UMF Secondary Education Lesson Plan Template

Name: Program: Secondary Course: Practicum (EDU 222,

Kali Hopkins Education EDU 223, SED 220)

Lesson Topic / Title:

Animal Farm -- Blackout Poetry

Lesson Date: Lesson Length: Grade/Grade Range:

(Lesson # in your unit sequence) Two 80 minute class periods Freshman, Sophomores
5/6

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals based
on content standards​ and desired understandings​.

Learning Objective(s) Instructional Decisions / Reasoning

(Write learning objectives that are clear, attainable, measurable, (In bulleted form, identify your reasoning or why you
observable and age/content appropriate. They may be from Stage 1 chose these objectives. How are they content, age
and/or they may be more detailed ones specific to this lesson. They must and lesson topic appropriate?)
align with targeted standards and conceptual understandings. If you have
any additional objectives for particular students related to IEP goals, you
● Poetry can have multiple hidden
can include those here too.)
meanings within them. By
reading multiple poems by
1. Students will begin to understand the history of the
different author’s, allows
Russian Revolution
students to get different
2. Students will acknowledge how literature can
perspectives on the situations.
connect to real-life events
● Literature, such as ​Animal Farm​,
3. Students will be able to independently use their
can relate to different events that
learning to use/understand different literary devices
in Animal Farm and be able to connect them to real have happened in real life and
life events. use that knowledge in day to day
life.
● Literary devices used in novels
are used in everyone's life day to
day. By accessing these novels
and understanding the use and
how to use the different literary
devices within the novels allows
students to connect the
knowledge to real life events.
Content Standard(s) Instructional Decisions / Reasoning
(Identify the relevant content standards (CCSS, MLR, ISTE, other) and (In bulleted form, why did you choose these
discipline-specific standards (mathematical practice, ELA literacy, anchor, standards?)
cross-cutting, other). Align objectives with content- and discipline-specific 1. This standard relates to poetry in
standards.)
many ways. Poetry is all about
1. Determine the meaning of words and phrases as different uses of word choice,
they are used in the text, including figurative and tone, and other literary devices.
connotative meanings; analyze the cumulative If students can examine poetry
impact of specific word choices on meaning and and how language works within
tone (e.g., how the language evokes a sense of the poem then they will begin to
time and place; how it sets a formal or informal understand and meet this
tone). ​CCSS.ELA-LITERACY.RL.9-10.4 standard.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.

Assessments Instructional Decisions / Reasoning

● In bulleted form, list at least one assessment for each instructional ● In the bulleted form that aligns with
objective. assessments on the left, state whether the
● At least one of these assessments should come from your Stage 2. assessment is formative or summative and
● Put a brief description of each formative and summative assessment what type of assessment it is: pre-, self-, peer-
for this lesson here; the full description in the teaching & learning or teacher-.
sequence. ● What are the differentiated ways students can
demonstrate their understanding of the learning
1. As a class, we will analyze one poem about the objectives?
Russian Revolution together ● What accommodations, modifications, or
extensions in the assessment are you using?
2. In partners, students will analyze two more poems ● What data will be gathered (prior knowledge,
about or relating to the Russian Revolution skill level, potential misconception,...) and how
3. Students will choose one page from ​Animal Farm will it be used to give feedback to students and
make decisions about further teaching?)
and create a blackout poem from that page
1. By analyzing the poem as a
a. The poem must relate to the Russian
class I will be able to show
Revolution.
students how to properly analyze
a poem. Students will also begin
to understand the history of the
Russian Revolution and I will be
able to make sure that they are
grasping the concept of finding
the larger picture within the
poems. Students can also ask
any questions they have and
they can be answered to the
whole group rather than
individually. (formative, teacher)
2. Having students work in pairs
allows students to work through
their ideas with different peers.
This allows me to see where
 different students are and how
they are doing with analyzing a
poem. This lets students ask
their peers questions if they are
not comfortable with asking a
teacher. It also helps one of my
focus students, Thomas. He
feels more comfortable when he
is in charge so I can put him in
charge of picking his own
partner. This will make him more
comfortable with the situation
and let him contribute more to
the discussion. (formative,
peer/teacher)
3. Having students create their own
blackout poem allows them to
express their creativity and for
me to asses them on their grasp
of the content. The blackout
poem also allows me to see if
they have grasped the concept
of how literature can connect to
real-life events. If students can
understand how to create a
blackout poem relating to the
Russian Revolution then it allows
me to know that they have begun
to acknowledge the history of the
Russian Revolution (Summative,
teacher)

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.

