Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/26/13 Krista DeVries Subject/ Topic/ Theme Review Games: Techniques in Poetry Grade ___2nd_____

I. Objectives How does this lesson connect to the unit plan? Review some of the techniques used in poetry. Learners will be able to:
cognitivephysical R U Ap An E C* development socioemotional

Apply previous lessons to games Teach others how to play games based on their own knowledge Actively participate in games by using their previous knowledge and body movement

Ap X X

Common Core standards (or GLCEs if not available in Common Core) addressed: CCS RL 2.4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a poem or song. GLCES: W.GN.02.02: Students will approximate poetry based on reading a wide-variety of grade-appropriate poetry. MT Comprehension: Retell a story, recall the main events in order, and describe the theme (lesson, moral, message) through speaking, writing, or role-playing MT Literary Response and Analysis: Describe the basic use of rhyme, rhythm, and alliteration in poetry and stories.
(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 knowledge and skills. Rhymes, Alliterations, Regular Beats, and Repeated Lines. Reading and writing.

Outline assessment activities (applicable to this lesson)

Pre-assessment (for learning): Previous lesson activities and worksheets. Formative (for learning): Ability to complete games correctly. Formative (as learning): Ability to play games and interact with peers. Summative (of learning):

Full performance in both activities participated in.

Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible - Teacher starting in front of class and presenting games Provide options for language, mathematical expressions, and symbols- clarify & connect language Provide Multiple Means of Provide Multiple Means of Action and Expression Engagement Provide options for physical action- Provide options for recruiting interestincrease options for choice, relevance, value, interaction authenticity, minimize threats - Moving around from station to station - Different games

What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for your students to do this lesson?

Provide options for expression and Provide options for sustaining effort communication- increase medium and persistence- optimize of expression challenge, collaboration, mastery-oriented feedback - Different styles of games - Working with others - Different styles of games - Completing the games/knowing the - Working by self and with classmates answers

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Provide options for comprehensionactivate, apply & highlight - Answering cards, matching, writing and identifying are all different ways to complete games

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies - Reapplying previous lessons to games being played - Seeing how they can be used/represented in different ways

Provide options for self-regulationexpectations, personal skills and strategies, selfassessment & reflection - Completing games correctly

- Rhyme poster board - Draw a pear tree on a poster board and have words written on the pears. Then cut out a different set of pears that have words on them that rhyme the words on the pears on the poster. - Piece of paper with instructions for alliteration game Materials-what - Blank sheets of paper materials (books, handouts, etc) do you - Baseball board game need for this lesson and - Board game that looks like a baseball field with cards that ask students questions related to the are they ready to use? previous lessons, and pieces for the students to move along the bases. - White Board, marker - Papers with pictures of shapes (ones that rhyme with a lot of things) and lined paper and pencils - Copies of a poem and lined papers with different colored markers - Short summary of whatever topic is being covered at each station (ex. definition and example of rhyming at the rhyme poster board station)

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Regular classroom set-up: desks set up in groups. Different station at different groups.

How will your classroom be set up for this lesson?

III. The Plan Time Components Motivation (opening/ introduction/ 1-19-13 Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. - Tell students where to go and who is in their small - Listen to teacher and go to station group - Explain every game to every small group

engagement) 1) Pear Tree There is a poster of a pear tree. On the tree there are pears that have words on them. There are post-it notes with words on them. Each one of these post-it notes rhymes with one of the pears on the tree. You need to stick this post-it note to its matching rhyming word. Everyone will match one word and then move on to the next person. Repeat until time has run out. 2) Alliteration Station There will be a matching worksheet. Match the words that are alliterations. On the backside of the sheet will be a space with a few words given (ex. caring [blank]). In the blank the students will write in words that will make an alliteration. 3) Baseball board game There is a game that looks like a baseball field. You will pick up the cards and answer the questions, if you answer correctly you get to go to the next base. Keep tally marks on a whiteboard to show how many runs you get (how many times you cross this base). The objective of this game is to review all techniques we have learned about using multiple choice cards. 4) Shape Poem Yesterday, it was raining. How many words can you think of that rhyme with rain? How many alliterations for rain can you think of? What about sun? Write down a list of these words, then make them into the shape of a raindrop/sun on your sheet! 5) Poem Work You will be given a poem and with the red marker, you will underline all of the words that rhyme. With the blue marker you will circle the alliterations. With the yellow marker you will put a box around repeated lines. - Tell them that they will only visit two stations due to time and will be assigned what activities they will go to. - Tell them that they will switch after 10 minutes

Development - Walk around and help every station and help - Play games for 10 minutes each students as needed - Go to next station when the teacher tells you to (the largest - tell students when to switch after 10 minutes component or main body of the - Observe students as they do each activity to watch for their ability to complete the activities lesson) 20 min (10 min per activity)

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Closure (conclusion, culmination, wrap-up) 5 min

- Instruct the students to pack up things - Gather everything together

- Pack up games as instructed

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.)

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References Nanas Corner. (2010). Alliteration Games - 6 Games to Learn Alliteration. NanasCorner.com Retrieved from http://www.nanascorner.com/alliteration-games-6-games-to-learn-alliteration/

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