Thursday, October 9, 2014

Lesson Plan 1, Phase 1: Write Up/Time and Action


Lesson Plan 1: Phase 1

By Amber Malinski ETC-447



I. RATIONALE:
My reason for dedicating my entire three lessons to the concept of poetry is mostly due to my personal love for it (and inherent lack of it found in education in the present day), as well as the professional, research based rationale as follows:


“Poetry enables teachers to teach their students how to write, read, and understand any text. Poetry can give students a healthy outlet for surging emotions. Reading original poetry aloud in class can foster trust and empathy in the classroom community, while also emphasizing speaking and listening skills that are often neglected in high school literature classes.
Students who don’t like writing essays may like poetry, with its dearth of fixed rules and its kinship with rap. For these students, poetry can become a gateway to other forms of writing. It can help teach skills that come in handy with other kinds of writing—like precise, economical diction, for example. When Carl Sandburg writes, “The fog comes/on little cat feet,” in just six words, he endows a natural phenomenon with character, a pace, and a spirit. All forms of writing benefits from the powerful and concise phrases found in poems.”


Sources:
Conjuring the Spirit: Victorian Poetry, Culture, and Technology


and
Why Teaching Poetry is So Important


I based this lesson off of the specific  Arizona College and Career Ready Standards. This lessons covers standards from the subjects of Technology. This particularly relevant standard is listed below.


II. OVERVIEW
Grade Level: 3rd Grade
Subject(s): Writing/English
Topic of Study: Poetry Unit
Time Allotment: Introduction, 30 Minutes
Standards: Writing standards Strand 3: Writing Applications.                         Concept 1: Expressive
Expressive writing includes personal narratives, stories, poetry, songs, and dramatic pieces. Writing may be based on real or imagined events.
PO 2. Write in a variety of expressive forms (e.g., poetry, skit) that may employ:            
  • figurative language
  • rhythm
  • dialogue
  • characterization
  • plot
  • appropriate format                       


Objectives:
  • Students will be able to learn and identify the major different types/formats of Poetry appropriate to their age.


  • SBWAT Be able to read the poetry aloud and briefly identify rhyming words/patterns to recite it properly aloud.


  • Students will look at one of the first pieces of poetry with a mini history of how it has evolved over time.


  • Students will gain a generalized idea/introduction to poetry and at least a simple definition of what it is to lead them into future weeks’ lessons (there will be two more parts following up with this intro, a second lesson which pulls them more in depth to the structure of poems/ rhyming/etc. and a final one in which they write a poem themselves, share with the group, and then play a large wrap-up game to re-instill their knowledge they’ve gained and allow me to assess.)


Reflection: Assessing Prior Knowledge and Planning Instruction
  • Students, prior to the lesson, will need to know how to read, and hold conversation with the teacher. It helps if they have experience in listening and speaking english, and have heard poetry or rhyming words before. Prior knowledge and experience be assessed verbally through participation in the opening activity in which we brainstorm as a group any types of poetry we’re familiar with, and give examples of rhyming words we’ve heard before (and if students are able to, recite any poems we’re familiar with!
  • I will use this information in the planning process to help me determine the level that my students are at, and adjust how the rest of my two lessons of this three part unit will go. This will allow me to see what students will need more work on, paired with the data I receive from the closing activity. The content should be taught at this grade level because along with it being a specific standard, the students at age 8 and 9 will be old enough to grasp the abstract concepts that poetry embodies, and allows them to be creative in their own way.
  • The objectives that I have for the lesson DO align with the standards because poetry is a direct standard for third graders in creative writing, along with other things! The lesson be taught in the course of the school year near the beginning, towards mid semester. This is because poetry is a big concept that can be learned at the start of the school year, and carry them through the rest of it-- while implementing other creative writing tools along the way, so by the end they will have a collection of their multiple types of works combining with technology, other forms of creative writing, and other positive skills which can build off of.

III. IMPLEMENTATION
Procedure:
    -Activate students’ prior knowledge,  “Who has ever heard of the word poetry?” “What does Poetry mean, what type of writing is it?” “Have you ever heard or written a  poem before?” “Do you like poems?” “What comes to mind when you hear the word poetry?” Discuss/brainstorm as a large group what these terms mean, brainstorm on a whiteboard, and engage them in what’s to come.


