Lesson Plan Outline
Poetry Unit
By Michelle Adame
Unit: Grade 7 and 8
Rationale:
People often think that poetry is one of the hardest things to read.
As a teacher of Language Arts, I want my students to incorporate elements of
poetry as well as an appreciation of poetry in their personal lives. During this
unit, students will continue to expand their ability to write and appreciate a
variety of poetry. Students will start out with learning about different poetic
elements and then exploring different types of poetry, such as
Haikus, Ballads, and Free-verse poetry. Using the tools that they are given, the
students will be able to analyze poetry and be able to apply it to their own
lives. A poetry presentation and an art project will be the culmination of the
poetry unit.
Purpose:
In this unit plan, I wish for students to learn the different poetic
elements such as simile, metaphor, and personification as well as learn how to
read poetry. I want them to become familiarized with different types of poetry
so that when they are confronted with a sonnet during their high school years
they see it as a little more approachable because they have been exposed to it
before. By studying poetry, students will come to identify poetry in music and
commercials and will grow an appreciation to poetry as well as try their hand at
poetry.
Assessment
This unit will have a technology-based alternative assessment in which students will
look at different types of poetry via WebQuest and then use the poetic elements that they
learned about to create a 10-minute Prezi presentation about their type of poetry and the
integration of the poetic elements that they learned about prior to the WebQuest. At the
end of the unit there will be a unit test.
Integration of Faith and Values
During this Unit Plan I would emphasize one the creativity of God and how he made us all unique and has a specific plan for all of us. I want the students to become better communicators so that they can become better effective in being witnesses and representatives of Christ, and so in my unit there will be some presenting in front of the classroom, but I will let the students know that I am doing this with their best interest at heart.
One of the devotional thoughts I would present in this unit is about service to others. I would read to them a devotional thought called “Cafeteria Christians” and what that term means is people oftentimes try to see how they can help themselves; how they can better their lives and get the best for themselves.
While there is nothing wrong with wanting good things for yourself, God wants us to be serviceable to others. In “This is the Day,” the devotional book that I read to the students, the author recalls a story about her going to hell and finding people sitting in front of a feast, but the only problem was that they didn’t have elbows, so they couldn’t feed themselves. They were in torture and starving because they were literally unable to feed themselves.
The author then recalled on how this person then went to go visit Heaven and finding people in the same situation but they weren’t starving because they were able to feed each other. There is a certain joy in serving others because we know that we are making Christ happy as we strive to be more like Him; and he served us to the max, even giving His life for us.
I finished up the devotional thought with one of my favorite quotes from “Messiah,” a book that is based from “Desire of Ages.” The quote goes, "Every moment is a treasure to be spent making someone's life better and heaven more real." -Messiah p.60 (adaptation to Desire of Ages). Just by being kind to someone, we have the opportunity of gaining souls to Heaven. So I would encourage my students to strive to be the best that they can and to never stop trying to be Christ-like.
ANDREWS UNIVERSITY SCHOOL OF EDUCATION
TEACHING, LEARNING & CURRICULUM DEPARTMENT
Michelle Adame
10.3.12
Course: Language Arts Unit: Poetry Instructor: Michelle Adame
|knowledge |understand |do |
|Types of poetry |How poems differ from one another |use technology to present poem they have analyzed to|
|Characteristics of a poem |How to analyze a poem |peers |
| |Poetry is everywhere |analyze poem |
| | |present WebQuest poetic genre |
|day |topic |objective |learning activity |assessment |
|1 |Poetry Introduction |TSW distinguish prose and poetry |Concept attainment |H/W |
|2 |Parts of Poetry |TSWBAT identify stanza and line structure |Directly Taught/Small Group |Exit slip |
| | |of poems with little or no instructor | | |
| | |help. | | |
|3 |Rhyme Scheme |TSWBAT identify and define rhyme scheme |Directly Taught/Small Group |B/W and Exit slip |
|4 |Simile/Metaphor |TSW identify the meaning of an simile and |Small Group |H/W & B/W |
| | |a metaphor | | |
|5 |Imagery |TSWBAT understand the various types of |Directly Taught/Simple Cooperative |H/W & B/W |
| | |imagery used in poetry, and demonstrate | | |
| | |their knowledge of such imagery. | | |
|6 |The Sounds of Language |TSWBAT identify and define rhyme, rhythm, |Directly Taught/Small Group |H/W & Exit slip |
| | |refrain, alliteration and onomatopoeia. | | |
|7 |Cause and Effect Poetry |TSWBAT develop conclusions and |PowerPoint Lecture |H/W & B/W |
| | |generalizations about human | | |
| | |characteristics based on class discussion | | |
| | |on “The Spider and the Fly” | | |
|8 |Analyzing Poetry Through Music(1) |TSW listen, discuss & note important info |Directly Taught/ Small Group |H/W & B/W |
| | |TSWBAT familiarize themselves with lyrics.| | |
|9 |Analyzing Poetry Through Music(2) |TSWBAT analyze a poem with little or no |Directly Taught/Small Groups |H/W & B/W, Checklist |
| | |instructor help. | | |
|10 |Analyzing Poetry Through Music(3) |TSWBAT analyze and present a poem to |Simple Cooperative |Checklist |
| | |peers. | | |
|11 |WebQuest(1) |TSW research poem genres and create their |Complex Cooperative |Checklist |
| | |own poem | | |
|12 |WebQuest(2) |TSW research poem genres and create their |Complex Cooperative |Checklist |
| | |own poem | | |
|13 |WebQuest(3) |TSW research poem genres and create their |Complex Cooperative |Checklistion/Small |
| | |own poem | |Groupssightedories to |
| | | | |frightedn the fly?"m they |
| | | | |think the phrase pertains |
| | | | |to. s simile and metaphor.|
|14 |WebQuest(4) |TSW present their poetic genre to the |Presentation/Small Groups |Rubric |
| | |class via Prezi | | |
|15 |Review |TSWBAT recall prior knowledge in |PAT |N/A |
| | |preparation for unit test | | |
|16 |Unit Test |N/A |N/A |Unit Test |
References:
circle.
Language Arts Textbook
Syllabus
Language Arts-Grade 7
[pic][pic]
Michelle Adame
adamem@andrews.edu
269-313-0175
I. Course Identification
English Language Arts is a course designed to integrate grammar, spelling, writing, and literature to provide students with a well-rounded understanding of language and how it is used today.