Multilevel and/or Multisensory Materials, Resources, and/or Instructional Decisions / Reasoning

Technology
(What teacher and student materials are necessary for this lesson to be
implementation ready? In bulleted form, list handouts, types of
manipulatives, varied texts, models etc. Describe how technology
augments learning or assists in planning this lesson and what specific
technology is necessary for this lesson, when applicable.)
(In bulleted form, describe how these materials,
resources, and technology are relevant, accurate,
appropriate and accessible to the learners. Include
how you addressed students with disabilities,
language needs or giftedness.)

1. At least 3 poems about or relating to the Russian ● Students will need a copy of the
Revolution three poems they will be
a. A copy for each student analyzing
b. For Kayla (one of my focus students) I will ● Students will be choosing a page
 have enlarged font and I will also have from ​Animal Farm ​and I will
JoinME in order to connect the smartboard photocopy it for them. Then they
to Kaylas Ipad. will create a blackout poem from
2. JoinMe that page within the book.
3. Projector ● JoinMe
4. A copy of ​Animal Farm ○ This is an application
a. Either an online version or a book copy that can be synced
5. Photocopier to Kaylas Ipad in order
6. Black markers for her to have access to
a. One for each student what is going on the
smartboard. It benefits
her within the classroom
and allows her to
participate in class.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
(Include any documents associated with the plan: graphic organizers, sets of questions, sample
problems, activity directions, content knowledge reference notes, etc.)

