THIS WEEK'S LESSON ACTIVITIES

INSTRUCTOR______DATE______CLASS LEVEL_ABE level A______

Topic: Close read: “In Flanders Fields” by John McCrae
2 hours
Lesson Objectives:
The students will: Participate in a close read of a poem as they
1) Annotate
2) Answer and discuss text dependent questions
3) Write about a poem using evidence
CCR Standards Aligned to this Lesson:
RL.1.1, RI.1.2, RI.1.4, RI.1.8
W.1.2, W.1.5, W.1.6, W.1.8
SL.1.1, SL.K.2, SL.K.3, SL.K.6,
L.K.1 and 1.1 mergeL.K.2 and 1.2 merge
Reading: to include text dependent questions and reading strategies as needed, such as vocabulary, grammar, spelling, phonics, sentence structure along with writing and listening/speaking activities throughout the unit.
Day 1: Read and annotate:
·  Hand out poem. Have the poem printed in the center of the page with large margins (scroll down to see an example.) Read the poem aloud as students follow along.
·  Explain that the purpose of the format of the poem on the page is so that the students can make notes in the margins.
·  First independent read: Students write the topic (1-2 words) and their first impression (1-2 sentences or phrases) below the poem. The first impression statements might range from “I don’t understand” to “I think it’s a sad poem.” There is no right or wrong for this. The idea is to compare their first impression of the poem with their final paragraph.
·  Students compare their impressions and choice of topic with their seatmates.
·  Second independent read:
·  Circle unfamiliar words.
·  Underline possible main ideas.
·  Use question marks to mark words and phrases they have questions about. This is not the same thing as vocabulary. They may understand the meaning of the word, but still have a question; for example, in the phrase “We are the dead,” who does “we” refer to?
·  Discuss vocabulary as a class and in groups. Model using context to determine meaning by asking questions such as “If a lark sings and flies, what could it be?” Make sure students write meanings in the margins next to words they have underlined.
·  Encourage students to share their questions with the class for class discussion. If they need help thinking of questions, model how to ask questions about a text. For example: What is Flanders? And in the phrase “mark our place,” whose place are the crosses marking? Refer back to the text for answers. For example: “what do you notice about the word “Flanders” that might help determine its meaning? (It begins with a capital letter, so it’s a proper noun. It has fields—it must be a place.)
Day 2: Answer text dependent questions:
·  Students discuss questions in small groups after going over them as a class to be sure everyone understands mood, metaphor, and point of view.
o  What is the mood or atmosphere?
o  What words, phrases, or images create that atmosphere?
o  What metaphor is used in stanza 3?
o  What could it represent?
o  What is the point of view? What words show this point of view?
o  Does the point of view change in the poem?
o  If so, when does it change? In which line does it change? Which words or phrases show the change?
o  Quoting or paraphrasing from the poem, explain the author’s message.
·  Students write sentences to answer questions.
Day 3: Write a paragraph answering the prompt “What is the mood of this poem?”
·  Discuss mood and how words can convey mood.
·  Students brainstorm as a class to make a list of words and phrases that contribute to the mood of the poem.
·  Students individually organize ideas in a graphic organizer.
·  Students write a topic sentence for their paragraph.
·  Write paragraph.
·  Peer edit.
·  Revise as needed.
·  Type paragraph on the computer.
·  Compare to first impression
How I will scaffold my lessons to reach all of my students' levels:
·  After reading the text a few time (teacher alone, teacher and students, students alone or in groups), teach vocabulary by writing new words on the board, so students can see as well as hear them. Use them in several different contexts, not just as they appear in the poem.
·  When students write their first impressions, model sentences for those who need it, e.g. “I think this is a ___poem.”
·  Model how to use words from questions in their answers, e.g., “The mood or atmosphere is ____.” And “The word ___ helps create that atmosphere.”
·  Break down the paragraph assignment into steps. Give individual help as needed.
·  Teach the use of quotation marks and the difference between direct quotations and paraphrasing to help them use evidence from the poem in their paragraphs.
·  Assign experienced computer users to sit next to those who are inexperienced to help with the basics if they need help using the computer.
How I will assess my students' mastery of the lessons:
·  Observe group discussions.
·  Read sentences on day 2.
·  Observe students as they complete the steps to writing a paragraph.
·  Read final paragraphs.
My reflections of the lessons (what worked, what didn't, what I might change for next time):

1 In Flanders Field

2 In Flanders fields the poppies blow
3 Between the crosses, row on row,
4 That mark our place; and in the sky
5 The larks, still bravely singing, fly
6 Scarce heard amid the guns below.
7 We are the Dead. Short days ago
8 We lived, felt dawn, saw sunset glow,
9 Loved and were loved, and now we lie,
10 In Flanders fields.
11 Take up our quarrel with the foe:
12 To you from failing hands we throw
13The torch; be yours to hold it high.
14 If ye break faith with us who die
15 We shall not sleep, though poppies grow
16 In Flanders fields.

17 John McCrae

Paragraph

Topic Sentence
Detail
Detail
Detail
Detail

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