Discipline: Language Arts
Prerequisites: Language Arts-Grade 6
Office Hours: I’ll usually be in my office from 3:30-5:00 P.M., otherwise by appointment
II. Required Texts
This year we will be reading and discussing several books from the Pathways series, roughly covering one book every three weeks.
III. Course Goals and Objectives
Goal 1: To think like we have never thought before.
Goal 2: To inspire life-long learning
Goal 3: To develop skill in applying methods of composition to literature.
Goal 4: For the student to be able to freely express themselves in a safe environment using
writing as their medium.
Goal 5: To develop an appreciation for language and humanities
IV. Expected Student Outcomes
As part of taking English II, you are expected to keep up with class schedule, open your minds to the viewpoints of others, and write to the best of your ability.
V. Grading Criteria and Requirements
As of the start of this course, the following list comprises most of what you will be expected to accomplish this semester:
• Essays (1-2 pgs) in response to the Pathways books, plus the Textbook readings. 20% of final grade
• Quizzes constitute 10% of final grade
• Homework constitutes 10% of final grade
• Mid-term Exam (take-home); constitutes 20% of final grade.
• Final Exam (in-class); constitutes 20% of final grade.
• Journal constitutes 10% of final grade
Essay Format: Essays must be type, double-spaced, 12-font Times New Roman. We will also be using MLA format for our research papers.
VI. Grading Scale
90-100 = A 80-89 = B 70-79 = C 60-69 = D 59 or less = F
VII. Make-Up Policy
If you have an excused absence, you may email me an assignment or, as long as it is received by the beginning of the next class, it will be given full credit; assignments turned in after that time will get 10 percent of points taken off.
There is no extra credit work in this class.
VII. Attendance
Language Arts depends heavily on in-class discussion, which requires you to be responsible for maintaining a high level of attendance.
Obviously, no matter what reason you may have for being absent you are responsible for
finding out whatever you missed and what you need to prepare for the next class period.
X. Respect
Let’s Respect each other! I do everything I can to bring a positive, open, mature attitude to our class, and the success of our class depends upon you doing the same. You are expected to open your minds to the viewpoints of others, and write to the best of your ability. We must respect ourselves, respect our classmates, respect the classroom and respect the school property.
ELECTRONICS
Please turn your phones(or other electronic devices) off or put them on silent. Only use them for emergencies.
Academic Honesty & Plagiarism
Please be honest with your work. I want to know your thoughts and ideas. When you use other’s people’s words, that is lying and stealing, even if those words are something you agree with. If you aren’t sure what constitutes plagiarism, please let me know and I will help you in any way I can.
XI. Additional Resources
If you have a learning disability or in need of special accommodations of any kind, please let me know as soon as possible so we can make special arrangements. We can work together so you can learn the best way that you can!
XV Projects
We will be working on poetry presentations, Prezi presentations, and book reviews in this class. You are to upload a 1 ½ -2 page book review of your Pathways series to your blog.
Concept Attainment Lesson Plan
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT generate and evaluate hypotheses |
|Topic: Concept Attainment in Poetry |1. Students read a wide range of print and non-print |TSWBAT identify essential characteristics of poetry |
|Date: 10/30/12 |texts to build an understanding of texts, of |TSWBAT define the concept of poetry |
|Audience: General Education High School English Class |themselves, and of the cultures of the United States | |
|Materials: yes and no exemplars |and the world; to acquire new information; to respond | |
| |to the needs and demands of society and the workplace;| |
| |and for personal fulfillment. Among these texts are | |
| |fiction and nonfiction, classic and contemporary | |
| |works. | |
| |2. Students read a wide range of literature from many | |
| |periods in many genres to build an understanding of | |
| |the many dimensions (e.g., philosophical, ethical, | |
| |aesthetic) of human experience. | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Computer for sound recording of |Include in discussion on how the Psalms are full of |LD- Visual aide, as well as audio examples |
|The Lion King song(Poetry) |poetry and the Bible is rich in poetic elements. |GT- Give them the option of writing three paragraphs |
|Adventures in Odyssey(Prose) | |for the assessment |
| | |ELL- Visual aide, as well as audio examples |
Instructional Phases
Phase 1: Focus (warm-up)
Explain to students that their role that morning will be those of detectives. Their jobs are to be quiet, think and look for characteristics in the cluse that I’m going to be showing them as they try to solve the mystery of the concept we are trying to learn.
Phase 2: Construction (students build meaning)
Provide students with examples of poetry, prose and theatre(attached in the power-point presentation). The teacher will start with an exemplar, telling them whether the exemplar is a yes or a no. After about five exemplars for each yes or no category, there will be a recap. With the teacher’s guidance, students will then list some characteristics that they have seen. Then the teacher will write those characteristics on the board. After a few characteristics, the teacher will let students decide whether the next few exemplars will fall into the yes or no category. The class will the repeat the same process a couple of more times, culminating with the final recap. By now students will have probably figured out that the new unit will be covering poetry. During the discussion, students are to fill their own charts on their notebooks.
Phase 3: Assessment (students & teacher reflect on learning)
Students will write a 2 paragraph paper summarizing the key points discussed in class.
References:
Parts of Poetry
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT identify stanza and line structure of poems |
|Topic: Parts of Poetry |3. Students apply a wide range of strategies to |with little or no instructor help. |
|Date: 12/5/12 |comprehend, interpret, evaluate, and appreciate texts.| |
| |They draw on their prior experience, their | |
| |interactions with other readers and writers, their | |
| |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| | | |
| |5. Students employ a wide range of strategies as they | |
| |write and use different writing process elements | |
| |appropriately to communicate with different audiences | |
| |for a variety of purposes. | |
| | | |
| |6. Students apply knowledge of language structure, | |
| |language conventions (e.g., spelling and punctuation),| |
| |media techniques, figurative language, and genre to | |
| |create, critique, and discuss print and nonprint | |
| |texts. | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Projector for projecting poems |Discussing how the Bible is rich in poetic elements |LD- Giving them a handout with the poem so that they |
|PowerPoint | |can follow along while the teacher reads. |
| | |GT- Give them the option of writing one or two |
| | |paragraphs of their findings for assessment |
| | |ELL- Giving them a handout with the poem so that they |
| | |can follow along while the teacher reads. |
Instructional Phases
Phase 1: Focus (warm-up)
For Bell work, have students sit in pairs; let students know that they will be talking to their partner for the class period. Have students think-pair-share about what some of the characteristics of poetry they “solved” the day before during the Concept Attainment lesson. After giving the students a few minutes to think-pair-share, tell the students to keep these characteristics in mind as the class looks at the different parts of a poem.
