Educ380-Section 01..............................................................................................................

Jordan Johnson
16 September 2014..........................................................................................Cover for: Lesson Plan-ILPE
Standard:
Knowledge Indicator: (3G) The competent teacher understands how research and data guide
instructional planning, delivery, and adaptation.
What aspect of the indicator is documented in the artifact? Research and data guide instructional
planning and delivery.
What does the artifacts author understand about the aspect of the indicator? The author
understands the importance of collecting data on her students and using that data to make decisions as to
how to formulate and execute the material of the curriculum,
Where in the artifact is the understanding most clearly articulated? The authors understanding
is most clearly articulated in the section titled Developmental Inquiry and Leap.
Explain how the artifact demonstrates the authors understanding. The artifact demonstrates the
authors understanding because the author is planning how she will conduct an activity with her students
which will involve them telling the class any prior knowledge that they have. The author knows that by
identifying how much prior knowledge a student has on a topic, the better they may be able to connect to
it. The author also plans to give her students a small assessment which will also assess what their prior
knowledge base is as well as figure out what they want to learn. The author will use this research to help
her plan further instruction for the class.

Standard:
Knowledge Indicator: (5F) The competent teacher knows strategies to maximize student
attentiveness and engagement.
What aspect of the indicator is documented in the artifact? The teacher uses many different
strategies to keep students engaged.
What does the artifacts author understand about the aspect of the indicator? The author
comprehends that students need a variety of different activities in order to keep the students attention.
She understands that keeping class active and engaging in dialogue with her students instead of lecturing
at them can help keep them focused and involved.
Where in the artifact is the understanding most clearly articulated? The authors understanding
is most clearly articulated in the section titled enactment.
Explain how the artifact demonstrates the authors understanding. The artifact demonstrates the
authors understanding by giving many examples of how to vary the type of instruction the teacher is
giving to keep students active in the classroom and in the discussions. The author cites reading aloud,
group discussions, class discussions, little games that have the students stand up and be active, and
working on a project as a group as good ways to change up the instruction. She also articulates how each
activity specifically engages the students and what specific questions the teacher will ask the student in
order to promote dialogue between the students and their peers and the students and the teacher. Through
these various activities and dialogue, the teacher knows the students will have a good environment to be
involved and attentive.

Unit Title: Intro to Poetry (intended for a 9th grade regular level English/Creative
Writing/Literature class)
Prelude
Performance Objective
1. Students will be exposed to the literary art of poetry through looking example poems and
then being asked to create their own poem as a class.
Rationale:
By exposing students to poetry and inquiring about their opinions on it and then having
them actually construct a basic poem as a class, I will have an opportunity to learn how
much the students know and what their opinions are on the topic of poetry in a broad
sense. I will also gain an understanding of what students feel is necessary for the
construction of a good poem, and through the hands-on class construction of a poem I can
gather information about their ability to follow the rhyme scheme.
Assessment Strategy:
Further along in the unit, assessments would be conducted through in class observation of
group discussions, as well as some formative assessment in the form of exit slips. An end
of the unit poetry portfolio would also be assigned later in the unit as the summative
assessment for the introduction to poetry unit.
Accommodations for Exceptional Learners:
(Hypothetical) For a visually impaired student I would make sure that he or she could
hear the rhyme scheme of the poem and frequently repeat the previous lines that other
students have articulated so that the student would know what line theirs would have to
rhyme with. For an ELL student, I would spend more time explaining what a rhyme is to
make sure that they understand what I meant by rhyme schemes in poetry.
Academic Language:
Poetry, Rhyme Scheme
Grouping Strategy:
Students will participate individually and as a class for this specific lesson, including the
activity.
Materials
1. Dr. Seuss book
2. Poem by Shell Silverstein
3. Lang Leav Poem
4. A large rubber ball or beach ball

Enactment
Time Estimate

Core Components and Method Markers

10 minutes

Hook-Reading Dr. Seuss, Shel Silverstein and Lang Leav

Seuss
o What are some things that you notice about the way this
piece was written?
Silverstein
o What do you notice about the way this piece was written?
o How is it different from the Dr. Seuss?
o How is this piece similar to the Dr. Seuss
Lang Leave
o What do you notice about the way this piece was written?
o How is it different from the Dr. Seuss and the Shel
Silberstein ?
o How is it the same?
How do you think these two texts fit into the category of poetry?
What aspects of the writings do you think would qualify them as
poems?
Student Aim
Today, were going to start our unit on poetry. Throughout this unit we will be
learning about many different styles and types of poems, as well as how to write
our own.
Developmental Inquiry

5 minutes
Have everyone stand and get out the ball and say that Im going to throw the ball
to someone and they have to tell me one thing that comes to their mind when they
think of poetry and then pass the ball to another student.
Now that we have established some words that you guys have associated with
poetry, lets discuss why those words would fit with poetry.
Why would someone want to write poetry?
8-10 minutes Open-Ended Activity
Transition: Now that weve discussed our feelings about poetry and why others
would want to write it, have any of you ever written a poem? Were going to write
one right now as a class.
When some poets write, they can write using what is called a rhyme scheme, so
the last word of the line will rhyme with the matching letter, but will not rhyme
with any of the other letters. The pattern we will use for our poem is ABAB
CDCD EFEF GG. For example (write on board)
A- I had a dog
B- He got lost in a tree
A- His best friend was a log

B- But he couldnt get free

(write full pattern on board, clearly identifying which letter goes with which line)
Okay now we are going to go around the classroom and everyone will get to make
up a line and we will keep going until the poem is filled. You can take it in any
direction that you want, just remember to try and stay with the rhyme scheme!
3 minutes

Culmination-WrapUp:
Today we talked about the many different aspects and types of poetry, and we
learned that it is a way for people to express themselves because as we saw in the
class activity, it can be taken in any direction that you want.
Leap: Over the next few class periods we will be taking a look at many different
types of poetry.
In closing, Id like to know what types of poetry you would be most interesting in
hearing more about. Please take a minute to fill out your 3-2-1 exit slip before you
leave class! Thank you for your attention today.