UbD Lesson Planning Guide (PSI)



|Lesson Title/Focus |Cinquain Poems |Date |Nov. 12, 2013 |

|Subject/Grade Level |5 Language Arts |Time Duration |90 min (60 then 30 because of lunch in |

| | | |between) |

|Unit |Poetry |Teacher |Alexandra Pletch |

|OUTCOMES FROM ALBERTA PROGRAM OF STUDIES |

|General Learning |2: Comprehend and respond personally and critically to oral, print, and other media texts |

|Outcomes: | |

|Specific Learning |2.3: Experiment with words and sentence patterns to create word pictures |

|Outcomes: |2.4: Use structures encountered in texts to organize and present ideas in own oral, print and other media texts |

|LEARNING OBJECTIVES |

|Students will: |

|Identify different cinquain poem patterns |

|Experiment with word and sentence patterns of cinquain poems to create word pictures |

|ASSESSMENTS |

|Observations: |Monitor group work – redirect students to keep them on task and focused |

| | |

|Key Questions: |How can we classify and understand poetry? |

| |How can writers follow poem structures to describe objects, places, actions and people? |

| |How can we experiment with language to create word pictures? |

|Products/Performance: |Cinquain poem foldable– create own cinquain poems according to each pattern (3 poems in total) with accompanying |

| |illustrations. *See example |

| |What am I? Riddles handout – correctly answer riddle and identify cinquain pattern for each. |

|LEARNING RESOURCES CONSULTED |MATERIALS AND EQUIPMENT |

|“Seeing winter landscapes through the writing of cinquain poems” |Worksheets – 25 copies of Exercises 26, 27 and 28 from Communication Skills 5 |

| |Dictionaries for Bell Work |

|“Cinquain Poems” : |Name cards – snowflake names |

| Pairs – matching cards |

|m |Who am I? riddle/cinquain handout (25 total) |

| |Cinquain foldable example |

| |Construction Paper – blue, purple, dark blue (25) |

| |Lined paper (25) |

| |Stapler *Shel Silverstein poems book |

| |Whiteboard markers |

|PROCEDURE |

|Prior to lesson |Arrange seating plan (snowflakes) |

| |Write hook, winter cinquain, and advance organizer on whiteboard |

|BELL WORK |

|Hook: Commas |Upon entering room, students must figure out what is wrong |Management strategies: |

| |with each of the following sentences: |Arrive early and arrange snowflake name pieces (pre-made) |

|2-3 min |“Let’s eat Grandma!” (should be “Let’s eat, Grandma”) |according to pre-arranged seating plan (mix students up or |

| |“My favourite things in life are cooking my family and my |boy-girl-boy-girl) |

| |dogs” (should have commas between series of things, places)|~ Greet students at door and direct them to their spots – |

| | |remind them that they need pencils, lined paper, dictionaries, |

| | |pencil crayons, etc. |

|Behaviour Expectations |“I’m looking forward to teaching you” - introduce myself |

| |Expectations: respect, listen to me and to each other, raise hands when asking a question, respect my materials that I am |

| |sharing with you |

|5 min |** Explain snowflakes: “you will get to keep them at the end of term (before Christmas) – but they need to be returned to |

| |the snowflake box at the end of each class on your way out of the classroom” |

| |Introduce my attention getters: |

| |Silent count-down (From 10 using fingers: not counting out loud) |

| |“If you can hear me . . . touch your nose” starting at a very low volume and waiting for class to listen. |

| |Practice attention-getters! |

| |Transition to bell-work: Revisit comma errors on board (hook) – explain first worksheet. Introduce second worksheet and |

| |point to dictionaries. |

| |Student will complete Exercises 26, 27 and 28 from Grade 5 Communication Skills |

|15 min |Finish worksheets within 15 minutes |

| |As students finish – check over their work and circle mistakes. When complete and checked, students will receive a What am|

| |I? Riddle (Cinquain handout) |

|CINQUAIN POETRY | |

|Introduction |Time |

|Attention Grabber |What am I? riddles – students will work on these at their own pace once they have completed bell work.|5 min |

| |The empty line at the top of each poem will be where students write the topic of the poem based on | |

| |clues from the rest of the poem. Ignore the space for Pattern for now. | |

| |Example: students would write “Sun” on the top line for this poem: | |

| | | |

| |______SUN________ | |

| |Hot, Bright, | |

| |Burning, Shining, Glowing, | |

| |Sunsets are Beautiful, | |

| |Star | |

| | | |

| |*Answers to riddles can be found on the last page of this Lesson plan | |

|Assessment of Prior Knowledge |Class discussion: |2 min |

| |Ask class: What types of poems have you learned about so far? Haikus? Acrostics? | |

