1. Instructional Expectations and Opportunities a) Expectations: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed)

Transcription

1 Faculty of Education Lesson Plan Template Subject / Course: Language TC Name: Melanie Kehoe Grade Level: Grade 2 Date: February 5, 2008 Topic: Poetry Lesson Time of Class: AT Name: Room # / Location: 1. Instructional Expectations and Opportunities a) Expectations: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed) Communication Demonstrating Understanding 1.4 demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details Reading Comprehension Strategies 1.3 identify several reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., use visualization to help clarify the sights and sounds referred to in the text) Reading Unfamiliar Words 3.2 predict the meaning of and quickly solve unfamiliar words using different types of cues, including: semantic (meaning) cues syntactic (language structure) cues (e.g., word order, language patterns, punctuation) graphophonic (phonological and graphic) cues (e.g., onset and rime; common spelling patterns) Writing Spelling Unfamiliar Words 3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word, word meanings, and generalizations about spelling 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.) Co-operative learning skills ie. accountability, social skills Active participation Listening skills Associate/Advisor Comments: 2. 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: Prior Learning: Students will have previous knowledge and lessons of rhyming words. Page 1

2 Students will be familiar with tribes rules. Students will have previous co-operative skills lessons and experience ie. What does active listening look like and sound like, cooperation, etc. ESL: The student s stage of second language acquisition will determine the level of support that I will provide. Some accommodations or modifications that I could make are: Have the student seated close to the teacher for extra support. Provide simple, clear instructions with non verbal cues. Have the student paired with a peer that shares the same language background if possible. Provide the student with a rhyming poem in their language where the student could identify the rhyming words. Highlight or circle the word in the English poem that the student needs to find a rhyming word for. Provide a list of words that the student could pick the matching rhyming word from. Do not mix up the letters in the new rhyming poem. Have the student illustrate that poem. 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 groups of 4 or 5 students. Associate/Advisor Comments: 3. 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) ***this is a 2-3 day language art lesson Ask the class to close their eyes and listen to the poem. Ask them to create a picture or feeling of the poem Page 2

3 you are going to read in their mind. Read the poem The Funny Bamily from Runny Babbit by Shel Silverstein. (This poem demonstrates rhyme and rhythm) What do you like about this poem? What picture did you make in your head? What does this poem remind you of? Have you read any other Shel Silverstein books? What did you like about them? b) Subject Content and Teaching Strategies (include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching the subject content - how you are teaching it; write some guiding questions - actual questions (variety of thinking levels) and suggested and anticipated answers; possibly include time approximations/timelines such 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.). Introduce the book Runny Babbit by Shel Silverstein. Read some poems aloud to the class from Runny Babbit. Think/Pair/Share Discuss with your partner what is different or unusual about these poems? Have some students share their answers with the class. Read the introduction to the book on page 4 that explains the animals unusual language. How is Runny Babbit s way of speaking different from the way we speak? Why do you think Shel Silverstein made his characters speak this way? How did the author make the words different? Display the poem Runny s Heading Rabits p. 43 on chart paper at the front of the class. (Have a duplicate copy of the poem displayed beside it) Read the poem aloud to class. Ask the class close their eyes as you read and create a picture in their minds. What picture did you make in your head? How did the poem make you feel? Read the poem again to the class while following along with a pointer. Have the class read it aloud with you as you point to the words. Translate the first line of the poem into everyday speech and model to the class the strategy used (ie. First letter of one word switched with the first letter of another word). Put the correct letters on post it notes and place it over the mixed up letters on the second piece of chart paper so that the original poem and the translated poem are displayed side by side. Ask a student to translate the next line of the poem. Have different students continue to translate the poem until it is finished. Have the class close their eyes again as you read the new translated poem. Ask them to create a picture or feeling again in their minds as you read. When we fixed the words did the meaning of the poem change for you? How did it make you feel different? Do you like the first or the second poem better? Why? Explain to the class that some poems rhyme. Rhyming words are words that sound alike. Some words that Page 3

