Final+Lessons,+Edited+with+FEAPS+&+ESOL

I'm also sending this to Jess C via email because it looks prettier that way. I added one or two ESOL bullets under your modifications (a couple of you) to bend this sucker to our will.

I think I'm done now, so let me know asap if you guys see anything wrong. Also, I dumbed down the lessons a bit, in that i got rid of assessment and some other crap that you worked very hard on and that I love you for. <3

also, it is all uniform and OCD now.


 * //Lesson One (Week 1) – Introduction to Poetry//**


 * Objectives**

- Students will be able to identify key elements of literature that comprise the genre of poetry. - Students will be able to make cross genre connections with regards to literature. - Students will be able to think creatively and critically.


 * Process/Procedure for Students**

Students arrive to class and begin by answering the poetry unit anticipation guide. Students put aside the anticipation guide and then are given the lyrics to the song, Bowl of Oranges by Bright Eyes. Students listen to the lyrics being read aloud by teacher. Students then listen to the song Bowl of Oranges. Students engage in a discussion, facilitated by the teacher, about the differences between the lyrics being read and being sung. Students will also consider the question, "Are these lyrics a poem?" This discussion will lead students into brainstorming the qualities of poems. The teacher will write down student's thoughts on the board. Students will then copy down the list of qualities they have come up with that make a poem a poem. The students will then briefly discuss the results of their brainstorming and will then read a sample poem, "A Boy Named Sue" by Shel Silverstein.


 * Process/Procedure for Teachers**

Introduction: This lesson will be used as an introduction to a unit on poetry. Teacher will come up with an anticipation guide for the unit on poetry. Teacher will make copies of the anticipation guide for students. Students will arrive to class and be provided with an overview of the days lesson and the new unit on poetry that starts today. Teacher will hand out copies of the poetry unit anticipation guide to students who will begin by answering the questions on the poetry unit anticipation guide. Teacher will acquire and make copies of the song lyrics to the song, "Bowl of Oranges" by Bright Eyes. Teacher will instruct students put aside the anticipation guide and pass out the song lyrics. Teacher will read the lyrics aloud to students. Teacher will then play the song "Bowl of Oranges" for students. Teacher will then facilitate a discussion about the differences between the lyrics being read and being sung. The teacher will be sure to pose the question, "Are these lyrics a poem?" This discussion will lead students into brainstorming the qualities of poems. The teacher will write down student's thoughts on the board. The teacher will then instruct students to copy down the list of qualities they have come up with that make a poem a poem. The teacher will then facilitate the students to briefly discuss the results of their brainstorming. Teacher will make copies of a sample poem, distribute them to students, and read and go over the sample poem as a class "A Boy Named Sue" by Shel Silverstein.


 * Modifications/Accommodations**

In talking about what makes a poem a poem the importance or at least the benefit of using one's native language and culture in poetry and writing in general will be stressed by the teacher. An example will be provided and emphasis will also be placed on the importance of writing about personal and cultural experiences and what one knows best. Teacher will also be integrating the four language skills of listening composition, oral communication, reading and writing in this lesson as students as students work with the song lyrics as a text. Working with the song and discussing the qualities of poetry incorporates techniques appropriate to learners' socialization and communication needs based on language as a social phenomenon.


 * Materials Needed**

- Copies of Anticipation Guide - Copies of Lyrics to “Bowl of Oranges” by Bright Eyes - Copies of poem, "A Boy Named Sue," by Shel Silverstein


 * FEAPS and ESOL Competencies Addressed in This Lesson**

4.2 Designs activities that develop all PK-12 student's critical and creative thinking (Discussion, Brainstorming, and reflective sentences)

8.4 Expands knowledge of subject matter by actively seeking resources to support content

12.1 Knows how to use a variety of technologies and knows the principles that guide the effective use of technologies to enhance instruction and increase learning for all PK-12 students

ESOL 8. Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: 1) basic interpersonal communicative skills (BICS) and (2) cognitive academic language proficiency skills (CALP) as they apply to the English Language Arts classroom.

//Lesson Two (Week 2) – Math and Poetry//

Student will be able to analyze the number of syllables in different poems for meaning.
 * Objectives**
 * Procedures for Students**

· Break into groups. