Lesson Plan #9

Unit Working Title: My Identity through Art

Unit Big Idea (Concept/Theme): Identity / Self-Expression through literature

Unit Primary Skill focus: Self-Expressive Writing

Week ___3__ of 3; Plan #____9____ of 9; [90 mins.]

Plan type:__X__Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
1. SW understand that communities are strengthened when individuals respect and
celebrate each others differences.
a. Students will know that their classroom is made up of individuals
after hearing their Found Poems.
2. SW understand that people can express their unique identities through creative
outlets.
a. Students will know that they can express themselves and hear
others self-expression through the presentation of Found Poetry.

Affective (feel/value) and/or Non-Cognitive:

3. Students will show respect for their peers differences and identities.
a. Students will listen actively and respectfully during the Found
Poetry readings.
4. Students will value the importance of having diverse identities within one
community.
a. Students will show respect and interest in their peers work.
5. Students will feel the power of art to convey identity.
a. Students will feel the effectiveness of their Found Poems to
convey their feelings.

Performance (do):
6. Students will create and continue to work on pieces of art that show their own
identity.
a. Students will share their Found Poems.
7. Students will share and discuss their thoughts about identity and community with
their peers.
 a. Students will have a final discussion about the function of poetry
and art in expressing identity.

SOLs:
6.1 The student will participate in and contribute to small-group activities.

CCSs:
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and
expressing their own clearly.

Diagnostic Formative Summative

The Exit Slip from the
previous day will allow the
teacher to address any
questions the students
have about the
presentation portion of the
assignment before
beginning.
The discussion after the
found Poetry presentations
will inform the teacher about
how students have grown in
their conceptions about art,
identity, and community
throughout the unit.
Students will present their
summative assessments
(found poems) on this day.
They will be assessed both
on their presentation skills,
their writing process, and
final product.

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

Upon entering the room, students will be instructed to look at the board which will have a
message telling them to sit where they like. The desks are arranged in a larger horseshoe
shape facing a stool in the front of the room. The performer (reading their Found Poem) will sit
on the stool to read as their peers listen. Students will wait for class to begin.

1. [_10_mins.] Bridge/Hook/Opening to lesson:

I will greet the class and welcome them to our poetry cafe! I will thank them for their hard work
on their poems and let them know that Im excited to hear all of their pieces. At this time, I will let
them get snacks from the back table (provided by parents and a few from myself) so we can
resettle and get started.

2. [_5_mins.] Review Oral Presentation skills

As the student resettle into their seats, we will go over the oral presentation guidelines
discussed in the previous class. A bulleted list of the skills will be written on the board as a
reminder throughout the lesson. I will then read my own Found Poem to demonstrate these
skills again for the class.
3. [_45_mins.] Students share Found Poems
Students will now take turns reading their Found Poems (1-2 each, depending on how many
they were able to write). I will take volunteers at first, and otherwise use popsicle sticks to call
on students randomly. I will be paying attention to make sure students are listening respectively
during others performances. We will give snaps at the end of each poem (instead of clapping).

4. [ 25 mins.] Discussion
For this discussion we will talk about the Found Poetry process. I will give students a sheet with
guiding questions to answer before we discuss, about what they learned from the Found Poetry
activity, what they now know about their own identity after this unit, how they think identity and
community are linked, and how does art play a role in self expression. They will answer the
questions independently before sharing as a whole class.

5. [ 5 mins.] Closure
I will thank the students for their hard work over the course of the unit and say that I cant wait to
continue working with them in my class. I will then preview our next unit to give them an idea of
what to expect, and have them help me clean up trash in the room from the snacks.

Differentiated Instruction to accommodate one or more of my profiled students:

Nicholas may have some anxiety about performing in front of the class. There is another student
with autism in the class who Nicholas enjoys working with and is comforted by when he has
problematic episodes. If this student is comfortable (which Im sure he will be, as he often
volunteers to work with / calm down Nicholas), I will ask if Nicholas would like to perform his
poem with that student in the hallway before class to practice his presentation skills. If Nicholas
is still uncomfortable, I will allow him to perform his poem for me and the other student in the
hallway for his grade, as opposed to performing for the entire class.

Materials Needed (list):

1. Teachers Found Poem
2. Stool for class setup
3. Discussion Handout (step 4)