Phase 2: Construction (students build meaning)
The teacher will then put the first poem(“I’m Dan the invisible man”) up in the screen for students to see. Students will look at the poem and make note of things they notice in the poem, such as the fact that there are two sections in the poem. Also, that one line doesn’t really mean one sentence.
After going through the poems together, the teacher allows students to have more independent practice with their partners. Each group will be looking at “Paula Prue, I’m Mad at You.” They will discuss with their partners things that they notice from the poems.
Students will then return to their seats and look at various poems that the teacher has prepared for them ahead of time. The student will read the poems independently and should mark the lines and stanzas of the poem.
Phase 3: Assessment (students & teacher reflect on learning)
Students will complete the following exit-slip to test their knowledge of what they have learned.
Exit Slip: Parts of a Poem
Name: _______________
Date: ________________
Eureka!
Eureka! At last I’ve succeeded,
My experiment’s finally done.
I’ve made an incredible creature,
The only one under the sun.
There’s never been anything like it,
Part puppy, part kitten, part mouse—
And now I must learn how to stop it
From chasing itself through the house.
1. How many stanzas are in the poem above?
2. How many lines are in the first stanza?
3. How many lines are in the second stanza?
4. How many sentences are in the first stanza?
5. How many sentences are in the second stanza?
First Poem:
I’m Dan the invisible man,
So don’t bother looking for me.
No matter how watchful you are,
I’m someone you simply can’t see.
Although I eat visible food,
I still remain perfectly clear,
And if I stopped talking to you,
You’d have no idea I was here.
I love to relax in the tub
And scrub my invisible skin,
Then comb my invisible hair
And shave my invisible chin.
I wear an invisible shirt,
Invisible trousers and vest.
I really don’t know what Id o,
You can’t even tell that I’m dressed.
Second Poem:
Paula Prue, I’m mad at you,
I don’t like the things you do.
You dropped ice cream down my shirt,
That’s no place for your dessert.
Paula Prue, I’ll pay you back
When I launch my sneak attack.
Some day soon I’ll get my chance-
You’ll have pizza down your pants.
References:
The Sounds of Language
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |R.NT.07.02.Students will analyze the structure, |TSWBAT identify and define rhyme, rhythm, refrain, |
|Topic: Rhyme Scheme |elements, style, and purpose of narrative genre |alliteration and onomatopoeia. |
|Date: 12/5/12 |including mystery, poetry, memoir, drama, myths, and | |
| |legends. | |
| |W.GN.07.01.Students will write a cohesive narrative | |
| |piece such as a memoir, drama, legend, mystery, | |
| |poetry, or myth that includes appropriate conventions | |
| |to the genre employing literary and plot devices | |
| |(e.g., internal and/or external conflicts, | |
| |antagonists/protagonists, personification). | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Projector for projecting poems |Discussing how the Bible is rich in poetic elements |LD- Giving them a handout with the poem so that they |
|PowerPoint | |can follow along while the teacher reads. |
| | |GT- Give them the option of writing one or two |
| | |paragraphs of their findings for assessment |
| | |ELL- Giving them a handout with the poem so that they |
| | |can follow along while the teacher reads. |
Instructional Phases
Phase 1: Focus (warm-up)
For Bell work, have students sit in pairs; let students know that they will be talking to their partner for the class period. Have students think-pair-share about what some of the characteristics of poetry they went through the day before during the “Rhyming Scheme” lesson. After giving the students a few minutes to think-pair-share, tell the students to keep these characteristics in mind as the class looks at new poetic elements of a poem.
Start off lecture by saying that you are sure that students have heard of tongue-twisters, such as “She sells seashells by the seashore.” Ask students what other ones they know. Another option would be to read tongue-twisters from a book.
Phase 2: Construction (students build meaning)
•
o Rhyme refers to echoing or repeating sounds at the end of words. In poetry, rhyme usually occurs at the end of lines.
o Rhythm is the regular repetition of a beat, accent or rise and fall in language. It is the pattern of stressed and unstressed syllables in a line. Most poems do not use the same rhythm all the way through. Variety in rhythm is desirable and a necessity. Very few poets favor rhythms that slide into a mechanical pattern or rhythm for very long.
o A refrain is a line, or part of a line, or group of lines, which is repeated in a poem, sometimes with slight changes, usually at the end of each stanza. The refrain occurs in many ballads and poems. Example: The word “Nevermore” in Edgar Allan Poe’s “The Raven” is a refrain.
o Onomatopeia is a situation where the sound of a word directly imitates its meaning (for example, “choo-choo,” “hiss”).
The teacher will say that some students have noticed that many poems rhyme. What rhyming means is that two words have the same sound at the end, eg. “cat” and “hat.”Explain that poems have certain rhyming schemes and that is why it was so important that students have that knowledge of lines from their previous lesson. They can determine which lines of the poem are the one that rhyme.
The teacher will then instruct the students to watch her as she labels the rhyme scheme of the poem “Opposum.” Teacher labels poem using the “AABB” method.
The teacher does this for the first stanza of the poem. When she gets to the second stanza, students are to turn to their partners and discuss what the next rhyme scheme would be. The teacher will give the students a few moments to discuss what they think and then will call students to label the poem.
Students will then get some independent practice on working on a poem that the teacher will have ready for them.
Phase 3: Assessment (students & teacher reflect on learning)
Students will complete the following exit-slip to test their knowledge of what they have learned.
Read the poem below and label each line based on the rhyme scheme.
A Pelican
A pelican uses its steam-shovel bill
to gather more fish than can possibly fill
its pelican belly.
It's not out of greed . . .
that bill is a trough where young pelicans feed.
First Poem:
Opossums by Jack Prelutsky
Opossums at times take a notion to drop
Whatever they're doing and come to a stop.