| |What kinds of rules do they have? Identify rhyming rules, number of lines, number of syllables, | |

| |structure etc. | |

|Expectations for Learning and |See Bell work section! | |

|Behaviour | | |

|Advance Organizer/Agenda |Write on board before class: | |

| |1. Bell Work: Commas, Multiple Definitions | |

| |2. What am I? riddles | |

| |3. Cinquain poems | |

| |Brain Break | |

| |4. Foldable/booklet | |

| |5. Share poems | |

|Transition to Body |Refer to Who am I? Riddles: Note the pattern of 5 lines. |1 min |

| |These riddles follow a certain pattern – students will be learning about a poem which uses this | |

| |pattern today | |

| | | |

|Body |Time |

|Learning Activity #1 |Introduce Cinquain poem structure: Look at example on board: | |

| |Snow | |

| |Soft, white, | |

| |Falling, drifting, blanketing, | |

| |A calm, peaceful sight, |4 min |

| |Flakes | |

| |Count lines with class: 5 (“cinq” in French means “five”) | |

| |Have all the students pronounce Cinquain – “Sin-Cane” – aloud together twice or three times. | |

| |No rhyming, 3 different patterns (introduce one at a time). | |

| |Display cinquain foldable to class: this will be our final product: 3 original cinquains using each | |

| |pattern, and illustrations to match. | |

| | | |

| |First pattern: see Cinquain Handout Pattern 1: Word Count | |

| |One Word | |

| |Two Words | |

| |Three Words | |

| |Four Words | |

| |One Word | |

| | | |

| |*Reminder to use commas between series of things. |1 min |

| | | |

| |Look at example on handout, ask for a volunteer to read aloud. | |

| | | |

| |Make a poem with the class: Give topic: Autumn. Ask for suggestions from volunteers to make a poem. |2 min |

| | | |

| |Individual poems – instructions: | |

| |Each of you will write one Cinquain using the first pattern. The topic is Winter – but that does not | |

| |need to be the first line of your poem. I handed each of you a card with a picture of an object on it.| |

| |When I say go - you must find the person who has the matching object and work with them to write your |1 min |

| |first poem. Each of you must have your own poem, but you can share ideas with your partner. | |

| |Use lined paper – this will be your rough draft. | |

| |Students have 5 minutes to write their poem. | |

| |When you and your partner are finished: share your poem with another pair who is also finished. | |

| | | |

| |Any questions? | |

| |Students work on poem with partner and share with another pair | |

| | |5 min |

| |Make foldables: Students who are finished writing poem and sharing will take one sheet of colored | |

| |paper and one sheet of lined paper. They will place the lined paper over the colored paper but the | |

| |bottom edges will not meet, instead, the top piece will be one inch higher than the bottom: | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | | |

| | |4 min for foldables|

| |Then you fold the papers over from top to the bottom of the arrow (arrow only in diagram) and make | |

| |another 1 inch tab: | |

| | | |

| | | |

| |[pic] [pic] | |

| |Staple the top of the booklet like in the above diagram. | |

| | | |

| |Write their name in the top right corner, and title each tab: Pattern 1: Word Count, Pattern 2: | |

| |Descriptive, Pattern 3: Syllable Count. The cover page will be a title page: “Winter Cinquains” | |

| |Students will do this task at their own pace. Once they have finished their rough drafts, they can | |

| |write their first cinquain on the first page of lined paper. | |

|Assessments: |FORMATIVE: Cinquain pattern 1:Craft own poem according to model with their partner. | |

| |Formative assessment: wander around, see if students are on the right track | |

| |Class discussion, pair work, small group sharing, class discussion | |

| | | |

|Differentiation: |Students will be able to illustrate their poems once the begin their good copy | |

|Brain Break! |Introduce idea of Brain Break: doing a fun activity to get up and move! |5 min |

|**Do earlier if students seem |Ask students to tuck chairs in and move binders, anything in the way. | |

|restless (maybe after Bell |Option 1: Fruit salad! Move the desks to the sides and arrange enough chairs in a circle for everyone | |

|work) |to have a seat. The teacher will start in the middle and say “I like fruit salad.” Everyone must get |Management: go over|

| |up and find a new chair. The last person standing must say something they like to eat or do and if |rules of the space |

| |anyone else in the circle likes the same thing, they must stand and find a new seat |and proper |

|Choose one option depending on|Or Option 2: Body to color: The teacher will name a body part and a colour and the students must find |behaviour during |

|the mood of the class |something in the room to correspond to the color. Ex: “Elbow to Green!” and the students must find |the game |

| |something green and touch their elbow to it. **Remind them to be careful in the library – it is not a | |

