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EDUCATION - LESSON PLAN OUTLINE

Lesson 2

Name Mia Rabena Content Area ELA Grade Level 2

Duration of Time 70 mins Subject/Lesson Topic Poetry of Maya Angelou

Brief Lesson Overview or Context for Lesson

Students will explore and dissect the poetry of Maya Angelou. Students will compose their own
poems to describe how they feel, or something they have experienced. They will share these with
peers in an effort to further thoughts and feelings.

Common Core and/or PA State Standards Essential Question(s)

CCSS.ELA-LITERACY.RL.2.4 - Describe how How does poetry help us express our feelings in
words and phrases (e.g., regular beats, creative ways?
alliteration, rhymes, repeated lines) supply
rhythm and meaning in a story, poem, or song. What words are used in poetry that have multiple
meanings?
Standard - CC.1.2.2.F - Determine the meaning
of words and phrases as they are used in grade-
level text including multiple-meaning words.

Instructional Objectives:

Overarching Understanding Goals/Big Idea (1-2 goals) Assessment(s)

Students will understand that… Poem written by each student

Words have multiple meanings
We can use indirect words to describe how we feel

Content/Knowledge Goals (4-5 goals) Assessment(s)

Students will know (terms, facts, people, etc)… Group participation in dissection of poem
At least one key part of understanding the poem.
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Students will be able to identify the meaning of words

used in the poem.

Skill Goals (1-2 goals) Assessment(s)

Students will be able to (use Bloom’s Taxonomy)… Apply learned knowledge to their own
Understand the poem given to them poem creations.

IEP or ELL Goals (if applicable) Assessments

N/A N/A

Materials/Resources
Life Doesn't Frighten Me - Dr. Maya Angelou
Smart board
Journals
Pencils

Instructional Process

Student Activities (Highlight all that apply for activities throughout lesson):
Building Links to Experience Links to Prior Learning Key Vocabulary Explicit Instruction
Background:
Scaffolding: Modeling Guided Independent (IEP) Explicit Instruction
Grouping: Whole Class Small Group Partners Independent
Processes: Reading Writing Listening Speaking
Strategies: Hands-on Meaningful Linked to Objectives
Assessment: Individual Group Written Oral

Instructional steps
include the amount of time allocated for each step, add as many parts as you need - be aware of transition time

Warm-up/Motivation/Pre-Assessment (5-10 mins)

Students will start by talking about poetry, thinking about the poems they have read, songs they have
heard that sound like poems, what poems are and if they have written any themselves.
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Main Activity

Part 1 (20 minutes)

As a whole group, students should read the poem on the smart board with the
teacher. The teacher should read the poem multiple time, first at a normal speed
to catch the attention of students. Read again at a slower speed, asking students
the meaning of specific words and lines that they might be reading at a “face
value” meaning. Help them elaborate on what the author was feeling, words
that have multiple meanings, and how the poem is flowing. Have them think
about how the author was feeling when she wrote this and why she might write
something like this.

Part 2 (20minutes)
Assign students into small groups according to tiers. Have students think about an experience
that struck a strong feeling in them (positive or negative) and how they would describe that
feeling. Give students the option to collaborate on a group poem, or write individual poems
with the help of peers.

Part 3 (20minutes)
Have each group share their poems and the meaning behind it. Ask students what words have
multiple meanings, what did they mean to them? How do their words reflect their
experiences?

Universal Design for Learning

Engagement:
CHECKPOINT 8.1 - Heighten salience of goals and objectives
Representation:
CHECKPOINT 1.2 - Offer alternatives for auditory information
Action and Expression:
CHECKPOINT 6.2 - Support planning and strategy development

Differentiation Strategies:
ELL:
Provide visual aids when applicable, use audio books in student’s native language, provide
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instructions in native language.

LCLP (low content, low process):
Students are given the opportunity to verbally express their answers, draw out illustrations when
applicable. Students will be given examples and option to have small group work with teacher if
needed.

HCHP (high content, high process):

Require students to re-write final drafts in paragraph form. Have students help those who are having
difficulties. Suggest students research the culture they learned about via chromebooks.

IEP:
Review IEP for specifications first. Keep students towards the front of the classroom if easily
distracted. Choose partners intentionally to keep students at the same pace. All lessons have
differentiation to accommodate students.

Management Plan:

Classroom arrangement

Student desks are set up as individual then assigned groups based on tier level.
Possible Problems with solutions
What do you do if you run out of time?
If time runs out, be aware around 10 minute mark, have students come back together as whole
group restate key points and complete closure of lesson.
What do you do if your lesson ends early?
If lesson ends early, have students present their work to the class to support presentation skills,
accountability and improve confidence.
What do you do if your resources fail?
If resources fail, have students verbally share as groups. Use individual whiteboards and markers
to provide whole group accountability and differentiation. Have students create/act out skits
instead of written assignments.
What behavioral challenges and solutions do you anticipate?
Students may have difficulties understanding underlying meanings in stories, feeling frustrated
with deeper thinking, or feeling overwhelmed with writing. I anticipate students going off task
and talking during read aloud.

VI. Reflect and Revise: (To be completed after lesson implementation.)

The lesson has not yet been implemented in a class setting.

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