Student Learning Plan Template
utilizing PDSA Continuous Improvement Model
(Technology Integration when applicable)
Practicum Student as Instructor: Danielle & Adrienne
Date(s): 3.28.2017
Grade Level: 6-8
URL: https://www.scholastic.com/teachers/lesson-plans/teaching-content/strategies-read-and-analyze-poetry/
PLAN:
Concept/Topic to Teach: Poetry Analysis
Rationale: This is the context for learning (beginning/middle/end of unit versus one lesson) Why is this model appropriate for this lesson? How does it fit with the class curriculum?
Poetry is one of the hardest types of literature to understand. In this grade level, students are required to be able to comprehend what they’re reading, analyze their readings and make interpretations from what they’ve read. In this particular lesson, students will evaluate poetry pieces and learn how to better understand the message the author is trying to get across through their writing. This particular lesson helps to hone those skills previously stated.
Common Core Content Standards/Benchmarks (CCSS) addressed: List the Wyoming State Common Core Standards for content area that are being addressed in the lesson (can be multiple content areas) http://edu.wyoming.gov/educators/standards/ Include only those standards that apply.
Wyoming Common Core Standard 1. Students use the reading process to demonstrate understanding of literary and informational texts. 3. Students use listening and speaking skills for a variety of purposes and audiences.
Specific Learning Objective: What do I want my students to accomplish at the end of this lesson?; Incorporate the ABCD’s of writing objectives. (Audience, Behaviors, Conditions, Degree) of proficiency goals. Can include a performance goal for END of unit if applicable.
This should be written in student friendly language; Measurable and attainable within the given timeframe; Utilizes varying degrees of knowledge and skills.
At the end of the lesson, students will exhibit a critical thinking process in understanding the poetry pieces they’ve read, by creating a Poetry Podcast Project. In this project, students will record themselves reading/performing a piece of poetry they have chosen to demonstrate their understanding of the poem’s message - to 80% proficiency or higher.
*Technology Integration: Does the technology that students use, Engage, Enhance, or Extend learning? Include a statement explaining the relative advantage of using the technology within the lesson. What specific needs do my students have that technology resources can help meet? What technology will directly support the curriculum objectives AND meet ISTE NET Standards for Students? Make sure the technology correlates with content and meets standards as you plan learning activities.
The particular lesson plan that we’ve chosen doesn’t involve any technology usage. However, there’s a teacher in New York who did a lesson on poetry. This teacher had his students record themselves reading a piece of poetry they had chosen for a podcast. This allowed them to make personal connections to the poetry they chose. Then they got to hear themselves present their piece, along with the rest of the class. This allowed them to critique the poem, as well as how they presented it, in a class discussion. I feel like this approach could make this lesson much more engaging, relatable, and memorable for students.
*ISTE Standards-Students to be addressed: List the ISTE, National Technology Standards for Students (NETS-S) that are being addressed in learning plan if the students are using technology in learning activities; only list those that apply. Access the standards from this link and then open .pdf file http://www.iste.org/standards/standards/for-students-2016 Read the specific benchmarks under each standard. Again, only include those that apply to learning objective and technology integration used:
Empowered Learner:
1b - Students build networks and customize their learning environments in ways that support the learning process.
1c - Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
1d - Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Creative Communicator:
6a - Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
6b - Students create original works or responsibly repurpose or remix digital resources into new creations.
6c - Students communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6d - Students publish or present content that customizes the message and medium for their intended audiences.
Assessment(s) to be used: ***Review the objectives/goals and correlate assessment/evaluation with the action verbs stated in objective/goal category)
Formative Assessments - Kahoot and PollEverywhere.com
Assessment documents attached to original lesson plan
Rubric for final Podcast Project (rubric not yet completed): Voice- Consistency, Voice- Pacing, Emotion/Interpretation, Point of View- Purpose, Grammar.
Materials needed - Chosen poetry, and the assessment sheets provided with the lesson plan. A device capable of voice/video recordings, as well as any technology needed to play them back to the class (i.e. a smartboard). Computers would also be needed to access the Kahoot and PollEverywhere.com formative assessments.
Key Vocabulary and definitions specific to content. Include technology vocabulary related to tools used if applicable: Interactive Whiteboard. Podcast, Platform (in technology), Analysis, allusions, alliteration, rhythm, rhyme, simile, metaphor.
DO:
Anticipatory Set (***lead in or introduction of content; motivation and engagement of students; plan how to engage students in the lesson Can be done in many ways but should always focus on connecting to previously taught knowledge and experiences.):
For this lesson you will be reading three poems in the classroom. The first one will be a demonstration (the “I do” part of the teaching sequence). For this first demonstration poem, the teacher could record themselves reading the poem. During the lesson, play back the podcast recording as students follow along reading a hard copy. This could be used as an introduction to the Podcast Project they will soon be conducting in this unit.
Also, log students onto their devices (laptops, smartphones, or tablets) at the beginning of the class, this will save time later and it is easy to see if they are misusing their device or not.
