Subject / Course:Language Arts / TC Name: Lindsay Taylor
Grade Level: 5 / Date: Feb 6 2008
Topic: Poetry / Time of Class: n/A
AT Name: N/A / Room # / Location:N/A
  1. Instructional Expectations and Opportunities

a)Expectations:(approx. 1-3 expectations from the Ontario Curriculum that could be assessed)
Reading
Variety of Texts
1.1Read a variety of texts from diverse cultures, including literary texts (e.g., poetry)
Extending Understanding
- extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them.
(Through the brainstorm activity)
Writing
Word Choice
2.3 use some vivid and/or figurative language and innovative expressionsto add interest (e.g., some comparativeadjectives; similes or personification;comparative adverbs)
(Through the writing of their own and classroom poems/sentences)
Visual Art
Creative Work
– Organize their art works to create a specific effect.
(Through the creation of a visual representation of their poem)
b)Opportunities:(approx. 2+ other learning opportunities such as other expectations not assessed, other learning that happens as a result of the lesson e.g.,organization, group, listening, co-operation, reading, writing skills etc.)
- Brainstorming, developing ideas, co-operation, participation in a group, initiative.
Associate/Advisor Comments:
  1. Preassessment and Accommodations/Modifications

a)Students
(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include cognitive, social/emotional, physical and diversity needs,+ provide accommodations/modifications -how you will differentiate learning for each student and/or type of need – N.B.use initials of students rather than full names)
Preassessment: / Accommodation/Modification:
N/A / Possible Accommodations for Students:
  • Struggling students can be given guidelines as far as the amount of lines in the poem or length
  • Struggling students can use the words and ideas brainstormed by the class to create the poem (or depending on the level of the class all students use the class’ ideas)
  • Templates can be provided as an outline to struggling writers (fill in the blanks or prompts for disruptive word i.e. colour, sound, smell, etc)
  • Graphic organizers to students who are having trouble brainstorming and linking their thoughts
  • Thesaurus and dictionaries for students who need help with vocabulary
  • ESL students can write in their own language and translate OR have a combination of both languages
  • Use computer to write out the poem if trouble with printing
  • Teacher scribes for students who have trouble getting their ideas out and onto the page for brainstorming activity or poem writing.
  • Students who need to see the “imaginary paintbrush picture” can draw what they see as the teacher reads the poem.
  • Etc.

b)Learning Environment:
(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be, where the teacher stands, where the students are working etc. – you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if lesson changes)
  • Students will be in small learning (4-5) communities for brainstorm activity and while drafting and writing their poems for peer help and support,
  • Writing of the poem is completed individually
  • Teacher is circulating and providing prompting and assistance whenever possible
  • The poem is projected via computer or overhead projector for the students to see during the writing process to help them remember comparison, figurative language and similes.
  • Students are provided with thesauruses and dictionaries in each learning community for easy access and to aid student learning.
Associate/Advisor Comments:
  1. Required Resources

(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers, website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts – include name of handout and number of copies, etc.)
Resources
  • Paper and pencils for each student
  • Note pads and markers for brainstorm activity needed for each group
  • One piece of chart paper for each learning community
  • Copy of the poem “The Sea” (on overhead, computer projector or a copy for each student)
  • Coloured Prompt Cards for each group in Ziploc bags
  • Art supplies for their visual representation: paint, chalk, pastels, paper, construction paper, collage materials i.e. magazines, news papers etc. (Items can also be collected by the students)
  • Glue for each group (to glue their brainstorm pads onto the chart paper)
*Ideas adapted from:
THE SEA
The sea is lofty, ancient and steepled,
Beautifully carved in stone.
Its bells clang and shimmer.
Its windows cast their multicoloured
Patterns on the floor.
The sea's doorways are arched,
The long wide benches are polished with use.
The space is full of echoes,
The organ shines and plays.
Hymns echo through the whole ocean.
The pulpit is solemn,
Its lectern an eagle.
The sturdy wooden cross reminds
Of crucifixion and of death.
Its floor is paved with tombstones
  1. Content and Teaching Strategies of Lesson

a)Introduction (motivational start, minds-on, hook, etc.)
(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or something that will pull learners into lesson)
  • Turn off the lights and ask the students to close their eyes and put their heads on their desks.
  • Explain to them that you are going to read them a poem and you want them to imagine that there is a paintbrush attached to the words, and you read the words it paints a picture in their mind.
  • Explain that everyone’s picture is going to be different and when the poem is over the students are go to discuss what the picture looked like to them with the others in their learning communities.
  • After they discuss let them know that I am going to ask for volunteers to share with the rest of the class.
  • Read the poem to the students twice so they have time to really think about the words and create picture in their mind. Also so that they have enough time to find the words to describe their ‘magic paintbrush’ picture to the other students.

