of a turkey that we decorate with our completed poem. Also, we will continue to fill in our KWL chart that we started during the beginning of the unit. Instructional Objectives: This lesson is intended to teach students how to write their own 5 W‟s poem using their prior knowledge of fall, description, and the elements of fiction. Students will be able to explain what each line of the 5 W‟s poem includes and write their own poem. Standard 3.2. A. 8. Begin to develop author‟s voice in own writing. Standard 3.2. A. 13. Reflect on own writing, noting strengths and areas needing improvement. Standard 3.2. B.1. Write a descriptive piece, such as a description of a person, place, or object. Standard 3.2. B.6. Develop a collection of writings (e.g., a literacy folder or portfolio). Materials: For this lesson students will need their Fall Poetry Packets and Description Charts, as well as their leaf bags from out nature walk. I will need to bring a roasted turkey, plates, forks, and napkins, as well as construction paper, turkey tracers, and markers for the finished product. I will also need to have our KWL chart posted for our closing discussion. Prior Knowledge: This lesson will build on the student‟s prior knowledge of the season, what we have been learning about description, and also the elements of fiction they use during Reading Mastery to answer the questions who, what, where, when, and why. Activities/Method: We will begin this lesson by eating and discussing the roasted turkey, how it looks, smells, feels, and tastes. Then the students will respond in their Description Charts and I will read aloud some examples of 5 W‟s poems. I will instruct how to write the poem and explain that each line answers a different question- who, what, where, when, and why. We will write one together on the board and I will pull student‟s names from a hat to choose who answers the next question about their family on Thanksgiving. By not knowing whose name will be called, I hope to keep all children engaged and paying attention. The students will write their own 5 W‟s poem about their family on Thanksgiving and the Instructional Assistant and I will come around and edit with students. When their poem is ready they will trace a turkey and neatly write their poem on his body. Then they will staple their leaves collected on our nature walk around his body as his tail feathers. Assessment: As I ask questions during this lesson and when I pull students names from a hat to have them help write our group poem I will get a clear idea of who understands the concept of the 5 W‟s poem. Also, as I walk around to help students during their independent writing time, and as I edit with them before they are allowed to start their turkey, I will be able to monitor comprehension and make any necessary adjustments for students that need extra help. At the end of this lesson I will review what we will be doing for our poetry reading the following day, getting kids excited to share their work and partake in a new, fun experience. Closure: To help the students make connections before our exciting Beatnik Café poetry reading I will go over the KWL chart with them to finish the lesson. We will discuss what we have learned about poetry, what types of poetry we wrote, and why people write poetry. Adaptations: Adaptations made for this lesson include: providing real life experience of eating roasted turkey before we describe something otherwise intangible, allowing extra time for students to answer when called on to allow them to process information and answer the 5 W‟s questions, as well as moving around the room to provide support, suggestions, or clarification to students who need additional help. Lesson Plan: Fall Poetry Unit, Lesson 5 Title: Beatnik Poetry Café Prepared by: Jeanette D‟Argenio Grade: 5th and 6th Grade Special Ed. Overview: This is the culminating lesson of the unit and is intended to pull together all they types of poetry we have learned about, the work we have done, and provide students an opportunity to share their poetry with their classmates. References: Leaf by Leaf- Autumn Poems by Barbara Rogasky Instructional Objectives: Students will be able to identify which type of poem they have chosen to read aloud; also they will express their thoughts and ideas and communicate socially. They have developed a collection of poetry and now can share it with their peers, I will take this opportunity to reinforce the importance of being respectful to each other and saying positive things during our reading, and always. Also, students will be asked to respond to a poetry survey/quiz in the back of their packet. There will be objective questions about different types of poetry as well as subjective questions asking for feedback about the unit. Standard 3.2. A. 13. Reflect on own writing, noting strengths and areas needing improvement. Standard 3.2. B. 4. Present and discuss writing with other students. Standard 3.2. B. 6. Develop a collection of writings (e.g., a literacy folder or portfolio). Standard 3.2. D. 4. Write to express thoughts and ideas, to share experiences, and to communicate socially. Standard 3.3. A. 1. Develop and deliver a formal presentation based on a central theme, including logical sequence, introduction, main ideas, supporting details, and concluding remarks to an audience of peers, younger students, and/or parents. Standard 3.3. D. 3. Accept others‟ opinions and respond appropriately. Standard 3.4. A. 1. Listen actively for a variety of purposes such as enjoyment and obtaining information. Materials: For this lesson I will simulate a café and therefore need to bring cups and saucers, snacks and drinks, jazz music and a cd player, as well as other props for an authentic experience, like sun glasses, berets, and bongo drums. The children will need copies of their poems and poetry packets. Prior Knowledge: This lesson will draw on what they children have learned about poetry, however it is also important for me to activate their prior knowledge about what a poetry café is and who the Beatniks were from past discussions we have had leading up to this activity. Activities/Method: I will begin this lesson by asking questions/having a discussion about what a poetry reading is and why people write poetry. I would like to touch on poetry as another form of expression. Then, as I set the mood with music, lights, and snacks I will ask the students to complete their poetry survey/quiz. Once we are set up the children will come up and get their snacks and then I will pass back their poetry and ask them to choose which two they feel were their best poems. Then I will call on students to come up one at a time and read one of their poems aloud for the class, having the child state their poem title, type, and name, and then cycle through one more time to keep all students engaged as long as possible. When each student is done reading their poem, their classmates will snap for them in appreciation, and we will make positive comments only about each others work poetry. Assessment: There will be two types of assessment during this lesson- informal as I listen to each child‟s selection of poetry, as well as formal from the answers in their poetry survey/quiz. Closure: At the end of this lesson I would thank students for being a part of the poetry café and working hard to create such a beautiful collection of writing. Adaptations: By allowing students to interact with each other and their poetry I am hoping that it will reinforce the concepts we have been learning, as well as give them a new understanding of different ways of expressing themselves. When students have the chance to be involved and interactive it often motivates them and helps them to pay attention. By giving everyone two chances to come up and read I believe it will keep more students engaged for longer. Also, before the students fill out the survey/quiz I will read it aloud to them to assure understanding.
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