Faculty of Education Lesson Plan Template



|Subject / Course: Language Arts |TC Name: Urmilla Sawh |

|Grade Level: 5 |Date: January 24, 2008 |

|Topic: Writing Poetry | |

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|Instructional Expectations and Opportunities |

|Expectations: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed) |

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|identify the topic, purpose, and audience for a variety of writing forms |

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|use some vivid and/or figurative language and innovative expressions to add interest |

|Opportunities: (approx. 2+ other learning opportunities such as other expectations not assessed, other learning that happens as a result of the |

|lesson e.g., organization, group, listening, co-operation, reading, writing skills etc.) |

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|Listening, Cooperation, Reading, Writing |

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|produce pieces of published work to meet identified criteria based on the |

|expectations related to content, organization, style, use of conventions, and |

|use of presentation strategies |

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|Associate/Advisor Comments: |

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|Preassessment and Accommodations/Modifications |

|Students |

|(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include cognitive, |

|social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student |

|and/or type of need – N.B. use initials of students rather than full names) |

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|Preassessment: |

|Accommodation/Modification: |

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|Use pictures/music for visual learners |

|Allow small group discussion |

|Movement |

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|Required Resources |

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|(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers,|

|website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts|

|– include name of handout and number of copies, etc.) |

|Index Cards |

|Laptop |

|Music |

|CD player |

|Language Arts Curriculum |

|Content and Teaching Strategies of Lesson |

|Overview/Agenda/Review |

|(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students |

|and you to follow, you may also choose to consider a review of previous day’s work) |

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|Intro to lesson |

|Examples of Poetry, use on line sites |

|Work Time |

|Consolidation |

|Introduction (motivational start, minds-on, hook, etc.) |

|(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or |

|something that will pull learners into lesson) |

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|Show student some examples of poetry, use on line sources, books, whatever is at hand. |

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|Play Music and ask students to come up with words they are feeling |

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|Subject Content and Teaching Strategies |

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|What is poetry? (This isn’t the first lesson on poetry) |

|Students would have already have knowledge of poetry; this is just a small review |

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|Brainstorm with students their definition of poetry. |

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|How does poetry make you feel? |

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|What are some topics we can write about? |

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|As students come up with words write them on the board |

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|Brainstorm some adjectives or feelings that go along with each word |

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|Put some of these words on index cards |

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|Students will sit in Tribes/small groups of 4 |

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|They will pass around their index cards with the words printed on them |

|Each person will write a thought that comes to their mind |

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|We will pass cards around until all cards have been written on four times |

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|At this point students will be able to generate a poem based on what words/phrases were generated. |

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|They have the option of using all the words, or not using any |

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|For this lesson students will have to write a minimum of 10 lines |

|Consolidation |

|(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g., having class to give you feedback|

|on what was taught, review key application of concepts – this is important in terms of assessing the effectiveness of the lesson) |

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|Students will then share their poems with the class in a method of their choice-song, dance, drama etc…(students won’t have much time to |

|prepare; this is just a choice) |

|We will end by reading some poetry they have written, no names will be used, just sharing, I will read |

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|This is a very simple consolidation. If we were doing a more in depth lesson I would expect students to be more creative and it would be graded|

|as a project. |

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|Students will be able to add poetry to their folder. |

|Assessment and Evaluation |

|What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students’ learning and addressing the Ontario|

|curriculum expectations? What formative and summative assessment should you include? – e.g., sample questions, activities or attach tests, |

|homework, rubrics, evaluation schemes, answer keys etc.) |

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|Poem will be assessed on writing strategies used, grammar and presentation. |

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Faculty of Education Lesson Plan Template

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