It's called "playing possum" and clearly it's why
They're mostly ignored by the folks passing by.
When they're playing possum, opossums don't stir,
They don't move a muscle or ruffle their fur.
Upon these occasions opossums are prone
To lie on the ground and resemble a stone.
When they're playing possum, opposums don't sense
The comings and goings of current events.
Their energy's focused on trying to strive
To make sure you believe that they aren't alive.
When they're playing possum, opossums appear
To be unaware that there's anyone near.
They never revive till you're well on your way -
When they're playing possum, opossums don't play.
References:
Simile Lesson Plan
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT identify the meaning of a simile |
|Topic: Poetic Elements: Similes |3. Students apply a wide range of strategies to |TSWBAT analyze the meaning of the tree poems |
|Date: 11/15/12 |comprehend, interpret, evaluate, and appreciate texts.|TSWBAT draw the similes used in the poem. |
| |They draw on their prior experience, their | |
| |interactions with other readers and writers, their | |
| |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| | | |
| |5. Students employ a wide range of strategies as they | |
| |write and use different writing process elements | |
| |appropriately to communicate with different audiences | |
| |for a variety of purposes. | |
| | | |
| |6. Students apply knowledge of language structure, | |
| |language conventions (e.g., spelling and punctuation),| |
| |media techniques, figurative language, and genre to | |
| |create, critique, and discuss print and nonprint | |
| |texts. | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Overhead projector |Discussing how the Bible is rich in poetic elements |LD- Giving them a handout with the poem so that they |
| | |can follow along thile the teacher reads. |
| | |GT- Give them the option of writing one or two |
| | |paragraphs of their findings for assessment |
| | |ELL- Giving them a handout with the poem so that they |
| | |can follow along thile the teacher reads. |
Instructional Phases
Phase 1: Focus (warm-up)
For Bell work, students will work on a short quiz on the poetic elements learned the day before. Then the students will draw pictures of what they think a ginko and a willow tree look like.
Phase 2: Construction (students build meaning)
The teacher starts out by saying that there are two types of trees that the class will be looking at today: the willow and the ginko. With their notebooks, the students will draw a picture of what they think that the trees look like. The teacher will then read the definition of a simile, encouraging students to close their eyes and picture what is being said. They are to raise their hands when they hear a simile being used. Using the overhead projector, with the teacher’s guidance, students will go up and underline the similes in the poem.
The teacher then distributes copies of the poem. The students will then use different color pens to indicate the different trees and the metaphors used for them. After this the students will use what the have underlined as a guide for drawing the two types of trees again.
Phase 3: Assessment (students & teacher reflect on learning)
Students will compare drawings they have done in their small groups and discuss how the excersize has helped them understand the concept of similes.
References:
Willow and Ginkgo
Eve Merriam
The willow is like an etching,
Fine-lined against the sky.
The ginkgo is like a crude sketch,
Hardly worthy to be signed.
The willow’s music is like a soprano,
Delicate and thin.
The ginkgo’s tune is like a chorus
With everyone joining in.
The willow is sleek as a velvet-nosed calf;
The ginkgo is leathery as an old bull.
The willow’s branches are like silken thread;
The ginkgo’s like stubby rough wool.
The willow is like a nymph with streaming hair;
Wherever it grows, there is green and gold and fair.
The willow dips to the water,
Protected and precious, like the king’s favorite daughter.
The ginkgo forces its way through gray concrete;
Like a city child, it grows up in the street.
Thrust against the metal sky,
Somehow it survives and even thrives.
My eyes feast upon the willow,
But my heart goes to the ginkgo.
Imagery Lesson Plan
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT understand the various types of |
|Topic: Poetic Elements(Imagery) |5. Students employ a wide range of strategies as they write and|imagery used in poetry, and demonstrate |
|Date: 12/9/12 |use different writing process elements appropriately to |their knowledge of such imagery. |
|Materials needed: |communicate with different audiences for a variety of purposes. | |
|Worksheet |6. Students apply knowledge of language structure, language | |
|Markers, color pencils |conventions (e.g., spelling and punctuation), media techniques, | |
|Poem handout |figurative language, and genre to create, critique, and discuss | |
| |print and nonprint texts. | |
| |12. Students use spoken, written, and visual language to | |
| |accomplish their own purposes (e.g., for learning, enjoyment, | |
| |persuasion, and the exchange of information). | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|There is no technology needed in this lesson |Discussing how imagery reflects the works of God, and allows us |LD- Allowing them to work with markers and |
| |to understand them better. |color pencils gives them a more captivating|
| | |experience. |
| | |GT- Give them the option of creating their |
| | |own color poems if they get done early. |
| | |ELL- students get to build their vocabulary|
| | |with heavy use of dictionary and thesaurus |
| | |use. |
Instructional Phases
Phase 1: Focus (warm-up)
Start the class off with handing them a copy of the poem “What is Red?” by Mary O’Neill. The teacher will then continue by reading the poem to the class and asking the students to get into small groups and identify all of the times the author used imagery in the poem. Walk around and guide the students as needed.
Phase 2: Construction (students build meaning)
The students will then be given a worksheet and asks them to write down their favorite color and to list words and phrases that describe the color using the five senses(touch, smell, taste, sight, sound). There will be examples provided in the worksheet and the teacher will read the instructions aloud with the students. The students will also receive markers and color pencils to complete their assignment, choosing the color they will be using on their worksheet. The teacher will walk around helping students when needed. After an allotted time the teacher will ask students to share their work with the class.
Phase 3: Assessment (students & teacher reflect on learning)
Students will look up their words and phrases that they used in the worksheet to write down three alternative words or phrases to express the same meaning.
References:
WHAT IS RED?
Red is a sunset
Blazy and bright.
Read is a feeling brave
With all your might
Red is a sunburn
Spot on your nose, sometimes red
Is a red, red, rose.
Red squiggles out
When you cut your hand.
Red is a brick and a rubber band.
Read is a hotness
You get inside
When you’re embarrassed
And want to hide.
Firecracker, fire engine
Fire-flicker red---
And when you/re angry
Red runs through your head.
Read is an Indian,
A Valentine heart,
The trimming on
A circus cart.
Red is a lipstick,
Red is a shout,
Red is a signal
That says: ”Watch out!”