4 rhyme with cat are rat, bat, sat and hat. Show the class the word families posted on the wall. What are some other words that rhyme? Model and circle one pair of rhyming words in the translated poem. Call on a student to come up and circle another rhyming word in the translated poem. Continue to call on students until all the rhyming words have been circled. Explain to the class that a rhyming poem can have different rhyming patterns. Some poems can rhyme every 2 lines, others every 4 lines, etc. When you look at the rhyming words that we have circled what lines in the poem rhyme? Tell the students that this is the rhyming pattern. The rhyming pattern is like the AB patterns that we create in math. Explain and show the students on the chart paper how this poem would be an ABBB pattern. Activity In small groups of 4 or 5 students have students select a rhyming poem from one of 4 Shel Silverstein poems. ( Alice from Where the Sidewalk Ends, Come Skating, from A Light in the Attic, The Deadly Eye, from Falling Up, and A Closet Full of Shoes from Falling Up) Have some of the rhyming words missing from the poems with blanks. Explain to the students that they will work in groups to fill in the missing rhyming words. The teacher will circulate, observe and help as needed. Groups that are finished early can fill in the rhyming words for one of the other poems or read some poems from the selection of Shel Silverstein books that are in the class. When all groups have finished filling in the rhyming words select one volunteer from each group to read the finished poem to their group. Ask the students in each group to close their eyes and make a picture in their head while the reader is reading. Using a round robin strategy each person in the group will have a turn to discuss with their group what picture the poem created in their head. Circulate and observe the groups. Provide reminders if needed about listening and turn taking. Give the class a time warning when it appears the groups are almost finished. Explain to the class that each student will then work on their own to mix up letters and re-write the poem to make it silly like in Runny Babbit. Students will write their new poem in their writing journal. The teacher should circulate and help as needed. Students that are finished early could begin illustrating their poem. Students will read and present their illustration and poem to the class, a partner, or a child in another grade. Cross-Curricular Link: Math Rhyming pattern. Follow-up activity: Visual Arts Act out the poem in small groups. Language Arts Write their own rhyming poem with a pattern. Compile the class poems and illustrations into a photostory. Consolidation Activity: Ticket out the door. Every student will write what they think their poem is about. (This can help to assess the students understanding and comprehension of the poem and their ability to read and write unfamiliar words) Page 4

5 4. 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.) Rubric Please see attached rubric. The teacher will use the rubric to assess the student s ability to write and spell rhyming words in their silly poem. The teacher will assess the student s understanding and comprehension of the poem through their illustrations and verbal interactions. The rubric will also be used to assess the student s read aloud and their ability to work well within a group. The teacher will assess students comprehension and understanding of the poem by their responses to the teacher s questions and the pictures they have been able to create in their minds. The teacher will observe and circulate during group activities and discussions and take anecdotal notes on the student s ability to understand and describe the poem and their ability to make rhyming words. Associate/Advisor Comments: 5. Page 5

6 University of Ontario Institute of Technology 2000 Simcoe St N Oshawa, ON L1H 7L7 Name: Date: Thursday, February 07, 2008 Melanie Kehoe Course: Language Arts Poetry Runny Babbit by Shel Silverstein Rhyming, Illustrating, Read Aloud Specific Expectations 2E28 2E7 2E63 2E40 identify several reading comprehension strategies and use them before, during, and after reading to understand texts (e.g., use visualization to help clarify the sights and sounds referred to in the text) demonstrate an understanding of the information and ideas in oral texts by retelling the story or restating the information, including the main idea and several interesting details (e.g., carry on a sustained conversation on a topic) spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word, word meanings, and generalizations about spelling (e.g., onset and rime; common sound patterns and/or letter sequences) predict the meaning of and quickly solve unfamiliar words using different types of cues, including: semantic (meaning) cues; syntactic (language structure) cues; graphophonic (phonological and graphic) cues (e.g., letter clusters within words; onset and rime; common spelling patterns Comments: Queen's Printer for Ontario, Reproduced with permission. Criteria Level 1 Level 2 Level 3 Level 4 Application understand the vocabulary and language appropriate for this grade level express clear demonstrates limited rarely expresses clear demonstrates sufficient sometimes expresses clear responses to written demonstrates firm often expresses clear demonstrates exceptional always expresses clear Communication read aloud apply the rules for working with others reads aloud with an emerging capability rarely applies the rules for working with others reads aloud with some capability sometimes applies the rules for working with others reads aloud with capability usually applies the rules for working with others reads aloud with exceptional ability always or almost always applies the rules for working with others Created with the Rubric Builder -