EIS 303/304 Lesson Plan Fall 2013

Your Name: Kylee Palmer Mentors Name: Date of Lesson: 23 August 2013 Course/Class: English Lesson Topic: Favorite Poem Project Grade Level: 8th Grade Time: 50 Minutes

Goal

Standard CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. CCSS.ELA-Literacy.W.8.3d Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events

Benchmark

OBJECTIVES: List your objectives, beginning with a verb that is observable and measurable.

ASSESSMENT: Describe the assessment and explain its usefulness in measuring individual student learning. Attach a copy of

RATIONALE: Explain why you selected this method of assessment and its alignment with the objectives.

the assessment and grading criteria.

Students will be assessed on how their media project adheres to the attached rubric. The rubric focuses on the information required in their project rather than focusing on the way it is presented. I will produce a sample project to model the requirements for the students. (rubric is attached) Since Im going to allow students to pick both the poem and the type of media of their project, the rubric is very simple. I have clearly listed out the questions that should be answered upon viewing their project. Since this is a very technological and creative assignment, I have focused more on content and organization.

Students will produce a piece of media (digital/print/sound/visual) based on a poem of their choice.

INSTRUCTIONAL MATERIALS & RESOURCES: List everything you need to teach this class. Your actual instructional materials, i.e., lecture notes, PowerPoint, maps, supplementary material, etc. must be included. Attach to your lesson plan where applicable and note where used within your lesson plan. Materials, Technology, Other Resources Needed Computer with internet access and projector/smart board Access to http://www.favoritepoem.org/videos.html (I saw this project and thought it would be an awesome project!) Students can get poem inspiration from www.poemhunter.com Computers with webcams for each student (students can bring in own cameras as well) Video editing software (Microsoft Movie Maker/iMovie) Colored paper/poster board Markers/crayons/colorered pencils (students who choose a paper media can bring in other art supplies) Copies of the rubrics for students to refer back to while creating their project Printer Props or anything else that could be used in a video

IINSTRUCTIONAL STRATEGIES: Define in detail the two or more strategies you plan to use. Explain the rationale for each strategy. It should take into consideration students age, ability, needs, etc. Ask yourself, what is the best way to teach this lesson content to these students? Strategy or learning tasks Modeling Justification for strategy Seeing examples of the project allows student to feel more comfortable before tackling the project themselves. I will not only show examples available online, but I too will make one as well that adheres to my particular guidelines. Allowing students to choose a poem of their own, whether it be a classic or one written by a aspiring poem online, giving students a choice to pick a poem that resonates with them will ensure more interest in their project. Students will be building upon their previous knowledge of how to SIFT through poems to understand the figurative language present in them and their prior knowledge of the types of poems.

Independent Research/Writing

Scaffolding

BEFORE CLASS BEGINS: Consider what happens before you start your lesson or before the bell rings. What duties are you responsible for? Will you greet your students? How and where? Are there routines and procedures already in place or will you plan something? Before the bell rings, I will stand at my door and greet students as they enter the classroom. My routine will be to ask how specific sporting events, etc. went the night before and just ensuring I say a friendly hello to each student as they enter. In the background on this particular day, I will have a soft, coffee house alternative instrumental track softly playing to help set the poetic mood. I will also have the website already pulled up and ready so not to waste time during the lesson.

Classroom procedures (What They Do) OPENING: Introduction (3 min) Recap of last class (1 min) Preview of this class (1 min) Hook (2 Minutes) (7 minutes) 4. Students will answer the discussion questions as well as ask remaining questions. 2. The student chosen to bring in The Top Story of the day will share their story. This should only take 1-2 minutes. The remaining students are to write in their journals the topic for that day.

Instructional Details (What I Do) 1. As soon as the bell rings, I will greet the students as a class and ask them how their evening/weekend was. Each day I will ask a particular student to come in with a current event to inform the class about. This could be a Yahoo! top story or whatever, just something that allows them to be in teacher mode for a while. During this time I will take attendance/do lunch. 3. I will then recap the last class. I will ask questions pertaining to poem type and how/why poets write. And let them know that they will be using the information learned then to do some really cool things.

5. To hook students in, I will ask students a series of questions. - Do you like watching videos? -Do you like showcasing your 6. Students will respond to the questions by creativity? a show of hands. -Do you enjoy poetry? 7. I will then let them know that if they answered yes to one or more of those questions, then the next couple of class

8. Students will be skeptical, obviously. (ha!)

periods should be fun!

Accommodations/Modifications:
Discuss with your mentor any accommodations/modifications necessary for ALL students success.

INSTRUCTIONAL METHODS: Present The Poem Project to class (10 minutes)

9. I will then pull up The Favorite Poem Project website on the projector. The website shows a lot of different icons of videos and briefly explains each video as well as what the entire Project is all about. 10. I will tell the students that the basis of this project is that real people (students, teachers, business people, preachers, etc) make a video telling the audience why a particular poem is their favorite. Its as easy as that. It may bring up memories, good or bad, or make them think of a special person in their life. 12. After I have shown the students an example from the project itself, I will show them my example. Mine, however, will be a presentation poster board. I will go over some aspects of my own poem and present it to them. 14. Students will look over the rubrics as Im going through my project to see what their requirements are going to be. 13. I will, as Im going over mine, pass out the rubrics. 15. I will remind the students that this is a chance for them to be creative. They can make their project using ANY type of media they would like. Students can make a video, a poster, a song, or anything else imaginable. They can also use ANY poem (one weve read or one theyve found). 17. I will help students search for poems and approve their poems before they can proceed with the project.

Go over exactly what they will be doing (rubrics) (10 minutes) 11. Students will pick a video to watch as a class together so they can see an example of the project.

Bombs away! (20 minutes) (approximate time)

16. Students will then begin brainstorming and searching for their poem. Some students will already have a poem in mind, while others will have to search a bit for a more personal poem.

18. Once the student has picked their poem, its all up to them. They will have access to art supplies, cameras, props, etc.

20. Students will begin working on their project until I ask them to put away their materials for the day.

19. I will go around room, assisting students and keeping them on task. I will also offer some insight and remind them to make sure the information on the rubric will be in their project. Accommodations/Modifications:
Discuss with your mentor any accommodations/modifications necessary for ALL students success

CLOSING: Clean up Schedule Goodbyes (3 minutes) 22. Students will clean up and go back to their original seats. They will save their work (if digital) and the non digital media students will put theirs in the assigned area or take them home.

21. I will have students begin cleaning up when there is about 3-4 minutes left until the bell rings. I will also assist in the clean up. 23. I will recap exactly what we did today as well as let them know they are free to work on their projects at home tonight, but we will be working on them for the next two days. 24. I will let students know they did a great job today in finding their poems and that Im excited to see how their projects turn out!

25. Students will be dismissed.

Accommodations/Modifications:
Discuss with your mentor any accommodations/modifications necessary for ALL students success