Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Date 4/25/13 Krista DeVries Subject/ Topic/ Theme Alliteration Grade ____2nd______

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

U U Understand how alliterations can be used to supply meaning Understand what alliterations are Identify alliterations in poetry Create a Venn Diagram where they identify words that rhyme AND are alliterations Write own alliterations U Ap Ap

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 w wide-variety or grade-appropriate poetry. MT Data Organization and Interpretation: Construct and interpret tables, pictographs (any scale), bar graphs (horizontal or vertical), and Venn diagrams MT Literary Response and Analysis: Describe the basic use of rhyme, rhythm, and alliteration in poetry and stories. MT Data Organization and Interpretation: Construct and interpret tables, pictographs (any scale), bar graphs (horizontal or vertical), and Venn Diagrams.
(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. Reading, writing, and drawing skills.

Outline assessment activities (applicable to this lesson)

Pre-assessment (for learning): Previous worksheet. Formative (for learning): Ability to think of an alliteration on their own. Formative (as learning): Ability to add to group conversation, ability to think of an alliteration on their own. Summative (of learning):

Final picture and alliteration. What barriers might this lesson present? What will it take neurodevelopmentally, experientially, emotionally, etc., for
Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible -Teacher presenting to class 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 - While working on picture, may talk quietly to neighbors - Lesson with class - Work individually

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Provide options for language, mathematical expressions, and symbols- clarify & connect language - Drawing and writing - Class lecture Provide options for comprehensionactivate, apply & highlight

Provide options for expression and Provide options for sustaining effort communication- increase medium and persistence- optimize of expression challenge, collaboration, mastery-oriented feedback - Share pictures and alliterations with the class -Create own alliteration and chose any animal to draw Provide options for self-regulationexpectations, personal skills and strategies, selfassessment & reflection - Recognizing alliterations in the poem - Thinking of own alliteration and drawing

your students to do this lesson?

Provide options for executive functions- coordinate short & long term goals, monitor - Teacher in front of class and students progress, and modify working creatively and independently strategies - Short Term: What alliterations are

Materials-what - ELMO - whiteboard materials (books, handouts, etc) do you - your own picture of an animal and an alliteration need for this lesson and - copy of Geoffrey the Giraffe are they ready to use? - blank printer paper - personal pencil boxes, or any other coloring tool available to you - Regular classroom set-up How will your classroom be set up for this lesson? III. The Plan Time Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Motivation - CHAMPS - Listen to teacher - Poetry poster (what we learned yesterday) - Raise hand to answer questions (opening/ - write down an alliteration on the board - Answer and ask questions whenever needed introduction/ - what do these words have in common? what is the engagement) same about them? 5 min - Alliterations are words that are right next to each other and that start with the same SOUND - Poems use alliterations a lot- read Geoffrey the Giraffe poem - There are words that rhyme AND are alliterations - Fill out Venn Diagram - Give example (pain & plane) - Draw picture of an animal and write alliteration - Pass out Venn Diagram sheet under it - One side of the diagram is where you will put the pair of words that rhyme, the other will be the pair of words that are an alliteration (can be the same SOUND as well as the same letter) and in the middle will be words that rhyme AND are alliterations Development - Show students your own picture of an animal you (the largest drew, with an alliteration at the bottom (ex. component or slithering snake) main body of the - Explain that slithering snake helps you hear what lesson) sound a snake makes-- this helps the poet supply 20 min meaning in the poem Components

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- other example (furry fox- helps you imagine what the fox looks like) - Explain that they will also draw any animal they want and they have to write an alliteration with that animal - Pass out blank papers, ask students to use their own pencil boxes to color

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

- Collect pictures - Show some to entire class

- Hand-in once finished - Show to class (optional)

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 Jones, C.R. (2002). Geoffrey the giraffe, a poem by Christopher Ronald Jones, UK. VoicesNet.org. Retrieved from http://www.voicesnet.org/displayonepoem.aspx?poemid=227652

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