Teaching and Learning Sequence Instructional Decisions / Reasoning

● Describe the plan and sequence of your lesson that is connected to (In bulleted form, provide any additional information
the objectives. pertaining to your teaching and learning sequence
including details such as specific strategies or
● Clearly identify timeframe.
instructional formats used, instructional dialogue
● Describe the introduction (and hook) and closure of the lesson. and potential teacher and student questions.)
● What homework, if any, will students have following this lesson?
● Describe student groupings and room arrangement.
● Show where in the sequencing technology is used to engage learners
in meeting learning objectives when appropriate.
● The sequence should include processes for monitoring student Class 1:
progress. ● Having a class discussion about
Add time
how poetry can have a deeper
meaning allows students to
begin thinking about how
The class will be set up can be found on this​ link.​ This makes
different forms of literature can
sure that no student is facing the back of the classroom. It also
allows for easy walkways throughout the desks. If there are be used to express messages. I
children who need fewer distractions then it is possible for them to will also be going over a list of
sit at the front of the classroom. There is also room in the terms on the website that is
center/back of the room in case it is needed for a class activity.
linked in order to explain what
CLASS 1: some some of the different
literature devices mean. Being
1. Pass out all three poems and have students pull able to have a open class
out their copy of ​Animal Farm​ at the beginning of discussion allows Kayla to
class (3 minutes) participate as well. I can also ling
2. (HOOK)Begin the class discussion about poetry the website that I have linked to
and how it can have a deeper meaning (10-15 the app JoinMe on her ipad so
minutes)
 a. Poetry uses many different literary devices.
Many can be found on this ​website.
3. Put poem #1 up on the projector and read it out
loud to the class (5 minutes)
4. Ask the class what they think the literal meaning of
the poem is versus the metaphorical meaning is
(10-15 minutes)
5. Analyze the poem as a class (15-20 minutes)
6. See if there are any questions on the whole
process (5 minutes)
7. Have students gather into pairs and have them
analyze the other two poems (30 minutes)
a. Doing this allows Thomas (one of my focus
students) feel more confident and like he
has more power in the situation
8. Assign homework
a. Pick a page from ​Animal Farm ​that you
would like to create a blackout poem from.
CLASS 2:
1. Review of the last class (5 minutes)
2. Set up a poem on a projector for the class to see
the poem and analyze the poem
a. I will have a blown up version of the text for
Kayla is she is uncomfortable with using
the text on the projector. She also has
access to JoinME on her Ipad.
b. Have class analyze the poem while I run to
photocopy the pages from ​Animal Farm
the students chose as homework in order
to do their blackout poem on.
3. Have students create their own blackout poem
from the page they chose (35 minutes)
4. Share poems if students are comfortable with
sharing their poems (15 minutes)
she has access to the list of
vocabulary.
● Reading the first poem out loud
and having it on the projector is
helpful to both visual and
auditory learners. This also helps
Kayla who has a visual
impairment. She will also be able
to access it on her laptop via
JoinME
● Printing out the poems for the
students before class I will have
knowledge if students need the
text blown up or not.
● By analyzing the text as a class it
allows students to discuss
questions that they have before
they begin to do partner work.
CLASS 2:
● Reviewing what went on the last
class allows students to
remember information about the
Russian Revolution.
● Having students analyze a poem
at the beginning of class allows
me time to photocopy the pages
from ​Animal Farm ​they chose the
previous night.
● By creating their own blackout
poems, students are allowed to
express their creativity.
○ If Kayla is not
comfortable with creating
a blackout poem on a
piece of paper then she
has access to the online
version of the book on
her Ipad. She will be
able to create her black
out poem on there.
● Having students share their
poems if comfortable allows for a
relationship to grow within the
classroom and students.
Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning
modifications, accommodations) ● In bulleted form, discuss your reasoning for
● Describe how you met the needs of students who were missing prior including specific activities or strategies.
knowledge needed for success in this lesson. ● Identify any misconceptions and how you are
● Describe the adaptation/ scaffolding/ enriching/ extended learning providing scaffolds and differentiated
needs of a specific student based on their profile. Describe aspects of instruction.
your lesson that accommodated the needs of this student. ● Describe how your lesson shows the
implementation of Universal Design for
Learning. How did you
FOCUS STUDENT: Kayla
1. Blown up font ● Engage a range of learner preferences
2. Poem projected onto the board and abilities
3. Ipad ● Plan for learner choice/ interest that
results in variation of pace, process,
4. JoinME product and/or environment
a. Synced to Kayla's Ipad ● Challenge students
FOCUS STUDENT: Thomas ● Incorporate Multiple Means of
5. Poem projected onto the board Representation (Strategies to Deliver
Content)
6. Preferred seating
● Incorporate Multiple Means of
7. Choice of partners Engagement (Strategies to Facilitate the
Process of Learning)
● Incorporate Multiple Means of Expression
(Strategies to Assess Student Learning)
● Consider the social and physical
environment (i.e. room arrangement,
positive/humanistic behavior supports,
use of space, facilitation of peer
interaction)
● Kayla has visual impairments
including blindness and other
physical disabilities undisclosed
by parents. Reading the first
poem out loud to the class won't
single Kayla out. It can benefit
others in the class rather than
just her. I will also be printing out
the poems before class and will
be able to print them off in large
print so Kayla will be able to
access them in class. Kayla does
have an iPad in class that allows
her access to the online version
to the book. If she is unable to
create a blackout poem on a
piece of paper, she can do so on
her iPad, on the online version of
the book. This allows her to
participate in class and do the
same activity as the other
students.
● Thomas is a shy student who
performs above grade level in all
content areas when appropriate
 positive and humanistic supports
are in place. He has emotional
and behavioral disabilities. I will
make sure he works with peers
he is comfortable with so he is
able to excel at his work.
Thomas will also be able to
choose his partner in the case of
partner work, this allows him to
feel more comfortable with the
situation and feel like he has
more power in the situation.
● Having the poem projected up in
the board can be a good visual
aspect for some students who
prefer to learn visually.
● I will also be reading the poem
out loud to the class and this is
also a good accomodation for
those who learn better with
auditory cues.

Field Courses Only – Post lesson

Reflection

Teaching Standards and Rationale