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Teacher Name: Lisa BeebeSubject/Grade Level: 7th grade Language ArtsPART I: LESSON PREVIEWUnit: Weaving a Good StoryNarrative Poem: Casey at the BatBig Idea for the Week (Personal Connection): What do we learn from winning and losing? Lesson duration (How many class periods): 3 class periodsSummary/description of lesson: Students will first discuss elements of poetry. Then, they will read and examine Casey at the Bat to understand that because this poem is telling a story just like the short stories Seventh Grade and Rikki-Tikki-Tavi, it has narrative structure which includes elements such as setting, character, conflict, plot etc. That is, it is an example of a narrative poem. Once this is established, students will be asked to create a plot diagram for Casey at the Bat. Most students should be ready to complete this independently. Students will also examine the poetry elements of rhyme, rhythm, and repetition which make this poem so fun to read aloud. In fact, students will practice reading it aloud. Additionally, students will consider the big idea: What do we learn through winning and losing?PART II: LESSON BACKGROUNDPrimary Objectives:SOL 7.5 TSW read and demonstrate comprehension of a variety of fictional texts (narrative poems).SOL 7.5a Describe the elements of narrative structure including setting, character development, plot structure, theme, and conflict.SOL 7.5b Compare and contrast various forms and genres of fictional textSOL 7.5c Identify conventional elements and characteristics of a variety of genres.Secondary Objectives:SOL 7.5d Describe the impact of word choice, imagery, and literary devices including figurative languageSOL 7.2a Use verbal communication skills, such as word choice, pitch, feeling, tone, and voice appropriate for an intended audienceSOL 7.7 TSW write in a variety of forms (news report exposition)Pre-Assessment(s) (Identify/describe the tool(s) used):Students will brainstorm elements of poetry. Then, students will compare these elements with the whole group circle map previously completed on elements of fiction. We will then discuss that narrative poem combines both elements of poetry and elements of fiction.Formative assessments (Identify/describe the tools used):Character development activity – With a partner, brainstorm a list of adjectives to describe Casey. Identify lines from the poem to prove each adjectiveSummative assessment (Identify/describe the tool used):Students will construct a plot diagram and then use it to write a summary of the narrative poem Casey at the Bat – this will be the comprehension test and most students will complete independentlyWriting activity: You are a sports editor for the Mudville Gazette. Your latest assignment is to report on this latest game. You must have a headline and at least a three-paragraph sports story. Students could also draw a picture to accompanying this story to serve as the photograph in the newspaper.Optional assignment: Do a radio announcement of last night’s game. Students would have to record this. Part II: Learning Targets (ALL STUDENTS)KnowUnderstandBe Able to DoPART III: LEARNING TIERSIdentification of tiers based on pre-assessment data (describe what you will do to help students master content objectives for each tier)Tier 1(Enhanced)Tier 2(Target)Tier 3(Prerequisite)Students in this group will still complete their plot diagrams with a partnerPART IV: INSTRUCTIONAL AND ENGAGEMENT STRATEGIESInstructional Strategies (Check All That Apply)Qualities of Engaging Work (Check All That Apply)√ Identify similarities and differencesDescribe Activity: Intro activity where students brainstorm whole group elements of poetry. I will then produce the circle map we did a few weeks ago to show elements of fiction. We will then discuss that narrative poems have elements of both.Summarizing and note-takingDescribe Activity: Students will use plot diagram to help write a summary of the narrative poem Casey at the BatReinforcing effort and providing recognitionDescribe Activity: I do this dailyHomework and practiceDescribe Activity: Practice identifying story elements with the plot diagramNonlinguistic representationsDescribe Activity: Cooperative learningDescribe Activity: Setting objectives and providing feedbackDescribe Activity: Generating and testing hypothesesDescribe Activity: Cues, questions, and advance organizersDescribe Activity: Creation of plot diagrams and then using them to cue student how to write the summary√ Personal responseDescribe Activity: Day 1 Quickwrite: Do you agree or disagree with the following quote: “It’s not whether you win or lose, it is