  • Anticipatory Set (continued) of mini-history of poetry: “The earliest poetry is believed to have been recited or sung, employed as a way of remembering oral history,genealogy, and law. Poetry is often closely related to musical traditions, and the earliest poetry exists in the form of hymns. Many of the poems surviving from the ancient world are recorded prayers, or stories about religious subject matter, but they also include historical accounts, instructions for everyday activities, love songs, and fiction.
  • Did you know? “The development of literacy gave rise to more personal, shorter poems intended to be sung. These are called lyrics, which derives from the Greek lura. The Greek's practice of singing hymns in large choruses gave rise in the sixth century BC to dramatic verse, and to the practice of writing poetic plays for performance in their theatres. In more recent times, the introduction of electronic media and the rise of the poetry reading have led to a resurgence of performance poetry in the lyrics genre-- the term we use to describe the spoken words in any song.”
-Students will go on the internet through Google, and try to research and find an old “hymn” one of the first types of poetry, (“old english poetry” is another good key search) and share what they discover -- do not have to read it aloud, just scan it through to get an idea of what it’s about. (5 minutes) Be sure to tell students that this is a study in history rather than religion, and I am not trying to sway their opinion on religion one way or another, just looking at what people of the past practiced and believed.
*Key phrase: “We’ll talk about this type of poetry later, but for now let’s move onto some other types you might be familiar with!”

These searches and subsequent discussion with them proving their view of why they chose the hymnal or poem that they did will serve as ASSESSMENT. URL's and discussion points will be collected and saved as learning data.


    -Pre assess students by reading aloud different types of recognizable poetry to determine if they know the different types of structures. (Haiku, rhyming, limerick, free verse, list poem, lyric etc.) Teacher will go first, and call on volunteers to read others.
*(use links provided at end of lesson)
        -Keeping in mind, it’s alright if the students do not read them in the correct verbal pattern, this can be a learning point later on in the lesson process.


  • Listen aloud to Shel Silverstein poem “Ickle Me, Pickle Me, Tickle Me too”: https://www.youtube.com/watch?v=CNiaYHZme_U
    • identify the different types of words found within the poem, and the style of the poem in comparison to the types we’ve learned about. Have students collaborate in discussion independently (1 min) as to which they think it is!


Technology Integration:
Teacher will be guiding students through the process of using online tools such as  (http://thinkzone.wlonk.com/PoemGen/PoemGen.htm)  
and
to view the different types of poetry and online generators to later create their own. Youtube videos will also be implemented to have students hear the difference between the patterns of rhyming and non-rhyming poetry.


Differentiated Instruction:
Cognitive delay- Students will be able to work in pairs discussing the types of poetry. Will break into think-pair-share groups with the person next to them and walk each other through their thought process.


  • Gifted- Allow students on top of what’s given to perform their own independent study and put together a “poetry journal”, a collection with table of contents with their favorite types of the poetry we covered, and then some! Allow them to share with teacher and class their findings.


  • ELL - Simplify the types of poetry used to avoid confusion with big words. Keep level of poem close to grade level and avoid complicated patterns such as olde English, anything Shakespeare, etc.


Reflection: Designing Instruction (InTask Standards 7 and 8):
I am using the instructional methods I designed because it engages students prior knowledge of the subject matter of poetry, and gives them access to the information in multiple forms, from listening to discussing to researching and more. This allows the students to explore and take control of their own learning through participation and research based assessment. They are given the opportunity to discover the knowledge about ancient forms of poetry on their own. By having them explore the vast resource of Google images, Google search, and Google scholar, they have access to unlimited resources to determine which poem they personally prefer for their own reasons-- expressing the classroom population 's diversity. One of the main methods that my peers and I have learned about in my education classes is to provide hands on activities that make the learning fun and entertaining. By doing this combined with interactive videos and song with the teacher reciting their own poetry too, the students will more likely want to learn the material being taught. I feel like this lesson greatly fits this method. I believe that the students will really enjoy this lesson and gain a lot of knowledge, because they are able to explore on their own instead of being told the information or poem structures by their teacher and determine patterns among all the searches they see. By searching for media (video, photo, or text) on the information they find on their own, they are using creative and higher order thinking to ensure that what they find fit the requirements of what they believe a poem to be, because ANYTHING can be a poem! This gets them to start thinking like the teacher as well as the student and seeing multiple options for every passage.

