Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher Alex Dhaenens Date 4/3/13 Subject/ Topic/ Theme Similes Poetry Grade ____2nd Grade__________

I. Objectives How does this lesson connect to the unit plan? This lesson is on similes, 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 similes in sentences and poems. U, Ap x Create own poem using similes. x Decorate and neatly write simile poem. 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. Knowledge of correct spelling and grammar. Remember meaning of exaggeration.
Pre-assessment (for learning): Ask students if they know what a simile is, if they do, have them give an example. Formative (for learning): Walk around and watch students during work time. Answering questions as needed.

Outline assessment activities (applicable to this lesson)

Formative (as learning): Students are able to compare their simile poems and writing to the correct examples of similes from worksheet. Summative (of learning): Grade simile poem according to guidelines provided to students. Provide Multiple Means of Representation Provide options for perceptionmaking information perceptible Words written on white board, example poem on ELMO, poems read out loud with a written version for each student. Provide options for language, mathematical expressions, and symbols- clarify & connect language Provide Multiple Means of Action and Expression Provide options for physical actionincrease options for interaction Raising hands, walking up to teacher to check in work. Working with one another. Provide Multiple Means of Engagement Provide options for recruiting interest- choice, relevance, value, authenticity, minimize threats Engaged through verbal activities and written work. Creating own poems. Provide options for sustaining effort and persistence- optimize challenge, collaboration, masteryoriented feedback

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

Provide options for expression and communication- increase medium of expression

Students can write on worksheets and answer/ask questions. 1-19-13

Communicate verbally and writing on worksheets.

Collaborate with other students, challenge students to right longer similes.

Provide options for comprehensionactivate, apply & highlight

Apply with they have learned about similes to create their own poem.

Provide options for executive functions- coordinate short & long term goals, monitor progress, and modify strategies

Provide options for self-regulationexpectations, personal skills and strategies, self-assessment & reflection

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

Short term: Completing Students will want to complete worksheets and learning poems for poem book. meaning of simile Long term: Creating complete poem book. ELMO, whiteboard (and markers), worksheets/handouts (Predictable Poem, Simile worksheet, Simile template), pencils and markers.

How will your classroom be set up for this lesson? III. The Plan Time 2:00 3:00 Motivation (opening/ introduction/ engagement) Components

Classroom will be set up as normal with students facing the front of the room. There needs to be room for students to spread out and act out different directions.

Describe teacher activities AND student activities for each component of the lesson. Include important higher order thinking questions and/or prompts. Ask students if they know what a simile is and Students volunteer to answer questions and listen to write word on board. the poem being read while following along. -If no one knows have a few students guess. Read poem Predictable and have students underline words as I read out loud. Explain that the poem will involve a lot of similes and for them to think about what it is while reading. After reading poem, ask students if they think they know what a simile is now. Students volunteer to answer questions and listen.

2:00

Development (the largest component or main body of the lesson) 10:00

A simile is a way to compare two things using like or as. For example, if I want to say that somebody swims well, I can say they swim like a fish because fish swim well. As busy as a bee. He runs like a cheetah. Students read lines of similes out loud. Students work on finishing their worksheet and

Pass out simile worksheet and read directions out loud. -Have students volunteer to read each example.

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Then, read the word for the fill in the blank and give time for students to write. Ask for students to share what they have written. Allow students to do last ones on their own. Collect worksheets. 15:00 -Explain to students that we are going to write our own poem using similes to put in our poem books. - Put up example simile poem on board and explain to students what they will do. Create a simile poem about themselves. First writing an I am like a ______ then writing because_____

asking questions if they need.

Students work on creatively making their own poem using similes.

-Have students right on lined piece of paper their 3 similes and check them with the teacher. Then they may have a simile template sheet and may transfer the poem onto the paper. -After students write their poems, they must draw pictures about the poem at the bottom of the page. 5:00 Closure (conclusion, culmination, wrap-up) -Allow some students to share poems and then collect worksheets and poem pages.

Students check in with teacher then write poem neatly and draw pictures.

Students will share poems with one another and the class.

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.)

Overall the lesson on similes went well! The students stayed engaged in the class worksheet activities and were creative with their answers and writing their own poems. Because the students final poems were about themselves, they had more ideas of what to write about and needed less guidance. During the class worksheets I wish that different students had volunteered to share their answers. One way I could have encouraged that more would have been to walk around and look at some answers then say something like, Braden, I liked you answers, could you share it? I believe that nearly all students understand what a simile is. After the lesson when I separated the worksheets into 3 piles, understands extremely well, understands, and does not yet understand, I only had 2 students in the does not yet understand and everyone else in the other two piles. Everyone that was present in class wrote a simile poem about themselves, although there are a few students that did not finish their drawings to go along with their poems yet. Something I may have done differently was having the format of the poem match one of the formats on the worksheets; some students had trouble following the poem format.

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Predictable
By Bruce Lansky

Poor as a church mouse. strong as an ox, cute as a button, smart as a fox. thin as a toothpick, white as a ghost, fit as a fiddle, dumb as a post. bald as an eagle, neat as a pin, proud as a peacock, ugly as sin. When people are talking you know what they'll say as soon as they start to use a clich.
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Name _________________ Similes are a way to compare two things using like or as. For example, if I want to say that somebody swims well, I can say they swim like a fish because fish swim well. There are two basic patterns that you can use.
Pattern 1: like Examples verb + like + noun 1. She swims like a fish. 2. He looks like an ogre. 3. She plays like a pro. 4. He walks like a duck. 5. She acts like a fool. as + adjective + as + noun Examples 6. He is as tall as a giant. 7. She is as fast as a rocket. 8. He is as graceful as a swan. 9. She is as sneaky as a fox. 10. He is as quiet as a mouse.

Pattern 2: as

How could I say that somebody: runs fast jumps well is strong

How could I say that something: feels soft is sweet is heavy sounds noisy

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______________
I am ________________________ Because ______________________ ____________________________ I am ________________________ Because ______________________ ____________________________ I am ________________________ Because ______________________ ____________________________

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