Red is a great big
Rubber ball.
Red is the giant-est
Color of all.
Red is a show-off
No doubt about it----
But can you imagine
Living without it?
From the book, Hailstones and Halibut Bones by Mary O’Neill
The Sounds of Language
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |R.NT.07.02.Students will analyze the structure, |TSWBAT identify and define rhyme, rhythm, refrain, |
|Topic: Rhyme Scheme |elements, style, and purpose of narrative genre |alliteration and onomatopoeia. |
|Date: 12/5/12 |including mystery, poetry, memoir, drama, myths, and | |
| |legends. | |
| |W.GN.07.01.Students will write a cohesive narrative | |
| |piece such as a memoir, drama, legend, mystery, | |
| |poetry, or myth that includes appropriate conventions | |
| |to the genre employing literary and plot devices | |
| |(e.g., internal and/or external conflicts, | |
| |antagonists/protagonists, personification). | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Projector for projecting poems |Discussing how the Bible is rich in poetic elements |LD- Giving them a handout with the poem so that they |
|PowerPoint | |can follow along while the teacher reads. |
| | |GT- Give them the option of writing one or two |
| | |paragraphs of their findings for assessment |
| | |ELL- Giving them a handout with the poem so that they |
| | |can follow along while the teacher reads. |
Instructional Phases
Phase 1: Focus (warm-up)
For Bell work, have students sit in pairs; let students know that they will be talking to their partner for the class period. Have students think-pair-share about what some of the characteristics of poetry they went through the day before during the “Rhyming Scheme” lesson. After giving the students a few minutes to think-pair-share, tell the students to keep these characteristics in mind as the class looks at new poetic elements of a poem.
Start off lecture by saying that you are sure that students have heard of tongue-twisters, such as “She sells seashells by the seashore.” Ask students what other ones they know. Another option would be to read tongue-twisters from a book.
Phase 2: Construction (students build meaning)
•
o Rhyme refers to echoing or repeating sounds at the end of words. In poetry, rhyme usually occurs at the end of lines.
o Rhythm is the regular repetition of a beat, accent or rise and fall in language. It is the pattern of stressed and unstressed syllables in a line. Most poems do not use the same rhythm all the way through. Variety in rhythm is desirable and a necessity. Very few poets favor rhythms that slide into a mechanical pattern or rhythm for very long.
o A refrain is a line, or part of a line, or group of lines, which is repeated in a poem, sometimes with slight changes, usually at the end of each stanza. The refrain occurs in many ballads and poems. Example: The word “Nevermore” in Edgar Allan Poe’s “The Raven” is a refrain.
o Onomatopeia is a situation where the sound of a word directly imitates its meaning (for example, “choo-choo,” “hiss”).
The teacher will say that some students have noticed that many poems rhyme. What rhyming means is that two words have the same sound at the end, eg. “cat” and “hat.”Explain that poems have certain rhyming schemes and that is why it was so important that students have that knowledge of lines from their previous lesson. They can determine which lines of the poem are the one that rhyme.
The teacher will then instruct the students to watch her as she labels the rhyme scheme of the poem “Opposum.” Teacher labels poem using the “AABB” method.
The teacher does this for the first stanza of the poem. When she gets to the second stanza, students are to turn to their partners and discuss what the next rhyme scheme would be. The teacher will give the students a few moments to discuss what they think and then will call students to label the poem.
Students will then get some independent practice on working on a poem that the teacher will have ready for them.
Phase 3: Assessment (students & teacher reflect on learning)
Students will complete the following exit-slip to test their knowledge of what they have learned.
Read the poem below and label each line based on the rhyme scheme.
A Pelican
A pelican uses its steam-shovel bill
to gather more fish than can possibly fill
its pelican belly.
It's not out of greed . . .
that bill is a trough where young pelicans feed.
First Poem:
Opossums by Jack Prelutsky
Opossums at times take a notion to drop
Whatever they're doing and come to a stop.
It's called "playing possum" and clearly it's why
They're mostly ignored by the folks passing by.
When they're playing possum, opossums don't stir,
They don't move a muscle or ruffle their fur.
Upon these occasions opossums are prone
To lie on the ground and resemble a stone.
When they're playing possum, opposums don't sense
The comings and goings of current events.
Their energy's focused on trying to strive
To make sure you believe that they aren't alive.
When they're playing possum, opossums appear
To be unaware that there's anyone near.
They never revive till you're well on your way -
When they're playing possum, opossums don't play.
References:
Cause and Effect Lesson Plan
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT summarize the plot of “The Spider and the Fly” |
|Topic: Cause and Effect in Mary Howitt’s “The Spider |1. Students read a wide range of print and non-print |TSWBAT analyze the meanings behind the fly’s |
|and the Fly” |texts to build an understanding of texts, of |hesitation to go with the spider |
|Date: 10/30/12 |themselves, and of the cultures of the United States |TSWBAT develop conclusions and generalizations about |
|Audience: General Education High School English Class |and the world; to acquire new information; to respond |human characteristics based on class discussion on |
|Materials: “The Spider and the Fly” |to the needs and demands of society and the workplace;|“The Spider and the Fly” |
|copies |and for personal fulfillment. Among these texts are | |
| |fiction and nonfiction, classic and contemporary | |
| |works. | |
| |2. Students read a wide range of literature from many | |
| |periods in many genres to build an understanding of | |
| |the many dimensions (e.g., philosophical, ethical, | |
| |aesthetic) of human experience. | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|No technology is needed for this lesson |Includes a discussion on how evil can seem so |LD- Visual chart, giving all students the opportunity |
| |innocent, connect to 1 Peter 5:8—“Be self-controlled |to actively participate |
| |and alert. Your enemy the devil prowls around like a |GT- Give them the option of writing three paragraphs |
| |roaring lion looking for someone to devour.” |for the assessment |
| | |ELL- Visual chart |
Instructional Phases
Phase 1: Focus (warm-up)
For Bell work, students will work on a short quiz on “The Spider and the Fly,” which they will be expected to have read for homework the night before. This will help students recall the plot of the story and can serve as a springboard for the discussion.