IV. ASSESSMENT
Procedure:
-Day one Assessment: I will collect their research links and provide the discussion/dialogue they provided: *See the Jut-In Below*


Renee’s Link: http://www.songandpraise.org/here-comes-the-bride-wedding-march.htm “I think the parody of this is poem/hymn is funny, that’s my favorite part.” Renee enjoyed seeing the difference in rhyming words between a silly parody of the wedding march and the original extended version that’s been passed down for generations. She noted that although the poems were different, the structures and rhyming pattern were the same-- solidifying that she grasped the content.
"I like this one, it's peaceful sounding and it can be sung as a song or read like a poem!" Kiersten connected that poems and lyrics are essentially synonymous and most poetry can be sung in accompaniment to music, just like the practice of people in ancient times-- showing she connected my anticipatory set of the lesson into her discussion and was engaged in the material.
"Mine's a biblical song, and every ending word rhymes with the second phrase after that.  It alternates between the two." Pat really picked up on the rhyming pattern of this song he found "Amazing Grace", and is showing more advanced knowledge of poetry structure which will be touched on and taught in the next lesson. Pat expressed what he knew clearly through this, providing me with proof that he understood the content I taught.

- I also will determine whether the students have success in meeting the standards and objectives of the lesson through non-traditional means. There will be no pencil and paper quizzes--  but at the tail end of the entire 3 part lesson series, our big assessment will include playing jeopardy and have them write their own types of poetry as a class, and then independently with some prompt ideas.


  • The artifacts which will be assessed in hard copy will come later on with other branches of the lesson once the students write a poem of their own. Assessment for this first section will mainly fall on if the students are participating, actively engaged, and are making attempts to identify and guess the forms of poetry presented.


  • Have students re-read the poetry from the beginning at the end, (a second time) to practice applying the reading techniques they heard in my examples and video examples to read it more accurately. This will serve as the main source of assessment this time around.


Instruments:
    Rubric (to be used later on when writing poetry themselves): http://csrms.pasco.k12.fl.us/wp-content/uploads/csrms/2013/04/Poetry-Rubric.png


Reflection: Planning Assessment (InTask Standard # 6):
I based my assessment rubric (to be used on actual poems) on the standards and objectives that were found in my AZ CCSS. In some parts, I took the objectives word for word and put them in the rubric to be sure that they are covered in some way. The assessment makes sure that the students understood the content that was covered in my mini-history of poetry and what we discussed and I informed them of for poetic structure/types. They are then required to process this information in order to research a piece under an assigned category and reply with a logical justification as to why they chose their passage, and this shows that they also understand the content. By having the students process-of-eliminate pieces of irrelevant or inaccurate information and save the link to submit with a passage explaining their reasoning, it engages the students' higher order thinking. The assessment rubric lists the criteria of the poetry piece and the types of patterns that the students need to find. The assessment demonstrates individual student needs, because it lists all of the criteria specifically but still allows room for individualism in their approach.

IIV. MATERIALS AND RESOURCES


- The only necessary materials for students will be their computer, everything will be completed via software or online programs (although if they wish, students may take notes or jot down ideas for their future poems.)
- Computer Lab
- Computer for Each student
- Internet Access and Microsoft word or synonymous word-editing program

-Necessary links:
    Limerick poem link: http://www.mywordwizard.com/image-files/limericks-for-kids.jpg 
(da da, di di da, di di da. is a good example of helping kids to get the rhyme down. Clap out the pattern with them)

Free Verse poem link:  Free Verse - poetry without rules of form, rhyme, or rhythm. Writing in any way the author chooses to write.   http://www.mnelsonhome.com/Poetry%20ex/15_for6.gif



Shel Silverstein poem link: https://www.youtube.com/watch?v=CNiaYHZme_U

Reflection:


My Lesson meets standard 1, which is to facilitate and inspire student learning by not having an explicit laid out powerpoint or mundane lecture to discuss poetry or read it to her verbatim. The best way in my opinion to explore and learn about poetry is to dive headlong into it. The more students are exposed to the actual text and get to see and listen to it first hand, the more they will become familiar with and open to the idea of using it (and liking it!) By being exuberant in my presentation of the information and lively in my poetry readings, showing the students that I'm excited about the subject, and through keeping active conversation I can encourage students to become engaged in the lesson.  My lesson also meets Standard 2: Provide Digital-Age Learning Experiences and Assessments, and  Standard 3: Model Digital-Age Work & Learning by helping them to become familiar with using key words and other clues to search and retrieve desired results on Google or other search engines. Students may have experience in searching things online before, but by helping them to determine the difference between a reliable and unreliable source (Wikipedia vs. Google Scholar), and narrow down their searches to provide them with what they're looking for. It gives them good practice for future work with the internet as a source.


Thank you for taking the time to read my First lesson, and look forward to the ones to come!

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