Step-by-Step Procedures: (List pg. #, books, etc.; be specific); Expand the box as needed or just use headings
THE TEACHER WILL: Design teaching and integration strategies/activities that will work best for student learning. Be specific. Include essential questions asked of students and specific instructions needed to clarify content to studentsFirst, display your chosen poem for the lesson on an interactive whiteboard or classroom projector. Then, read through it with the class. After the initial read-through, go through the poem again. On this second reading, point out particular elements characteristic of poetry - allusions, alliteration, rhythm, rhyme, simile, metaphor - and ask the students if they know what they are. If not, explain it to them. This will be part of the “I do” introduction period of the lesson.
For the “We do” section of the lesson, pull up another poem for the class to look at. Do your first read through. For the second read-through use PollEverywhere.com to 1) have students identify the different poetic elements used in the piece, display their answers on the poll board and discuss. 2) ask them to read the poem again and pick out any lines they liked in particular or struggle to understand. On the poll board, have them explain why they liked that particular line and what they think it means, or have them label their chosen line with “EXTRA HELP:” and then explain to them what message the author was trying to get across in any lines they may have struggled with. This allows them to connect and relate to the reading, which will make it easier for them to understand the reading.
Finally, have the students research their own poem. Once they have chosen one they will need to analyze it and present their interpretations of what they’ve read. / THE STUDENT WILL: Design learning activities (with or without technology integration) that will work best for students to learn content based upon standards. Be specific.
The Student will answer questions geared towards assessing their understanding and exploration of a poem through multiple readings. At the beginning of the period questions will be presented to the class. These will guide the conversations and let the students know what to look for as the read. Things listed to pay attention to will be allusion, etc- students will then point out three separate examples of one of the elements of poetry.
When we get to the “We Do” section, students will work collaboratively in groups to find lines that they either think are important to the overall theme of the poem we are looking at and explain why, or they can ask for extra help with any lines in the poem that they may have struggled to understand.
After the lesson, students will access Kahoot! via their devices.This game will give us time for fun and reward while still learning vocabulary and exercising critical thinking skills. There is candy in the desk- use it as a reward, but be sure everyone gets at least one piece.
After we have finished with the game students will be given ten minutes to free write. The question being, “How has your perception and understanding of poetry changed or stayed the same after today’s lesson?” This question gives us feedback as well as giving them, the student, an opportunity to show off their comprehension of the subject.
As a final project, students will research a poem of their own choosing. They will analyze this poem and present their interpretations to the class. This will be done in the form of creating their own podcast of them reading their poem “Poetry Slam!”-style. / CCSS or NETS-S met
*Standards 1 & 3
Lesson Closure: http://www.stma.k12.mn.us/documents/DW/Q_Comp/40_ways_to_leave_a_lesson.pdf (Review this link or handout in packet) Final assessment or assignment/project.
When all the podcasts have been presented at the end of the unit, have students complete a brief, 3-question (short answer) questionnaire explaining what they have learned and any challenges they may have overcome throughout the unit.
Differentiation: How will you meet the individual learning needs of specific students in the classroom? Provide specific considerations for specific students. Visit with you mentor teacher to understand these specific student needs.
For this particular lesson we could implement the “I do, We do, You do” method. We could demonstrate with a poem suitable for the entire class, choose another poem of the same level and work on it as a class, and then, as a final project, allow the students to choose their own poem to analyze that best suits their level of thinking.
Applications (for students with lower skills – differentiated instruction); also look for how technology tools may assist:
This is an example of how time limits matter in the games. For some, thirty seconds is not enough time to read the question, let alone answer it correctly. For this we could read the question aloud, offer no time limit, and set our students up for success. We can do this in a few different ways. One would be to put students into groups where no one student answers and and their answers are written on pieces of paper. Another would be to ask students one at a time- for some students this would mean “randomly” choosing them for the questions that they can’t get wrong, like their thoughts on the poetry. Throughout the lesson plan, you could offer some students who have lower skills a poem that is more fun and less academic, but still along the same themes without being high literary. A big part of this is knowing the limitations of your students and gearing the lessons you teach for overall success in a classroom. That includes those who will never be capable of finding a connection to Alfred Lord Tennyson but could to Shel Silverstein, as well as those who have read the whole book while the rest of us are on the first poem.
Extensions (for students with higher skills – differentiated instruction); look for how technology tools may extend learning; What activity will you use if some/all students finish early and/or master the presented content easily?:
If a student is done early we could give them a more “advanced” or academic poem by the same author with the instruction to compare and contrast. Giving the students some incentive to finish efficiently and thoroughly may also exaggerate a feeling of competitiveness. This can be a really good tactic for some in learning. If students are uninterested, perhaps ask them to find a poem of at least three stanzas that they find interesting. If they can provide an explanation of why this one challenged their critical thinking, show examples, and explore the same level of thinking, it could be accepted for extra credit. Students tend to work harder when they find a connection to an assignment, especially if it makes them feel individually recognized.
(next two sections completed after plan has been taught)
STUDY:
Results – How did students perform? – (includes assessment results) What was the outcome of lesson objectives? Were objectives met? Is homework/reinforcement and independent practice needed, why or why not?
Reflection/Evaluation: What worked? This describes how you determined the extent to which students have attained the instructional objectives/learning goals. What instructional or learning strategies were effective? What worked well, what strategies or activities were effective? What needs to be changed for future teaching/learning?
ACT:
Reteach/reflections/relevance/review – What needs to happen next? Do certain concepts need to be retaught? Why or why not?