Phase 2: Construction (students build meaning)
With the teacher’s guidance, students will construct the chart below. The teacher will start with topic, then to causes, then to effects, then to prior cases and then later effects. When class finishes filling out the chart as a group, they will come up with conclusions and generalizations. During the discussion, students are to fill their own charts on their notebooks. I would ask them questions to keep them going, sch as “What do you think caused the stories to frighten the fly?”
|4 |2 |1 |3 |5 |
|Prior Causes |Causes |Topic |Effects |Later Effects |
| | | | | |
|Flies are prey to spiders. |The spider is inviting the |The fly’s hesitation to go |The spider tries harder, |The fly was never heard of |
|Spiders are the predators |fly over to eat |with the spider |using flattery as a lure |again |
|and eat spiders. | | | | |
| |The fly has heard many | |The fly believes the |The cunning spider would |
| |stories about spiders | |spider’s charms and goes in |probably do the same thing |
| | | |to the spider’s home |for his next meal |
| |These stories frighten the | | | |
| |fly | | | |
| | | | | |
| |The spider’s insistence | | | |
| |makes the fly think that the| | | |
| |spider has ulterior motives | | | |
|6. Conclusions |
|The fly was frightened of the spider because of stories and rumors that he heard about spiders. |
|The spider’s insecurities and trusting nature made him fall for the spider’s tricks and flattery |
|7. Generalizations |
|People often let their guard down in the face of flattery. |
|People often use flattery to get what they want. |
|The most evil of things can appear to be the most innocent. |
Phase 3: Assessment (students & teacher reflect on learning)
Students will write a 2 paragraph paper summarizing the causes and effects discussed in class.
References:
Howitt, M. (1829). The Spider and the Fly.
The Spider and the Fly
“Will you step into my parlor?” said the spider to the fly;
“’Tis the prettiest little parlor that ever you did spy.
The way into my parlor is up a winding stair,
And I have many pretty things to show when you are there.”
“O no, no,” said the little fly, “to ask me is in vain,
For who goes up your winding stair can ne’er come down again.”
“I’m sure you must be weary, dear, with soaring up so high;
Will you rest upon my little bed?” said the spider to the fly.
“There are pretty curtains drawn around, the sheets are fine and thin,
And if you like to rest awhile, I’ll snugly tuck you in.”
“O no, no,” said the little fly, “for I’ve often heard it said,
They never, never wake again, who sleep upon your bed.”
Said the cunning spider to the fly, “Dear friend, what shall I do,
To prove the warm affection I’ve always felt for you?
I have within my pantry good store of all that’s nice;
I’m sure you’re very welcome; will you please to take a slice?”
“O no, no,” said the little fly, “kind sir, that cannot be;
I’ve heard what’s in your pantry, and I do not wish to see.”
“Sweet creature!” said the spider, “You’re witty and you’re wise!
How handsome are your gauzy wings, how brilliant are your eyes!
I have a little looking-glass upon my parlor shelf,
If you’ll step in one moment, dear, you shall behold yourself.”
“I thank you, gentle sir,” she said, “for what you’re pleased to say,
And bidding you good-morning now, I’ll call another day.”
The spider turned him round about, and went into his den,
For well he knew the silly fly would soon be back again:
So he wove a subtle web, in a little corner sly,
And set his table ready to dine upon the fly.
Then he came out to his door again, and merrily did sing
“Come hither, hither, pretty fly, with the pearl and silver wing:
Your robes are green and purple; there’s a crest upon your head;
Your eyes are like the diamond bright, but mine are dull as lead.”
Alas, alas! how very soon this silly little fly,
Hearing his wily flattering words, came slowly flitting by.
With buzzing wings she hung aloft, then near and nearer drew
Thinking only of her brilliant eyes, and green and purple hue;
Thinking only of her crested head — poor foolish thing! At last,
Up jumped the cunning spider, and fiercely held her fast.
He dragged her up his winding stair, into his dismal den,
Within his little parlor; but she ne’er came out again!
And now, dear little children, who may this story read,
To idle, silly, flattering words, I pray you ne’er give heed;
Unto an evil counselor close heart, and ear, and eye,
And take a lesson from this tale of the Spider and the Fly.
-by Mary Howitt (1799-1888)
[pic]
Music is Poetry
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT familiarize themselves with lyrics. |
|Topic: Music is Poetry |3. Students apply a wide range of strategies to | |
|Date: 12/8/12 |comprehend, interpret, evaluate, and appreciate texts.| |
|Materials needed: CDs |They draw on their prior experience, their | |
|Laptop or another electronic device to project music |interactions with other readers and writers, their | |
|3-4 copies of the song so groups can analyze it |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| | | |
| |5. Students employ a wide range of strategies as they | |
| |write and use different writing process elements | |
| |appropriately to communicate with different audiences | |
| |for a variety of purposes. | |
| | | |
| |6. Students apply knowledge of language structure, | |
| |language conventions (e.g., spelling and punctuation),| |
| |media techniques, figurative language, and genre to | |
| |create, critique, and discuss print and nonprint | |
| |texts. | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|CD |Psalm 104: 33-“ will sing to the LORD all my life; I |LD- Giving them an extra handout with the lyrics so |
| |will sing praise to my God as long as I live.” |that they can follow along while the music plays |
|CD player or laptop to play song | |GT- They could start analyzing instead of just |
| | |listening |
| | |ELL- Studies have shown that music facilitates |
| | |language-learning. |
Instructional Phases
Phase 1: Focus (warm-up)
For bell work, students will take a short quiz on analyzing using the Cause and Effect Method. Teacher explains that using the Cause and Effect method is one way to analyze poetry. Today the class will start analyzing poetry by listening to poetry. By this time students have known that they had to bring school-friendly music of their choice. They would have brought it to the teacher and the teacher would have reviewed it for appropriateness.
Phase 2: Construction (students build meaning)
The teacher then divides the class into groups of three to four. She then puts the following questions on the screen for the students to copy down.
• What is the song about? What does the title have to do with the song?
• What message is the song trying to convey to the listener?
• What three poetic sound devices can you find? Write the lines that you find each devices in and explain.
• What two figurative devices (metaphor, simile, personification) can you find in the lyrics? Write the lines and explain each one.
• Are the lyrics written as lines of poetry? If not, how would you break the lines into lines of poetry?
The teacher then proceeds to play as many songs as time allows. The students will just listen to the songs, read the lyrics that are in front of them, but will not analyze the poem yet.
