Design for Learning

Instructor: Taylor Blair Lesson Title: Practice with Poems Curriculum Area: Fluency Grade Level/Cooperating Teacher: 3rd Date: 9 December 2013 Estimated Time: two class periods 50 mins each

Standards Connection: En lish !an ua e "rts #2010$ 3rd 21%$ &ead with su''icient accuracy and 'luency to support comprehension% b% &ead on(le)el prose and poetry orally with accuracy* appropriate rate* and e+pression on successi)e readin s% Learning Ob ective!s": ,tudents will create their own oral readin o' a sel'(chosen poem usin 'luency and e+pression to communicate meanin * scorin a total 10 out o' 12 on the 'luency rubric% Learning Ob ective!s" stated in #$id%&riendl'( language: Today boys and irls you are oin to choose your own poem to read to the class usin e+pression and 'luent readin % -ou will be i)en 'eedbac. 'rom mysel' and your peers with a 'luency rubric% Evaluation o& Learning Ob ective!s": /hile students are readin their sel'(chosen poem* the student0s peers and the teacher will be usin the 'luency rubric to rade% Engagement: The class will be at their des.s and the teacher at the 'ront o' the room% Who can raise their hand and tell me what a poem is? Teacher pauses and waits 'or students to respond% A poem is a collection of words that express an emotion or idea, and is read with a specific rhythm. What is one type of poem you all are familiar with? Teacher pauses and waits 'or students to respond% Yes a rhyming poem is the most common type of poem we see, but not all poems rhyme. For right now we are going to create a few verses of a poem and try and make it rhyme. Teacher will write the 'irst line on the board #/hen 1 wal. around my nei hborhood*$% kay who would like to add a verse on to the poem? Teacher will call on the students who )olunteer to add multiple )erses to the poem% 2uide the students to thin. o' a concludin )erse a'ter about 'i)e or si+ lines% 3nce the poem is complete the teacher will ha)e di''erent students read the poem out loud% !ow, you all have the chance to read the poem we "ust created out loud# !ow when you are reading a poem, you want to use expression, and your voice should match the emotion of what is happening. Who would like to try and read the poem first? Teacher will call on multiple students to read in order to au e how 'luently students read* and how much e+pression they use% Well done boys and girls# Teacher will point out speci'ic students who demonstrated 'luent readin and e+pression to i)e students a ood e+ample% Learning Design: I) Teaching: !ow that we have read a short poem we made on our own$ % want to talk more about how we should read poems. &an someone raise their hand and give me some ideas on how to read a poem. Teacher pauses to i)e students time to thin. and respond% Yes, expressing the specific emotion of the poem is key when reading. Why do you think people write poetry in the first place? Teacher pauses to i)e students time to thin. and respond% 'oets write to express their feelings, thoughts, emotions, to describe an event that has happened, or describe a made up event from their imagination. % am going to pass out a rubric of what reading poetry should look and sound like. "s the teacher is passin out the rubrics 'or the students to loo. at* who can explain to the class what a rubric is? Teacher calls on student to e+plain their thin.in to the