| |race! It is a chance to move around and get creative! | |

| |Ideas: Pinkie to blue, knee to grey, heel to purple, etc. | |

|Learning Activity #2 |Students return to seats with snowflakes. |4 min |

| |Cinquain pattern 2: refer to Cinquain handout | |

| |Ask for a different volunteer to read the example on the handout | |

| |Identify noun, adjective, “ing” words, and phrase | |

| |Look at example on board (Snow) – does it fit the second pattern? | |

| | | |

| |Create Winter Words Mixing Bowl with class: Brainstorm nouns, adjectives, and verbs students can use |4 min |

| |when writing their pattern 2 cinquains. Write ideas on board and organize into: | |

| | | |

| |Nouns (refer to matching cards)suggestions: snowflakes, ice, sleds, skiis, toque, parka, mittens, | |

| |cocoa, boots, scarf, shovel, frost, earmuffs, snowman, cider, | |

| | | |

| |Adjectives: shimmering, sparkling, glistening, freezing, melting, twinkling, cold, frosty, pretty, | |

| |fast, frozen, silent, soft, quiet, globby, shining, glowing, wet, slippery, white, slick, slushy, | |

| |sloshy | |

| | | |

| | | |

| |Verbs: Twirling, dancing, jumping, writing, swirling, gliding, smiling, falling, squishing, hiding, | |

| |covering, blanketing, snapping, crunching | |

| | | |

| |Use mixing bowl/ brainstorming to write a cinquain (Pattern 2) as a class. Ask for suggestions from | |

| |students for each line (nouns, adjectives, verbs and phrase). *Emphasize commas between series. | |

| | | |

| |Students in their table groups will write individual poems using the “mixing bowl” ideas. They can |2 min |

| |discuss ideas with others at their table, but must create own poem. | |

| | | |

| |Write poem in foldable and illustrate poems until lunch –brief wrap-up and outline for after lunch. | |

| | | |

| | |3 min |

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| | | |

|Assessments: |FORMATIVE: Cinquain pattern 2 poems – review as students write them | |

| | | |

| |Word Bank (Winter Mixing Bowl) will help students find words when writing their second cinquain – | |

|Differentiation |support students | |

| |Refer to handout for examples – look at riddles 1, 2, 6 and 9 for ideas. More descriptive cinquain | |

| |examples on last page of lesson plan | |

|LUNCH – Will make adjust schedule according to student progress (briefly assess where they are at over lunch) |

|Learning Activity #3 | |2 min |

| |Third Pattern: Syllable Count: refer to handout and example | |

| |Ask for volunteer to read example aloud. | |

| |Count syllables aloud with class – illustrate how the example matches the pattern. | |

| | |5 min |

| |Ask students to work with their elbow partner to identify What am I? riddles according to the three | |

| |cinquain patterns. Next to “pattern” in each box, write the number and type it matches. | |

| | | |

| |Students write third cinquain according to syllable count. |8 min |

| |Must have 2 other students count the syllables before they can write the final poem in their foldable.| |

| | | |

| |Share poems with 3 to 4 other students in the class – must provide descriptive feedback for their | |

| |peers verbally. Take notes on lined paper. | |

| |Illustrate their poems/ booklet if time remains before closure |5 min |

| | | |

| |*Ask students for feedback: make sure they are sharing their poems | |

|Assessments: |FORMATIVE: ask a random sample of students for their feedback – can they remember what their peers | |

| |said? Is it valuable feedback? | |

| | | |

|Differentiation |Students can stand and move around as they share their poetry. | |

|Closure |Time |

|Assessment of Learning: |Have students sit and capture their attention. |3 min |

| | | |

| |Review cinquain patterns using What am I? riddle sheets: | |

| |Ask one student at random to summarize the first pattern, and another for the second, and third, etc. | |

| |Ask others for the riddle answers. Ask students to identify the pattern each riddle follows. Poll – | |

| |how many students had the same answer? | |

| |If time remains, students can continue to illustrate/color their foldable. | |

|Feedback From Students: | | |

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|Feedback To Students |Give feedback about behaviour (first lesson together () – what went well, what should we work on |2 min |

| |together, etc. | |

| |Progress with cinquain poems – how much more time will they need to finish? How have they done | |

| |overall? | |

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|Transition To Next Lesson |Tomorrow they will have Mrs. Andreas for LA, then me again on Thursday |1 min |

| |Students must put their name snowflake in the snowflake box as they leave the room – their exit slip! | |

|Sponge Activity/Activities |Shel Silverstien poetry: read select poems from book if time remains |

| |

|Reflections from the lesson: |

|The hook about comma usage seemed to catch students’ attention. “Lets’ Eat Grandma” made many of them laugh. This was a great way to grab their attention |

