Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alex Dhaenens Date 4/1/13 Subject/ Topic/ Theme Alliteration Poetry Grade __2nd Grade ___

I. Objectives How does this lesson connect to the unit plan? This lesson is on alliteration, a component or part of poetry. This lesson contributes to the overall understanding and knowledge of poetry and what it is composed of.
cognitivephysical socioLearners will be able to: R U Ap An E C* development emotional R Identify alliteration in sentences and poems. U, Ap x Create own alliteration with name. x Decorate and neatly write alliteration on cover. x Respectfully participate in class worksheet activity. x Listen attentively. 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. CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in decoding words. CCSS.ELA-Literacy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.L.2.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-Literacy.L.2.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

(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.

Appropriate reading and writing skills. Understanding of alphabet and each letters phonetic sounds.

Pre-assessment (for learning): Ask students if they have heard of the word alliteration and can represent it in a sentence. RESULTS:

Outline assessment activities (applicable to this lesson)

Formative (for learning): Watch students during work time and answer questions as needed. Formative (as learning): Have students ask neighbor about each others name alliteration. Self-assess as the class verbally goes over answers to worksheets. Summative (of learning): Grade name alliteration according to guidelines provided to students. Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Using ELMO and handouts for each student. Directions read out loud. Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Reading answers out loud. Checking answers/ showing name alliteration to teacher. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Reading beginning poem with class, class discussion.

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

Provide options for language, mathematical expressions, and symbols- clarify & connect language Answer questions verbally, read poem out loud together. Written worksheets.

Provide options for expression and communication- increase medium of expression Verbal communication through worksheets and writing on worksheets.

Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback Finishing worksheet, challenge written on worksheet. Completing poem book.

1-19-13

Provide options for comprehensionactivate, apply & highlight Apply new knowledge of alliteration to name alliteration and worksheets.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies Short term: finishing worksheets Long term: creating poem book

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection Worksheet and assessing ones work. Motivate to finish work on time.

Materials-what materials (books, handouts, etc) do you need for this lesson and are they ready to use?

ELMO, whiteboard (and markers), worksheets/handouts (Poetry Book Cover, Alliteration worksheet, Rabbits and Rain poem), pencils and markers.

Classroom will be set up as normal with students facing the front of the room. How will your classroom be set up for this lesson?

III. The Plan Time 5:00 Motivation (opening/ introduction/ engagement) Components Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Read the poem Dont Bring Camels in the -Students actively listen to poem while thinking Classroom to class and ask to listen carefully and about what patterns they notice. see if they can notice something about the pattern of words in the poem. Don't bring camels in the classroom. Don't bring scorpions to school. Don't bring rhinos, rats, or reindeer. Don't bring mice or moose or mule. Pull your penguin off the playground. Put your python in a tree. Place your platypus wherever you think platypi should be. Lose your leopard and your lemur. Leave your llama and your leech. Take your tiger, toad, and toucan anywhere but where they teach. Send your wombat and your weasel with your wasp and wolverine. Hide your hedgehog and hyena where you're sure they won't be seen. Please get rid of your gorilla. Please kick out your kangaroo. No, the teacher didn't mean it when she called the class a "zoo." 3:00 Development (the largest component or main body of the lesson) -Ask students if they noticed anything about the words in the poem, re- read some lines with alliteration. Have they heard or seen this before (when the beginning letter is repeated)? Explain there is a special word used, anybody know? -Explain the word: Alliteration is the repetition of a sound at the beginning of a sound. Use examples (she sells sea shell by the sea shore) - Handout the poem sheet with Fast Rabbits and Rain. Have students volunteer to read a line from -Students volunteer to share what they think alliteration means.

1:00

-Students listen attentively

5:00 1-19-13

-Students volunteer to read line in the poem and point of what they think the alliteration in the line

5:00

10:00

the poems and explain what they think the alliteration is in that line. Continue to go through poems together. -Then, handout the alliterations worksheet. Explain that they are going to read the sentence and the underline the alliterations. Have students again volunteer to read the sentence and point out the alliteration. Challenge the students to write their own sentence at the end. -Pass out My Poetry Book page and explain to students that we are going to make an alliteration with their name. Have students think about their name and the letter it starts with a brainstorm with the person next to them words they could use. Give time for them to share then ask if anyone needs help thinking of a word to go with their name. -Once students think of what they are going to write, they may write it on their poetry book and decorate the outside. **Be sure to explain it needs to be in their best handwriting and coloring because it is the cover of their book. Closure (conclusion, culmination, wrap-up) -Collect My Poetry Books and challenge students to think of an alliteration tongue twister and bring it to tell me the next day.

is. If student is not sharing, they are reading along and listening. - Students volunteer to read line in the poem and point of what they think the alliteration in the line is. If student is not sharing, they are reading along and listening. -Students do the challenge at the end of the work sheet on their own. -Students brain storm appropriately with one another and then work quietly to color their front page.

2:00

Total31 min. 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.)

The first lesson on poetry went well. After reading the opening poem, students were able to identify what an alliteration was because of the repeated use of it in the poem. Students were engaged during the class worksheet and shared answers willingly. Even students who are not often the ones to share answers were sharing their answers for the class. All students were eager to do the challenge on the worksheet and write their own alliterations. When we moved to making our own name alliterations, there were some students who forgot how to use alliteration properly and were trying to write a sentence with their name rather than just a couple words. I should have made an example and shown it on the ELMO for the students to see. One other thing that may have been helpful is a thesaurus or list of adjectives handy because there were some students struggling to think of a word to go with their name. All students present in class completed the cover page to their poetry books. I would say that after the lesson all but 2 or 3 students in the class understood the meaning of alliteration well. A few days after in their reading books there was alliteration and many students raised their hands to share what it was, showing that they remembered the meaning of alliteration. The lesson time did take longer than I expected it to.

1-19-13

Name _____________

Fast Rabbits
Rabbits running so very fast In the field of green, green grass. Sniffing for scents of snack time treats, Hippity Hopping on their happy bunny feet. When carrots and other foods are found The rabbits prance and pounce.

Rain
Rain races onto the porch Hitting hard like Rockets rushing in a race to the glass. Rattling rain, rattling the window panes. The droplets dance daintily Until they cleverly connect in A pool of promise for a rainbow.
1-19-13

Alliteration

Name____________________

Underline the alliteration.

1. Sally swims slowly across the pool. 2. Wet walruses eat wacky watermelon. 3. John jumped over a jump rope. 4. Turtles tell tiny secrets to Tom. 5. Carl climbed carefully over the tall tree trunk.

Challenge!! Write a sentence uses two different alliterations.

1-19-13

My Poetry

Book

1-19-13