how you play the game”? Give a reason for your opinion, possibly with specifics from your life.Clear/modeled expectationsDescribe Activity: Echo reading of poem -- have to use the same expression and tone that I do firstEmotional/intellectual safetyDescribe Activity: Echo and choral reading of poem allows for students who don’t read so well to read together so they are not singled out Learning with othersDescribe Activity: Echo and choral reading of poemSense of audienceDescribe Activity: ChoiceDescribe Activity: Novelty and varietyDescribe Activity: Watching the video before reading on ownEcho and choral reading of the poemYou are a sports editor for the Mudville Gazette. Your latest assignment is to report on this latest game. You must have a headline and at least a three-paragraph sports story. Students could also draw a picture to accompanying this story to serve as the photograph in the newspaper.AuthenticityDescribe Activity: You are a sports editor for the Mudville Gazette. Your latest assignment is to report on this latest game. You must have a headline and at least a three-paragraph sports story. Students could also draw a picture to accompanying this story to serve as the photograph in the newspaper.I will offer the option that students do a radio announcement of the results of the game. Students would have to record this. part v: ProceduresTeacher ActionsStudent ActionsMaterials/Resources (including technology)TimeWarm up/Activating Prior Knowledge/Emotional HookWill direct a whole group compare/contrast of poetry elements vs story elementsBrainstorm elements of poetry Chart paper10 minutesTeacher InputPut together for students that narrative poems have elements of both poetry and fictional proseGuided Student PracticeDiscussion of the poetry elements we will address in this narrative poem: rhyme, rhythm, and repetitionStudents will view an animated version of Casey at the BatStudents will echo read the poem and then choral reading of poem, paying attention to pitch, tone etc. for proper verbal communicationsVideo of Casey at the Bat8 minutes8 minutesIndependent Student PracticeStudents will construct a plot diagram and then use it to write a summaryThis will be on own today for most students to see if they can identify the plot elements on own.45 minutesLesson Synthesis through Review (with opportunity to Analyze, Evaluate, and Create)You are a sports editor for the Mudville Gazette. Your latest assignment is to report on this latest game. You must have a headline and at least a three-paragraph sports story. Students could also draw a picture to accompanying this story to serve as the photograph in the newspaper.45 minutesPART VI: PRE-PLANNED GUIDING QUESTIONSBloom’s LevelQuestion Exemplars (Specific to Unit)Acceptable Student Responses (Must Match Level of Questioning)RememberingWhat is the setting? Who is the main character? What is the problem? UnderstandingApplyingWhat kind of a person was Casey? How do you know? With a partner, brainstorm a list of adjectives to describe Casey. AnalyzingHow do you feel when you lose a game? Have you ever acted like Casey? Have you ever acted like the Mudville fans? The poem seems to poke fun of the way the entire town reacts to the loss. How is the way you feel about losing a game different from the way you feel when you lose a person, animal, or thing? How could a poem or song help you remember someone or something you have lost?EvaluatingDay 1 Quickwrite: Do you agree or disagree with the following quote: “It’s not whether you win or lose, it is how you play the game”? Give a reason for your opinion, possibly with specifics from your life.How has this poem made you think of what you can learn through winning and losing?How do you feel about Casey? Is he mighty or not? Refer to yesterday’s quote. For those of you who agreed with the quote, did Casey’s actions go with the quote?Now that you’ve shared your opinion of Casey, how much of his behavior do you blame on the sports fans? Do sports fans care too much? Give details of real-life experiences where the sports fans got carried away. This can even be a school sporting event, not just the pros Text-to-World ConnectionCreatingYou are a sports editor for the Mudville Gazette. Your latest assignment is to report on this latest game. You must have a headline and at least a three-paragraph sports story. Students could also draw a picture to accompanying this story to serve as the photograph in the newspaper.PART VII: TEACHER SELF-EVALUATION AND REFLECTION ON LESSON PLANNING AND DELIVERYStrengths of LessonOpportunities for Growth ................
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