Phase 3: Assessment (students & teacher reflect on learning)
There is no assessment for this lesson.
References:
Music is Poetry(2)
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT familiarize themselves with lyrics. |
|Topic: Music is Poetry |3. Students apply a wide range of strategies to | |
|Date: 12/8/12 |comprehend, interpret, evaluate, and appreciate texts.|TSWBAT analyze a poem with little or no instructor |
|Materials needed: CDs |They draw on their prior experience, their |help. |
|Laptop or another electronic device to project music |interactions with other readers and writers, their | |
|3-4 copies of the song so groups can analyze it |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| | | |
| |5. Students employ a wide range of strategies as they | |
| |write and use different writing process elements | |
| |appropriately to communicate with different audiences | |
| |for a variety of purposes. | |
| | | |
| |6. Students apply knowledge of language structure, | |
| |language conventions (e.g., spelling and punctuation),| |
| |media techniques, figurative language, and genre to | |
| |create, critique, and discuss print and nonprint | |
| |texts. | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|CD |Psalm 104: 33-“ will sing to the LORD all my life; I |LD- Giving them an extra handout with the lyrics so |
| |will sing praise to my God as long as I live.” |that they can follow along while the music plays |
|CD player or laptop to play song | |GT- They could start analyzing instead of just |
| | |listening |
| | |ELL- Studies have shown that music facilitates |
| | |language-learning. |
Instructional Phases
Phase 1: Focus (warm-up)
The teacher has instructions on the board. The first thing students should do upon entering into the classroom is getting together with their group and pull the questions that they have written from the last class. The group that can get settled the quickest will have the first pick at the song that they want to analyze.
Phase 2: Construction (students build meaning)
The students will then listen to the songs on the classroom computers or their laptops. As a group they will answer the following questions and turn in one document that has complete sentences.
• What is the song about? What does the title have to do with the song?
• What message is the song trying to convey to the listener?
• What three poetic sound devices can you find? Write the lines that you find each devices in and explain.
• What two figurative devices (metaphor, simile, personification) can you find in the lyrics? Write the lines and explain each one.
• Are the lyrics written as lines of poetry? If not, how would you break the lines into lines of poetry?
Phase 3: Assessment (students & teacher reflect on learning)
There is no assessment for this lesson.
References:
Music is Poetry(3)
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT familiarize themselves with lyrics. |
|Topic: Music is Poetry |3. Students apply a wide range of strategies to | |
|Date: 12/8/12 |comprehend, interpret, evaluate, and appreciate texts.|TSWBAT analyze and present a poem to peers. |
|Materials needed: CDs |They draw on their prior experience, their | |
|Laptop or another electronic device to project music |interactions with other readers and writers, their | |
|3-4 copies of the song so groups can analyze it |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| | | |
| |5. Students employ a wide range of strategies as they | |
| |write and use different writing process elements | |
| |appropriately to communicate with different audiences | |
| |for a variety of purposes. | |
| | | |
| |6. Students apply knowledge of language structure, | |
| |language conventions (e.g., spelling and punctuation),| |
| |media techniques, figurative language, and genre to | |
| |create, critique, and discuss print and nonprint | |
| |texts. | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|CD |Psalm 104: 33-“ I will sing to the LORD all my life; |LD- this three-day lesson allows them to interact with|
| |I will sing praise to my God as long as I live.” |music to make meaning. |
|CD player or laptop to play song | |GT- giving them the job of making sure everyone has a |
| | |part to play in the presentation |
| | |ELL- Studies have shown that music facilitates |
| | |language-learning. |
Instructional Phases
Phase 1: Focus (warm-up)
The students will meet together for a few minutes to prepare to present their music selection to the class.
Phase 2: Construction (students build meaning)
The students will present their music selection to the class and explain their findings. They will answer the following questions in their presentation.
• What is the song about? What does the title have to do with the song?
• What message is the song trying to convey to the listener?
• What three poetic sound devices can you find? Write the lines that you find each devices in and explain.
• What two figurative devices (metaphor, simile, personification) can you find in the lyrics? Write the lines and explain each one.
• Are the lyrics written as lines of poetry? If not, how would you break the lines into lines of poetry?
Phase 3: Assessment (students & teacher reflect on learning)
The questions that they answer will serve as an assessment.
References:
Poetry WebQuest
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts (grade 8) |NCTE |TSWBAT recall prior knowledge of their reading |
|Topic: Poetry WebQuest |1. Students read a wide range of print and nonprint | |
|Date: 12/6/12 |texts to build an understanding of texts, of |TSWBAT conduct research in different poetry genres |
|Materials needed: handouts, writing utensils. |themselves, and of the cultures of the United States | |
| |and the world; to acquire new information; to respond |TSWBAT gather, evaluate, and synthesize data from a |
| |to the needs and demands of society and the workplace;|variety of sources. |
| |and for personal fulfillment. Among these texts are |TSWBAT to present their discoveries to their audience |
| |fiction and nonfiction, classic and contemporary | |
| |works. | |
| |3. Students apply a wide range of strategies to | |
| |comprehend, interpret, evaluate, and appreciate texts.| |
| |They draw on their prior experience, their | |
| |interactions with other readers and writers, their | |
| |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| |4. Students adjust their use of spoken, written, and | |
| |visual language (e.g., conventions, style, vocabulary)| |
| |to communicate effectively with a variety of audiences| |
| |and for different purposes. | |
| |7. Students conduct research on issues and interests | |
| |by generating ideas and questions, and by posing | |
| |problems. They gather, evaluate, and synthesize data | |
| |from a variety of sources (e.g., print and nonprint | |
| |texts, artifacts, people) to communicate their | |
| |discoveries in ways that suit their purpose and | |
| |audience. | |
| |8. Students use a variety of technological and | |
| |information resources (e.g., libraries, databases, | |
| |computer networks, video) to gather and synthesize | |
| |information and to create and communicate knowledge. | |
| |12. Students use spoken, written, and visual language | |
| |to accomplish their own purposes (e.g., for learning, | |
| |enjoyment, persuasion, and the exchange of | |
| |information). | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Computer Lab |God is the most creative being out there. We get our |LD- Pairing them with another student while they |
| |creativity from Him. |research |
| | |GT- Give them the option of writing one or two |
| | |paragraphs of their findings for assessment |
| | |ELL- Giving them a handout where they would have to |
| | |fill in the blank and pairing them with another |
| | |student |
Instructional Phases
Phase 1: Focus (warm-up)
This lesson will probably take four to five days to complete. For Bell work, students will take a short quiz on poetic elements. This will help students recall the elements, such as simile, rhyme, and onomatopoeia during their WebQuests as they explore different genres of poetry.
