Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alayna Ikerd

Date

Subject/ Topic/ Theme Poetry- putting feelings into our poetry

Grade: First

I. Objectives
How does this lesson connect to the unit plan?
Another lesson on poetry- we have been discussing choosing topics, turning big feelings into small details and different things, like line breaks. In this lesson we will
focus on learning how to show our feelings in our poetry by using comparisons.
cognitiveR U Ap An E C*

Learners will be able to:

Demonstrate how they are feeling by using comparisons

Explain their feelings in a new way
Contrast feelings based on the language an author is using
Discover how an author is feeling based on their writing
Write their own comparisons in their poetry that demonstrate how they are feeling

U
An
Ap
R
C

physical
development

socioemotional

X
X
X
X
X

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
CCSS.ELA-LITERACY.RL.1.10
With prompting and support, read prose and poetry of appropriate complexity for grade 1.
CCSS.ELA-LITERACY.L.1.5
With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings.
CCSS.ELA-LITERACY.L.1.5.C
Identify real-life connections between words and their use (e.g., note places at home that are cozy).
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.1.C
Ask questions to clear up any confusion about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.1.4
Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
(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

II. Before you start

Identify prerequisite
knowledge and skills.

Outline assessment
activities
(applicable to this lesson)

The students should be able to already identify how to structure their poems and have some knowledge
of how to take big ideas and big feelings and create a focus in on a detail and create a poem from it.
The students also should have knowledge of topics that they can write their poems on- these are
already in their poetry notebooks.
They should be familiar with line breaks, finding rhythm in their words and other components of
poems, being able to use honest, precise words
The students should be familiar with the different types of poetic voices- addressing the subject,
speaking with feeling and lyrical expression and storytelling
The students should also be able to recognize patterns that they see in poetry
Pre-assessment (for learning): Observe the students work and how it has been progressing through past
poems and writings that have been turned in
Formative (for learning): Listen to suggestions that the students give about how to use comparisons in their
poetry to describe feeling; listen as they create comparisons with a partner and describe what is inside their
hearts

Walk around and read what the students are writing and see how they are modifying and using the
techniques being taught to revise their own writing- are they utilizing comparisons correctly to
describe their true feelings?

1-19-13

Formative (as learning):

Prompt the students during independent work time- what are you working on today as a poet?
What did you learn today and how are you using it in your writing time? How are you trying to use comparisons
in your poetry today?
Summative (of learning): Are they using comparisons in their poetry? Do they understand how to utilize

comparisons to describe their true feelings?

What barriers might this

lesson present?

Provide Multiple Means of

Representation
Provide options for perceptionmaking information perceptible
The information is displayed on the
whiteboard, as well as,
demonstrated through lecture and
example

Provide Multiple Means of Action

and Expression
Provide options for physical actionincrease options for interaction

Provide Multiple Means of

Engagement
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
They are able to set up writing
stations (a 3 sided piece of
cardboard) that blocks out
distractions.

Provide options for language,

mathematical expressions, and
symbols- clarify & connect
language

Provide options for expression and

communication- increase medium
of expression

Provide options for sustaining effort

and persistence- optimize
challenge, collaboration, masteryoriented feedback

What will it take

neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Provide options for comprehensionactivate, apply & highlight

They are given time to take

what we discussed and put it
into practice in their own
writing

Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

They are able to speak with a

partner about how they are
feeling by using comparisons
and they are able to create
comparisons through writing as
well.

They are able to collaborate

with their peers as they speak
about what is inside their
hearts, as well as, the rest of
the class

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

They are able to see the work

that they got done that day, and
evaluate what strategies that
they need to continue
developing

Inside my heart by Zo Ryder White

Doc camera
Paper and Pencil

Normal Classroom set upHow will your classroom

be set up for this lesson?

We will be on the carpet- teacher by the doc camera- for the teaching portion (30 minutes)
The students will be at their seats for the remainder of the time writing using comparisons in their
poetry

III. The Plan

Time

Components
Motivation
(opening/
introduction/
engagement)

1-19-13

Describe teacher activities

AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
We have been focusing on many different
The students should name things that are on our big
strategies of poetry, can anyone name some?
poetry strategies poster
Thanks for remembering those strategies! So, you
all just told me that we have worked on taking

these big feelings that we have and looking at

everyday objects from with fresh eyes. Well, this
morning I want to focus on looking at those big
feelings that we have and seeing them with fresh
eyes. For example, instead of saying in our poetry,
I am happy we are going to see that happiness in a
new way.
Do you remember when we read that poem with
Mrs. B. by Zo about the ceiling and how it was a
sky, or the poem about the pencil sharpener
buzzing like bees were inside of it? And then we
walked around the room looking at all of the
different objects set out with fresh eyes?

Development
(the largest
component or
main body of
the lesson)

The students should remember this and be

responsive to the suggestion.

I want to show you all how we can see our

feelings with those fresh eyes too!
As poets, we sometimes dont say exactly how we
feel, like the example I used earlier, but saying I
am happy but instead, we can show this happiness
by comparing it to something else. When we
compare our feelings to something else we are
letting our readers feel exactly how we are
feeling!
I am going to show you another example by Zo
Ryder White called Inside My Heart where she
showed her readers how the things in her life make
her heart feel full instead of just telling her
readers.
Show Inside My Heart under the doc camera
and read aloud
I want you all to recognize how she did not just
tell us how she was feeling, did she? No, she
described it and let us feel what she feels. Sort of
like what we did when we explored our poetic
voice of speaking from our heart of hearts!
Sometimes, poets like Zo, will think of things in
the world that remind them of the way they are
feeling and that is what they write about, the thing
that shows the feeling. Dancing birds, laughing
babies, blasting spaceships, these are all happy
things that Zo chose to describe the feeling in her
heart of hearts.
Active Engagement
I want us to practice talking about what we feel
inside our hearts and comparing things in the world
to our feeling. Will you all close your eyes for a
minute and think about a time when you were
really sad. Now, think about what could be in your
heart that made you feel that sadness, what does the
inside of your heart look like right now? Turn to
you partner and tell them, Inside my heart
lives

1-19-13

The students should turn to their partner and

practice speaking about what is inside their heart.

Lets do that same exercise again now, but think

about a time when you were really excited. So
excited for something that you couldnt sleep the
night before because the only thing you could think
about was being so excited. What would be living
inside you heart then? Turn and talk about it.

Students should be talking about what is inside

their hearts in a moment of excitement.

Mention things that you heard and praise the

students for their brainstorming.
As poets, it makes our poems better when we are
specific about what we are comparing our feelings
to. It helps our readers really feel what we are
feeling! So when you are all writing or revising
your old works today, I want you to keep a
watchful eye out for specific details that you can
add or write. That is what Zo did when she told us
the exact things that were in her heart that made it
so full. Do you have an idea in your head of what
you can work on today? Awesome! Happy
writing.

Students should nod if they have an idea of what

they can work on.

Walk around and read the students work, ask

them how they are using comparisons in their
writing and how they are conveying their
feelings.
Find a student whose work is rich in detail and
share it with the class. Point out how specific the
student was and the feeling that you could sense
in their writing.

Closure
(conclusion,
culmination,
wrap-up)

Guys and gals, you have about five more minutes

before it is time to start wrapping things up, finish
up those last details and then put your folders away
and sit quietly for the rest of our friends to be
ready!

Students should finish up what they are working on

and then they should pack up all of their writing
materials.

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.)

McCormick Calkins, L., & Parsons, S. (2003). Poetry: Powerful Thoughts in Tiny Packages (pp. 55-62). N.p.: Firsthand Books.

1-19-13