class% A rubric is a guide for you to look at when you are grading someone or yourself. (he rubric % am handing out now shows you what it means to read fluently and what it means to not read fluently. )ets go over the rubric together. Teacher and the class read the rubric to ether% !ow, % am going to read you a poem written by *obert Frost. (he title is +(he *oad not (aken,. As % am reading the poem % want you to be looking at this rubric and listening for specific examples from the rubric that you hear as % read# When % finish reading % am going to see if you can point out specific examples of how % read. Teacher will read the poem all the way throu h demonstratin poor 'luency% What did you notice about the way % read the poem? Was the poem easy to understand because of how % read it? Teacher will discuss with students what they obser)ed and why it was an e+ample o' poor 'luency% % am going to read the poem again and be looking on the rubric for examples of how % read. The teacher will model ood 'luency and then discuss what the students noticed% II) Opportunit' &or *ractice: !ow that you all have heard what reading a poem fluently sounds like, you all are going to choose a poem that interests you, we are going to practice reciting them fluently and then you will each recite your poem individually to the class. While you are reading both your peers and % will be filling out the fluency rubric you looked at while % was modeling reading fluency. -o not worry$ you all will have plenty of time to practice before you recite your poems. !ow we are going to go to the computer lab to look at a website for you to choose a poem. 4lass will o to the computer lab% Teacher will instruct the students to o to their computers% You all are going to type in 'oets.org and put your mouse over the 'oets . 'oetry button and then click on 'oems. (hen you can click on a sub"ect that interests you and a list of poems will come up for you to look through. You all have fifteen minutes to choose a poem, so it doe not have to be the perfect poem, "ust try and find one that interests you. %f you are having trouble finding or choosing one raise your hand and % will come around to help you. 3nce the students ha)e chosen a poem* they will print it out and the class will head bac. to the classroom% !ow boys and girls % want all of you to read the poem once to yourself, while reading % want you to underline any words you do not know. %t is very important that you know the meanings of the words when you read because it will help you better understand the poem, help you to read fluently and with the correct expression. You may get a dictionary to look up the definitions of the words you underline, and write out the definitions. 3nce the students ha)e written out the de'initions o' the words then ha)e them read the poem a second time% !ow % want you all to read the poem to yourself again and this time focus on the meaning of the poem, what kinds of emotions will you use when reciting it to the class? 2i)e the students time to read throu h the poem a ain and thin. about what emotions they would use% !ow % want you to read the poem a third time and look for clues of how to read the poem$ for example, punctuation marks, repetition, or rhyme. 2i)e students time to read throu h and identi'y any clues. !ow read the poem a few more times until you feel really comfortable reading it. (hen with the person sitting next you, practice reciting your poem to one another. *ead your poem at least twice to one another. !ow that you all are more confident in how to read your poem, you will begin to read it more fluently. When you all go home tonight, % want you to practice reciting your poem to your parents or another adult. (omorrow you all are going to present your poem to the class. !ow have your parents look at the rubric while you are reciting, so they can give you feedback. *emember we will be using the fluency rubric to grade one another, so make sure that you yourself are familiar with the rubric. Also, you may dress up or bring props to have while you read your poem, but it is not re/uired. III) Assessment: 1t will be the ne+t day that the students will per'orm their poems% -id you all en"oy reading your poems to your parents last night? Teacher pauses 'or the students to respond% 0ery good, now that you all have had the opportunity to practice, you all are going to do so well# % am excited to hear all of the different poems you have chosen. 5a)e the students draw

numbers 'rom a hat to determine the order that the students will recite% !ow boys and girls on the back of the fluency rubric % want you to write a short sentence or two on what the poem was about that your peer read. &omprehension of a text comes easiest when you are able to read fluently. 1n between each student* the teacher will handout a 'luency rubric 'or the students to 'ill out while their peers are readin their poems% The teacher will loo. at the peer e)aluations and 'ocus more on how the student 'illed it out based on the teacher0s own notes% The .ey is to ma.e sure the student e)aluatin understands how to reco ni6e 'luent readin % The students will be raded strictly 'rom the teacher0s notes% I+) Closure: 1oys and girls you all did a wonderful "ob presenting your poems# You all demonstrated clear and fluid pronunciation, and used great emotions to convey the meaning of the poem# )et2s review why it is important to read fluently. Who can explain how punctuation effects how you read? Teacher calls on a student to e+plain% Yes, it determines when you pause, stop or read the sentence with specific expression. !ow is it important to know what certain words mean in a text in order to read it fluently? Why? Teacher calls on a student to e+plain% Why would you need to know the meaning of the poem or to know the reason why the poet wrote the poem? Teacher calls on a student to e+plain% 0ery good, when you know the meaning of the poem it makes it easier to show the correct emotion when reading it, which makes the poem itself easier to understand# You all have done a great "ob today. !ow whenever you are reading any kind of story or book % want you to remember these reading techni/ues to help you read fluently in order to better understand what you are reading. ,aterials and -esources: - "ccess to the computer lab - /ww%Poets%or - Fluency &ubric - 7&oad 8ot Ta.en9 by &obert Frost - Dictionaries 'or each student Di&&erentiation Strategies !including plans &or individual learners": 5 : ,tudents will write their own poem to share with the class% They will research poems on the websites pro)ided to 'ind ideas and moti)ation* and then create their own poem% ! : ,tudents will loo. at the 'luency rubric while listenin to their peers* but will not ha)e to 'ill it out%

Samford University Design for Learning