Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Mady Sensenig

Date 11/16/2018 Subject/ Topic/ Theme Poetry/Free Write Grade 10th Grade Creative Writing

I. Objectives
How does this lesson connect to the unit plan?
Students will tie together the poetry types and concepts they have been using, as well as being introduced to several new poetry types, to give them options as they
create their own unique poem.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Remember two voice, haikus, sonnets, and slam poetry R
 Work in groups to research assigned poetry types
U 

 Create a visual to explain a specific poetry type with the class C 

 Understand each groups’ poetry type
 Choose a specific style of poetry to practice U
 Write a new poem following a specific rubric U
Ap, C
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCR Reading #2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
CCR Writing #4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
CCR Speaking and Listening #4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization,
development, and style are appropriate to task, purpose, and audience.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students will need to remember the poetry previously covered (two voice, sonnet/ rhyme, slam), and
knowledge and skills. they will need to be able to work in groups to research and explain a new type of poetry.

Pre-assessment (for learning): Students will be asked to review previous poetry types; this will be a check-in,
so students can volunteer to share information.

Formative (for learning): In groups, students will research assigned poetry type and create a visual to help
Outline assessment explain to the class.
activities
(applicable to this lesson) Formative (as learning): Each group will share their visual and explain poetry type.

Summative (of learning): Write two new poems using the poetry types discussed in this unit or
explained by classmates in this lesson. (turned in for a grade)

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression
Provide options for self- Provide options for Provide options for executive
regulation- expectations, personal comprehension- activate, apply & functions- coordinate short &
skills and strategies, self- highlight long-term goals, monitor progress,
assessment & reflection and modify strategies
Students will need to monitor their
Students will reflect on previous progress as they work in groups
Students will be able to review
material as a class, and then work because they will need to finish in
and ask questions about any of
in groups to produce a visual a set time. They will also need to
explanation of a poetry type.
the poetry types covered, as create a new poem over the span of
well as research on their own. two days.

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 Provide options for sustaining Provide options for language, Provide options for expression and
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language

Students will work together to
research a new poetry type and
share with the class who will
ask any questions. They will
also work on individual poems
which they can volunteer to
share with the class.
Students need to come up with
clear explanations, written in a
way that their classmates can
understand and apply. There will
also be many opportunities to ask
questions or look up unknown
words or poetry types.
Students will work with the
teacher to reflect on previous
material, in small groups as
they research using the Chrome
books, and individually as they
write and create a new poem.

Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Students will be able to
volunteer answers, work in
small groups to reduce any fear
of large group work, and
individually to allow for
creativity and choice in what
type of poetry they want to use.
Provide options for perception- Provide options for physical
making information perceptible action- increase options for
interaction
Students will discuss openly in
class, research using Chrome
books, and create visuals to
display new information.

Chrome Books
Materials-what materials Large paper/ posters (x4)
(books, handouts, etc) do Lined paper
you need for this lesson and
are they ready to use?

Students will sit in their assigned seats around grouped desks; once groups are assigned they may
move and once individual writing begins they may move again.
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
2 Welcome students and review the poetry and Students can volunteer to share what we have
minutes Motivation material discussed so far covered so far in terms of poetry types
(opening/
introduction/ Introduce new assignment: students will be in four Students will listen to assignment, ask any
5-6
engagement) groups and each will research assigned poetry questions, move into groups, get a large
minutes
type: Acrostic, Shape, Limerick or Auto-bio. They paper/poster and their Chrome Books
need to use large paper/poster to write the poetry
type, definition/ explanation, and a short example
that they will then use as a tool in explaining the
poetry type to the class. Place students into
groups, assign each a poetry type, and have them
get their Chrome Books.

Have students aim to finish in 15 minutes, but add Students will research as a group and create their
15-20 time if needed. visual explanation
minutes
Development
5-10 (the largest Each group will choose one or two people to
minutes component or present and explain their poetry type
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 Choose groups to present their poetry type and
explain to class, allowing time for the class to ask
any questions and add information if needed

20-25 Students listen and ask any questions about the

minutes assignment
Explain that students can use any of the poetry
types covered so far, or any of the ones presented
main body of in this lesson to write two new poems
the lesson)

Students choose and write two poems; to be

turned in at the end of class

2-3 Closure Have students turn in their visuals and their two Students turn in visuals and poetry work
minutes (conclusion, new poems to be graded
culmination,
wrap-up)

Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
The sophomore class was uncharacteristically very low-energy during this lesson. While I thought the group work would be
fun and encourage peer interaction, many seemed uninterested or reluctant to do the activity. Only one group seemed to be
enjoying working together, and I found that I tried to balance out the deadness in the room by being more energetic and
extra positive when I circled around to work with the different groups. I think there comes a point where you have to accept
that there will be days were students are tired, but you have to push through and keep encouraging. I do think it was
interesting to have them be the ones explaining the poem type to their class, and I had them stand up to present which
worked on some presentations skills, but the posters were small, so I think I would need to try to project them on the board
during the explanation so the guidelines and example could be better seen. I also think I could have added another poetry
type to make the groups smaller, because there were about 6 people per group and it was easy for some to not participate as
much as others. However, some clearly took charge, and one student in the auto-bio group directed his group and kept them
working when some others were distracted. I think I also would change up some of the poetry types and switch acrostic with
something more challenging for them because that group was done with their visual poster explanation way before the other
groups. I did have them practice more acrostics while they were waiting which helped them use their extra time. After the
explanations, students practiced by writing two new poems using two of the new poem types. The class seemed to enjoy this
part more than the group work, maybe because they are more comfortable with individual work in this class. They all
completed their two poems by the end of class, except for one student who only wrote one. Some of their poems were witty
and creative, and others you could tell were trying to get through the assignment. I did go around and help students working
on their poems, and many asked questions about the different structures. We also taped the visuals to the board at the front
of the room, so students would go and stand next to those to help guide them. While it was hard to engage them at the
beginning, by the end of class they were writing and focusing on their poetry, as well as sharing their completed poems with
me and each other which was encouraging.

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