Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Josie Barr

Date Thursday, May 3 Subject/ Topic/ Theme Poetry Reading Grade: 2nd

I. Objectives
How does this lesson connect to the unit plan?
Students have been learning new styles of poetry and composing their own poems. They have been taking their final drafts of these poems and compiling a personal
Poetry Portfolio. Today, students will be inviting their parents and presenting their favorite work from their portfolio to an audience of their classmates and loved ones.

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional
 Select their most successful final drafted poem An
 Successfully present their finished poem to an audience X
 Read with an audible tone, appropriate pace, and pronunciation.

Common Core standards (or GLCEs if not available in Common Core) addressed:

S.CN.02.02 explore and use language to communicate effectively with a variety of audiences and for different purposes including
questions and answers, discussions, and social interactions.

S.CN.02.03 speak effectively adopting appropriate tone of voice and intonation patterns in narrative and informational presentations

(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 studied various forms of poetry and compiled a portfolio of several successful original
knowledge and skills. poems. Students have practiced reading these two classmates prior to presenting as well.

Pre-assessment (for learning):

Students have practiced reading these in class to classmates. I have conferenced with individual
students and been present for the writing, editing, and revising process.
Formative (for learning):
Outline assessment
activities Formative (as learning):
(applicable to this lesson) Students will get to judge and select based on their work which poem they believe is most successful
and would like to share with an audience.
Summative (of learning):
Students work will be graded in their portfolio.
What barriers might this Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of Action
lesson present? Engagement Representation and Expression
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 & term goals, monitor progress, and
What will it take –
reflection modify strategies
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson? 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 Students will be building
fluencies through their
presentation practice with
classmates, and repeated
reading of their poems prior to
the public reading

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 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 can display their
Students have autonomy to colorful illustrations to audience
choose which poem they would (other classmates) while reading
like to present.
Materials-what materials Students need their selected poem and illustrations, we need a room reserved (library), we will have
(books, handouts, etc) do snacks available, enough chairs for students, teachers and parents, and a microphone for the student
you need for this lesson presenters, a laptop with Power Point, and projector running a show of all the illustrations displayed
and are they ready to behind the presenters.
use?

In the library seated facing the front of the room where there will be space and a microphone for the
How will your classroom presenting student.
be set up for this lesson?

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.
2 min Remind students that today is the day they have Students get out their poetry portfolio and take out
Motivation been working towards. the poem they wish to present.
(opening/
introduction/ Prepare them by having them get out the poem and
engagement) illustrations they have selected to present.

Min Development
3-10 (the largest Have pairs of students assigned to one another,
component or have students find their partners and practice Students rotate around the room taking turns
main body of reading through their selected poem and then have sharing their poem and listening to others poems
the lesson) their partner read theirs to them. giving positive feedback.

Repeat this with 3 partners.

Once students have practiced reading, prepare them

to line up with their poetry and remind them to stay Students walk in line down to the library, bringing
quiet in the hall even though they are very excited all their materials with them.
Min to see their visitors in the library.
10-11
Walk the line of students down to the library where
snacks and chairs are set up, and family visitors are
waiting to listen to our class poetry reading.

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Min
11-30 Once everyone has a snack and is seated, welcome
everyone to Mr. Meyer’s 2nd grade class poetry
reading.

Let everyone know how hard these students have Students are seated in rows with their classmates
been working on their poetry portfolios over the and families listening to the directions before the
past several weeks. And thank everyone for presentations begin.
coming. Explain that at a poetry reading it is
important to listen respectfully to each poem as you
would want someone to do for you, and to praise
each author when they have finished reading there
is a special “clap” like golf. Instead of clapping,
when someone finishes a poem, we snap.

Then, invite the first student up to read their poem. The student who is first to present comes to the
front to get set up

Call each student up to present once the one before

has been “snapped” for, and continue this until Students take turns presenting and listening to each
everyone has had a chance to present. other’s poetry.

Min Closure Thank every student for sharing their poetry with Students are seated listening to the closing, then
30-35 (conclusion, this audience. Point out how it brings glory to God line back up to head back to the classroom.
culmination, when we use our creativity that He has given us to
wrap-up) create amazing things like poetry and share it with
others. Thank all the special guests for coming.
Allow all the students to line back up and head
back to the classroom.

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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 This lesson was by far my favorite both to prepare and to teach. This was the most amount of physical
preparation I have done for a single lesson to date, I love seeing the new creative ways that my mentor teacher
models to engage the students and I wanted to apply that to my unit. My goal was to create an atmosphere in
which they would feel confident and celebrated in their writing and poetry skills! I got the idea of doing a
“poetry café” from a teacher in high school who did a similar event in her classroom where all the students got
to show off their work and the class snapped for their writing in true poetry fashion. So, I went out and
purchased some supplies to help my “poetry café” vision come to life. I created a banner, signs and hung
streamers across the entrance. The menu consisted of cookies and juice boxes that students enjoyed at the end
of their reading. We invited their parents to come and celebrate with us as the students got to show off their
hard work from this entire poetry unit. I was not expecting as big of a crowd as we got. It was incredible to be
able to see students sharing their poems with their families and feeling proud of what they had written.
Some things that I would do differently if I taught this lesson over again would be to get a count of all
parents and guests planning to attend ahead of time, we had enough standing space but we could have offered
extra seating. I also would come in earlier to set up, I thought the set up would take me less time since I
prepared all the decorations ahead of time. But I ended up using some of the time when I am usually helping
during math rotations to set up, Mr. M said this was totally fine, I just wish I would have gotten it done ahead
of time. I also would have an extra day of practice for the students to talk about what goes into delivering a
good, audible presentation. We did have a microphone, but as they only had one thirty-minute period of
practice, most were totally fine but some students were still a bit nervous and read their poem very quietly or
quickly.
Some things that went well today were that the students were very actively engaged and excited about
presenting. We also had a quite a few parents show up to watch their child read their poetry, even some
grandparents, which was amazing to see. I was very proud also of the poetry itself, the creative content this
group of students produced was so exciting to be a part of. The students sat quietly and politely through all the
readings, I think it was great that they just chose one poem to read because this helped the entire thing flow
much more smoothly and was appropriate for all attention spans. Another thing that was a huge success with
this lesson was the level at which I could include students of all abilities. At first when I talked to the aide in
our classroom about having Student N, the non-verbal student in my classroom, be a part of this day I asked if
they would like to come and watch (as they do not typically stay for our writer’s work shop time but I knew
that Student N loves to be read to) and she said yes! But, as we brain stormed a bit more, we decided to have
Student N pick a poem that she wanted to read and her aide, recorded the repeated line in the poem on Student
N’s speech button device. I had never seen her use this tool before, but when the poetry café began and Student
N could read her poem as well, this was one of my favorite moments of my entire semester. She lit up with
pride, and her classmates were in awe. It was very special to see.
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