LessonPlanningFormforAccessibleInstructionCalvinCollegeEducationProgram

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)