|and emphasize the importance of placing commas between a series of things. I checked the first exercise as they were completing them and am pleased to see |

|that most understand the concept. However, the Bell Work exercises took much longer than expected – students took 20 minutes to finish Exercise 26, so we |

|will save exercises 27 and 38 for another day. I collected the bell work booklets to save for another day. |

|The Seating Plan with the snowflakes worked really well! ( The students were excited to have something new, and barely noticed that I put them in a seating|

|arrangement to split them up from their friends. My TA also thought the snowflakes worked well. |

|Some were finished their first poem in 2 minutes, while others wrote one or two words in the whole 10 minutes. It was effective to have the What am I? |

|Riddles ready for those who completed their bell work, however, I should have explained the paper first. They only needed to give each riddle a title using|

|the clues. Next time, I will explain what students are to do once finished so they know exactly what is expected. On a positive note, the riddles seemed to|

|be exactly at their level – they were not too challenging and most students were able to correctly fill in the first line. |

|I found it difficult to pace the lesson because the students were at such a wide range of comprehending the cinquain patterns. I really underestimated how |

|much time students would need to complete each task. Yes, some students finished in the estimated amount of time, so it was effective to have the next task|

|ready so they could move on. I circulated and answered many questions – I was able to see which students struggled I could give them suggestions. There was|

|no time for foldables or pattern 3 cinquains. |

|One weakness in my teaching was not providing clear instructions for each step. I would receive the same questions from many students, so I would use my |

|“Attention-getters” and clarify instructions to the whole class. I am glad that I fixed my error through addressing the confusion for everyone. Also, when |

|teaching Pattern 3: Syllable count, I need to make sure I clarify the topic and allow for group brainstorming before students begin to write their own. |

|My expectations for students to write 3 cinquains, make a good copy in the foldables, plus complete the 3-exercise bell work package was an unrealistic |

|goal for the 90 minutes with this class. This was an eye-opening experience for me in terms of pacing the lesson. Since many struggle with Language Arts as|

|ESL students – 90% are Mennonite and speak low-German at home – simple written tasks take a lot longer. In knowing this, I hope to give them much more time|

|for future writing tasks. |

|On Thursday, I will clarify pattern 2, since many students struggled with choosing adjectives and did not understand what a “phrase” is. I will re-teach |

|this pattern and put the mixing bowl words on the board so students can easily create a winter cinquain. I must teach pattern 3 (since we ran out of time |

|today) and review the Riddles handout. |

|Unfortunately, there was no time for a brain break. However, we changed partners and spots between activities, so students did get up and move. There was |

|also lunch in the middle of the class and students had a recess break. |

|One aspect I regret is not providing closure for the first two cinquain patterns we learned. I realize that consolidating learning is a priority and I hope|

|to address this in my Assessment of Prior Knowledge for the next lesson. |

|This 90 minute lesson flew by, and even though I only completed the first half, I now have clearer expectations for how long it takes students to complete |

|tasks. I am pleased to find students engaged in my teaching and I used attention-getter techniques and classroom management strategies to maintain order. |

|For example, whenever I crouched down to help a student, I would angle my body so I was still facing the majority of students and could supervise everyone.|

|A couple students were consistently off-task and unmotivated to start any task. I visited these students frequently, however, many others needed help and |

|had questions. I need to find some strategies to engage these students, without ignoring the rest of the class. Finding this balance will be a challenge. |

|Finally, I would like to streamline and simplify my lesson activities so students at the mid to lower range do not feel overwhelmed. |

What am I? Riddle

Answers: Pattern Type:

1. Sun 2: Descriptive

2. Leaves (Dead/Fallen leaves) 2: Descriptive

3. Cows 1: Word Count

4. Chickens 3: Syllable Count

5. Recess 3: Syllable Count

6. Tiger 2: Descriptive

7. Breakfast 1: Word Count

8. School 1: Word Count

9. Blanket 2: Descriptive

10. Hockey 3: Syllable Count

Bell Work: Exercise 26:

[pic]

Winter Pairs: Print 2 of each page and cut into squares.

| | |

|[pic] |[pic] |

|Snowman |Snowflakes |

| |[pic] |

|[pic] |Winter Coat |

|Mittens | |

| | |

|[pic] |[pic] |

| |Snow angel |

|Toque | |

|[pic] |[pic] |

| |Scarf |

|Boots | |

| |[pic] |

|[pic] |Tobaggan |

|Shovel | |

|[pic] |[pic] |

|Hot Chocolate (Cocoa) |Skate |

| |

| |

Teacher Example: Cinquain Foldable:

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