Design Qualities

Design Qualities

Lesson Plans/January 11 – February 12

Identifying the Who:

√ Chatty/Social

√ Non-independent learners

√ Struggle with turning in work

Authenticity

Affiliation

Affirmation of Performance

Content and Substance: Students analyze, critique, and create various writing pieces of poetry.
Content and Substance:
State Standards - ELA81
Analyzes and evaluates the effects of sound/form/figurative language/graphic in order to uncover meaning in literature…
Sound (onomatopoeia, alliteration, internal rhyme, rhyme scheme, meter
Figurative language (simile, metaphor, personification, hyperbole, symbolism, imagery)
Analyzes how author use of words creates tone and mood and provides examples from text to support.
Organization of Knowledge:
Teacher modeling
Graphic Organizer
Materials/technology/resource availability
Mini-lesson
Student interest survey
Protection from Adverse Consequences:
Rubrics
Create checkpoints
Chances to edit/revise before final evaluation
Choices on poetry
Timelines
Accessibility of appropriate materials/technology/resources
Practice memorization of poetry
Time allotted in school for completion of work
Clear and Compelling Product Standards:
Rubrics
Instruction sheets
Student checklist and timeline
Showing examples
Authenticity:
Topic choices provided have importance to students
Sharing poetry
Affiliation:
Peer assessment
Cooperative learning
Think-pair-share to analyze poetry
Affirmation of Performance:
video tape poetry performance
Demonstration for others
Work displayed
Perform for “Reading a Latte”

Plan by Design

Essential Questions:
· How can you create poetry that can be used to express your thoughts and feelings?
Learning Questions:
• How is sound used in poetry?
(onomatopoeia, alliteration, internal rhyme, rhyme scheme, meter
• How is Figurative language used in poetry? (simile, metaphor, personification, hyperbole, symbolism, imagery)
Activating Strategies:
· Students will listen to different music. While listening to the music, students will draw a connection.
Teaching Procedures:
Besides the poetry unit, time will be spent on “Teacher Read Aloud,” SSR, grammar, spelling, vocabulary, teacher conferencing, and writing skills.
Students will be grouped in fours for collaborative learning.
Mondays will be whole group
Fridays will be finishing up week and assessment (quiz or test)
Teacher will introduce mini-lesson each day (Poetry - 20 min.)
Students will rotate every 20 min., three times a day, to complete a cycle
· Vocabulary/spelling
· Teacher conference/May include but not limited to grammar, writing, or reading.
· Writing
· Reading (SSR)
· Computer Activity
· Show correlation between music and poetry
· Students will listen to different music. While listening to the music, students will draw a connection
· Show examples of an “Because” poem /Write a “Because” poem
· Show examples of an “I Am” poem /Write an “I Am” poem
· Read and analyze different poems through music (symbolism, imagery, hyperbole, tone, and mood)
· Analyze the Rhyme scheme and Rhythm using musical lyrics
· Metaphor, simile information/critique various poems
· Students will write a metaphor and students will guess what they are
· Personification poetry information/critique various poems
· Students create family tree and personal profile which they will use to write a poem
Summarizing Strategy
· Student work
· Ticket-out-the-door
Assessment:
· Poetry portfolio
· Quizzes and tests along the way
· Student recitation
· Student written free verse poetry piece with artwork/using family tree information and personal information (can be put to music)
Extending/Refining Strategy:
· Look for a poetry web quest and chose one activity listed on the page
· Students choose an activity that will extend their knowledge and understanding of poetry
Accommodations:
· Extra time
· Video tape students for those that are uncomfortable reciting poetry up front
· Shorter poems to memorize

Jan. 11 –

• Starter

• Information on writing introductions

o Show various thesis statements and write openings for them

• Practice writing for the exam

• Spelling/vocabulary words (test on Friday)

• SSR

Jan. 12 –

• Starter

• Practice Writing for the exam

• SSR

Jan. 13 –

• Starter

• Practice Writing for the exam

• SSR

• Show correlation between music and poetry

• Students will listen to different music. While listening to the music, students will draw a connection

Jan. 14 –

• Starter

• Practice Writing for the exam

• SSR

Jan. 15 –

• Starter

• Practice Writing for the exam

• Spelling/vocabulary test

• SSR

Jan. 18 –

• No school

Jan. 19 –

• Starter

• Last day of practice before tomorrows writing exam

• Hand out – concluding sentences

Jan. 20 –

· Writing Exam

· Starter

· SSR

Jan. 21 –

• Starter

• Show correlation between music and poetry

• Students will listen to different music. While listening to the music, students will draw a connection

Jan. 22 –

• Starter

• Analyze different poems through music (symbolism, imagery, hyperbole, tone, and mood)

• http://www.youtube.com/watch?v=BvsX03LOMhI

• http://www.youtube.com/watch?v=RVP4OE1X7XQ

• http://www.youtube.com/watch?v=d3UB5Fr80SM

• http://www.youtube.com/watch?v=DMd8dntfgAg

Jan. 25 –

• Starter

• Spelling Unit 8 Test Friday

• Introduce “Roll of Thunder Hear My Cry” by Mildred Taylor

• ½ will read while ½ work on Poetry Project

Jan. 26 –

· Starter

· Introduce literary elements in poetry/music