Phase 2: Construction (students build meaning)
The teacher divides the class into six groups. Each group will be looking into the background and form of a particular poetic genre.
Teams
Team 1: Limericks
Team 2: Free-Verse
Team 3: Haiku
Team 4: Ballad
Team 5: Cinquain
Team 6: Ode
The teacher will then give the students handouts with the following information to fill in:
1. Where does this type of poetry come from?
2. When did it originate?
3. What are some poetic elements that we noticed about this type of poetry?(see step 3)
4. Do you like this type of poetry? Why or why not?
Phase 3: Assessment (students & teacher reflect on learning)
When students are done with their WebQuest, they will present their findings to the class using a Prezi they have created, as well as giving their classmates a handout of key points.
References:
(by Michelle Adame)
Poetry WebQuest
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts (grade 8) |NCTE |TSWBAT recall prior knowledge of their reading |
|Topic: Poetry WebQuest |1. Students read a wide range of print and nonprint | |
|Date: 12/6/12 |texts to build an understanding of texts, of |TSWBAT conduct research in different poetry genres |
|Materials needed: handouts, writing utensils. |themselves, and of the cultures of the United States | |
| |and the world; to acquire new information; to respond |TSWBAT gather, evaluate, and synthesize data from a |
| |to the needs and demands of society and the workplace;|variety of sources. |
| |and for personal fulfillment. Among these texts are |TSWBAT to present their discoveries to their audience |
| |fiction and nonfiction, classic and contemporary | |
| |works. | |
| |3. Students apply a wide range of strategies to | |
| |comprehend, interpret, evaluate, and appreciate texts.| |
| |They draw on their prior experience, their | |
| |interactions with other readers and writers, their | |
| |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| |4. Students adjust their use of spoken, written, and | |
| |visual language (e.g., conventions, style, vocabulary)| |
| |to communicate effectively with a variety of audiences| |
| |and for different purposes. | |
| |7. Students conduct research on issues and interests | |
| |by generating ideas and questions, and by posing | |
| |problems. They gather, evaluate, and synthesize data | |
| |from a variety of sources (e.g., print and nonprint | |
| |texts, artifacts, people) to communicate their | |
| |discoveries in ways that suit their purpose and | |
| |audience. | |
| |8. Students use a variety of technological and | |
| |information resources (e.g., libraries, databases, | |
| |computer networks, video) to gather and synthesize | |
| |information and to create and communicate knowledge. | |
| |12. Students use spoken, written, and visual language | |
| |to accomplish their own purposes (e.g., for learning, | |
| |enjoyment, persuasion, and the exchange of | |
| |information). | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|Computer Lab |God is the most creative being out there. We get our |LD- Pairing them with another student while they |
| |creativity from Him. |research |
| | |GT- Give them the option of writing one or two |
| | |paragraphs of their findings for assessment |
| | |ELL- Giving them a handout where they would have to |
| | |fill in the blank and pairing them with another |
| | |student |
Instructional Phases
Phase 1: Focus (warm-up)
This lesson will probably take four to five days to complete. For Bell work, students will take a short quiz on poetic elements. This will help students recall the elements, such as simile, rhyme, and onomatopoeia during their WebQuests as they explore different genres of poetry.
Phase 2: Construction (students build meaning)
The teacher divides the class into six groups. Each group will be looking into the background and form of a particular poetic genre.
Teams
Team 1: Limericks
Team 2: Free-Verse
Team 3: Haiku
Team 4: Ballad
Team 5: Cinquain
Team 6: Ode
The teacher will then give the students handouts with the following information to fill in:
1. Where does this type of poetry come from?
2. When did it originate?
3. What are some poetic elements that we noticed about this type of poetry?(see step 3)
4. Do you like this type of poetry? Why or why not?
Phase 3: Assessment (students & teacher reflect on learning)
When students are done with their WebQuest, they will present their findings to the class using a Prezi they have created, as well as giving their classmates a handout of key points.
References:
(by Michelle Adame)
PAT: Poetry on the Fly
Class: Language Arts 8 Teacher: Michelle Adame
|Lesson Descriptors |Standards & Benchmarks |Objectives |
|Subject: Language Arts 8 |NCTE Standards |TSWBAT participate and recall prior knowledge of |
|Topic: Poetry PAT |3. Students apply a wide range of strategies to |poetic elements and poetic genres. |
|Date: 12/8/12 |comprehend, interpret, evaluate, and appreciate texts.| |
|Materials needed: |They draw on their prior experience, their | |
|Colorful fly swatters |interactions with other readers and writers, their | |
|markers |knowledge of word meaning and of other texts, their | |
| |word identification strategies, and their | |
| |understanding of textual features (e.g., sound–letter | |
| |correspondence, sentence structure, context, | |
| |graphics). | |
| | | |
|Technology |Integration of Faith and Learning |Provision for diverse learners |
|No technology needed for this lesson. |The Lord gives wisdom and helps us to remember. |LD- I will try to have several different |
| | |representations of poetry—whether they be spoken wor |
| | |projected. |
| | |GT- giving them the job of making sure everyone has a |
| | |part to play in the PAT. |
| | |ELL- the engaging environment facilitates |
| | |language-learning. |
Instructional Phases
Phase 1: Focus (warm-up)
Teacher will explain the rules of the PAT. Students are to get in groups of 5 and each have a turn at going up and representing their team. Each group will have a fly-swatter and there will be several key words or phrases on the board, such as simile and metaphor. The teacher will read a phrase and students have to swat the term they think the phrase pertains to.
Phase 2: Construction (students build meaning)
Each group will have a fly-swatter and there will be several key words or phrases on the board, such as simile and metaphor. The teacher will read a phrase and students have to swat the term they think the phrase pertains to.
Phase 3: Assessment (students & teacher reflect on learning)
The students’ performance will serve as an assessment.
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