b)Subject Content and Teaching Strategies
(include the subjectcontent - what you are teaching; detail the instructional strategies/teaching strategies for teaching the subject content - how you are teaching it;write someguiding questions - actual questions (variety of thinking levels) and suggested and anticipated answers; possibly include time approximations/timelinessuch as 10:00 – 10:30 a.m. or 25 minutes; and include application activities/components - how the content will be applied such as an activity, problems to solve, worksheets etc.).
Hook
Paint A Picture
  • Turn off the lights and ask the students to close their eyes and put their heads on their desks.
  • Explain to them that you are going to read them a poem and you want them to imagine that there is a paintbrush attached to the words, and you read the words it paints a picture in their mind.
  • Explain that everyone’s picture is going to be different and when the poem is over the students are go to discuss what the picture looked like them with the others in their learning communities.
  • After they discuss let them know that I am going to ask for volunteers to share with the rest of the class.
  • Read the poem to the students twice so they have time to really think about the words and create picture in their mind. Also so that they have enough time to find the words to describe their ‘magic paintbrush’ picture to the other students.
Lesson
Analysis of Poem
  • After the students discuss with their peers and the class what the picture in theirre head looked like (and if it not already said it), guide the students to notice what the sea might be being compared to (i.e. A church).
  • Some students will make this connection faster than others.
  • Discuss the elements that remind them of a Church. What words? What phrases? What does it make you think of when the author says ______?
  • Have the students make connections with the text through the discussion and their understanding of the comparisons, figurative language and the poem.
  • As these comparisons come up in the discussion circle/underline/ highlight these words on the overhead or projector screen so students can see the words and understand the comparison and figurative language.
  • After students come to the understanding that the Sea is being compared to a Church and the language is figurative explain to them that they are going to each write a comparison poem in the same way.
Brainstorm
  • Hand out each table 5-8 mini-notepads (scrap pieces of paper stapled together in small squares, post its pads etc) enough for each student at least.
  • Explain that a student is going to come up and select a word from one of the bags and when you read it to the class they are going to write down all the things that describe that word, OR that they think of when they hear it (discuss five senses).
  • Only one word or phrase can be put on a square
  • Once it is written down place it in the centre of their table
  • They will have one minute to write down as many things that come into their head
  • Make sure to go over rules (no throwing paper, no put downs, no wrong answers, etc)
  • Ask for a student volunteer to come to the front and choose one card of any colour from any of the bags.
(each bag has different coloured cards in them with different words. i.e.:
GREEN WHITE PINK BLUE
Elephant Ship HospitalCamera
Dog Tractor LibrarySea
Horse Submarine MuseumClock
Fish Car PrisonGarden
Spider Aeroplane ForestCandle
Eagle Bus River Tree
Mouse Skateboard Fire Castle
Frog Bike School Jungle
  • After the student chooses a word from one of the bags, read the word to the class and have the students brainstorm for one minute.
  • After brainstorm each group organizes their words and phrases into categories of the five senses and one ‘Other’ category on their chart paper. (do a class example first to make sure all groups understand)
  • After they organize their words post the charts around the classroom and have each group read a few descriptive words from their charts
  • This gives the students many different ideas and examples of descriptive words that they can use and helps them with the brainstorming and organization process without them even noticing it.
  • Chose another word from the bag and have the students make comparative sentences using the descriptive words from the brainstorm activity. (i.e. Fire = hot,wild, crackling, burning. Other Word = Eagle. Sentences = The Eagle flew hot and wild. Crackling and burning throughw the clouds etc)
  • Teacher records sentences on chart paper/overhead etc.
Writing Poems
  • Students do the same class activity as individuals without the large brainstorm activity.
  • Each group receives bag of different coloured cards.
  • Students draw one card and brainstorm words that remind them of that word (five senses, personal connections, objects, phrases etc)
  • Draw another card after brainstorming process which becomes the title and the subject of the poem.
  • Students can use the teacher, their peers, thesaurus, dictionary etc as aids in the process but encourage brainstorming (so the students feel involved in their poem as they are making the connections and developing the word choice).
  • Give students as much time is needed or each step of the process but be circulating and monitoring process to ensure that students are progressing through the stages.
  • Provide Guidelines for students who need it (number of lines etc)
Create the Visual
  • When the students are close to finishing their work (have had their poem edited and reviewed by peer and/or teacher) introduce the students to the idea of visually representing their poem.
  • This can be in the form of a collage, pastel, painting, drawing, chalk etc representation.
  • Discuss with students the idea of abstract representations (i.e. if the words are describing fire and the subject is an eagle perhaps they can draw a fire with the smoke billowing in the shape of an eagle etc.)
  • Return to the idea of the “imaginary paintbrush” and the idea that it painted a picture in their head, and have the students think about their audience and the image they might want to put into people’s minds.
  • Have the students do a rough sketch and show the teacher before moving ahead.
  • Once approved have them complete the picture and place the poem on/beside/below/within the picture.
  • Post the pictures around the room or on the bulletin board when the students have completed their work. (publishing) OR make a photo story of the students work and show it to class!
**This lesson is obviously not completed all at once. Allot the chunks of time needed to complete the activities so that they sequence and help the children create their own piece of poetry.
  1. Assessment and Evaluation

(What assessment and/or evaluation strategies do you need to have to ensure you are accountable for students’ learning and addressing the Ontario curriculum expectations? What formative and summative assessment should you include? – e.g., sample questions, activities or attach tests, homework, rubrics, evaluation schemes, answer keys etc.)
  • Students will be observed for participation during class brainstorm and discussion
  • When possible making anecdotal notes
  • Students work will be evaluated on a rubric for their use and apparent understanding of figurative language
  • The completion of their piece of art work and it’s ability to communicate an image or idea that represents their poem
Associate/Advisor Comments:
  1. Reflections

UOIT Faculty of Education - (your name here) Lesson Plan

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