Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher: Josie Barr

Date: Tuesday April 10, 2018 Subject/ Topic/ Theme Poetry: The World Through Poet’s Eyes Grade: 2nd Grade

I. Objectives
How does this lesson connect to the unit plan?
This lesson will be an introduction to our entire poetry unit. This lesson will hopefully get students curious about what it means to
look at the world through a poet’s eyes.
cognitive- physical socio-emotional
Learners will be able to: R U Ap An E C* develop
ment

● Listen to examples of simple object poetry and comprehend the difference between simply U
seeing something, and seeing with a poet’s eyes.
● Select and use one of these new literary tools to help in forming their own poetry.
● Describe an object from the classroom, or tub of objects available using imagery and
creativity.
● Reproduce this type of writing strategy in at least two of their own object poems.
Receiving

Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song.

W.GN.02.02 approximate poetry based on reading a wide variety of grade appropriate poetry.
(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 have been reading and keeping a poetry folder all year. They are familiar with several types
knowledge and skills. of poetry and different kinds of poets.

Pre-assessment (for learning):

I will look at student’s poetry folders that they have been keeping all year.
Formative (for learning):
After today’s mini-lesson, I will be looking at the student’s object poetry to select some good
examples to share with the class, and to check for understanding or which elements may need to be
Outline assessment revisited when we review.
activities Formative (as learning):
(applicable to this lesson) na
Summative (of learning):
na

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this Engagement Representation Action and Expression

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lesson present?
What will it take –
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Provide options for self-regulation- Provide options for comprehension- Provide options for executive
expectations, personal skills and activate, apply & highlight functions- coordinate short & long-
strategies, self-assessment & Students will be given a model term goals, monitor progress, and
reflection of object poetry, and will pull modify strategies
from prior knowledge of poetry
studied throughout the year
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 conference 1:1 mentor with
student J to help him organize
thoughts and spell words. Also,
possibly allow him to have a
visual copy of the model poem
for reference.
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats
Students will be given
autonomy to choose their object
for their poem -- there is no
right or wrong choice.
Book: “Poetry: Powerful Thoughts in Tiny Packages” (Calkins and Parsons, 2003)
Book: “A Curious Glimpse of Michigan” (Kammeraad, 2004)
Bucket of various objects
Students will each need a pencil and paper
student example poetry folder

We will start by reading the poems on the carpet.

How will your classroom Then students will move back to their desk groups of 4 for the writing portion.
be set up for this lesson? The bucket of objects will be on the back table for student’s observation if they choose to use it.

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.
Start Remind students how all the poetry they have been Sitting in a large group on the carpet
10:50 studying all year has been preparing them to
become poets themselves. (show a couple examples
min Motivation from a student’s folder)
(opening/
1-4
introduction/
engagement)

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 “Today, we are going to be learning about a new “ ”
kind of poem: an object poem.”
Possibly students reading some of the samples as
- Read examples from “A Curious Glimpse well to keep them engaged
of Michigan”

- Read from the “Poetry: Powerful

Thoughts...” book Pencil Sharpener by “ ”
Zoë
“Notice how these poets really describe these
ordinary everyday things in a new, unexpected and
creative way. They are using their POETS EYES!”

If you asked me what I see when I look at a pencil “ ”

sharpener just out of the blue, I’d probably tell you
it looks like a metal box and I use to to make the tip
of my pencil sharp again. But a poet looks at this
differently. A poet asks: what does this remind me
of? What does it look like? Sound like? Move like?
Development They sometimes compare to something else we are “ ”
(the largest familiar with like the buzzing of bees.
component or
main body of Zoë, wrote another poem called Ceiling. Why don’t
the lesson) you turn to someone sitting next to you, and try to
describe to them what see when you look at the
ceiling with poet’s eyes?” Students turn and talk to the friends around them
what their ideas might be…

“I heard lots of good ideas! Let’s listen to what Zoe

min saw with her poet’s eyes…”
4-6
- Read Ceiling by Zoë

“So, now that we have some awesome examples

and we have our “poet’s eyes” ready to go… it’s
your turn to practice creating your own object Students listening on carpet.
poetry!

min You may spread out around the room and focus on
6-10 any object in the classroom, or there is a bucket of
objects on this table here. You may choose to take
one back to your desk if you want to.”

- Dismiss students back to their seats Students spread out around the room, or grab an
- Once students are situated grab their object from the table and head to their seats.

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 attention with classroom “shaker” for one
last direction
“I want you to take the first 2 minutes to look at
your object and write down on a blank piece of
paper the first 5 things that you notice about it with
your poet’s eyes, don’t think too much about it, just Students writing their lists
write the first 5 that come into your head.”

- allow students time to write their lists

min
11-14 “Now read through your list and circle 1 or 2 of
your favorite ideas that your poet’s eyes gave you
and start your object poem rough draft. Don’t
worry we will have time to revise these another
day. If you finish with your first one, you can do a
second draft or choose another object to write about Students circle favorite observations
until the end of our work time today! I will be
walking around conferencing with individual
writers so if you need help please just raise your
hand. Alright let’s get writing!”
Students begin writing their poetry

“ ”
min
15-24

min Alright everyone, great work today! I loved seeing Students pack up all their materials, put objects
Closure
25-30 all the great ideas coming from you all using your back in the bin, and line up by the door.
(conclusion,
poet’s eyes. Even if you are not finished that is
culmination,
totally ok! We are going to keep working on our
wrap-up)
object poems in writer’s workshop this week.
Please put these away in your folders, and if you
End had an object from the bin please return it there.
at Then, please get ready to line up for PE or Music.
11:25
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.)
Today’s lesson went very well! I was surprised by just how excited the students were to be able to write
their own poetry. I was honestly expecting a bit more uncertainty or even lack of motivation as poetry and
creative writing can be very hard for some students. However, I think that Mr. M has done a great job of
setting these students up well in their ideas about what it means to be a good writer and to celebrate great
writing. They know this classroom is a safe space for their creativity and ideas and that their writing is always
celebrated. They also have been studying accessible poetry all year and that helped them so much to have a
model to point to and prior knowledge to pull from. The students had great recall as I went over the few key
poems I wanted to highlight from the folder of poetry previously studied. I think perhaps my intro was even a
bit too long because they seemed to fully remember the example poems that I was showing them and were
more eager to get to their own writing. I noticed this, and skipped over a few that I planned on reading through

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and just mentioned them instead.
Students were like I predicted a bit overwhelmed by all the choices available to them when choosing
and object to write about for their object poem. I was grateful that I had brought the bin of objects to choose
from and had a good variety because most students used these rather than a classroom object. However, it was
neat to see what objects they did focus in on when picking a spot to write around the room. One student wrote
a rhyming poem, he is very advanced in reading and writing skill, and in championing this I read his and a few
other examples to the class to celebrate writing. Most students used this as a model and it motivated them to
continue to “fix and fancy” or revise their own work instead of just saying “I’m done” however for a few
students the desire to rhyme became distracting and they were less productive after this. I hope this will be a
hurdle they get past when working more on their object poetry in the next few writers workshop sessions.

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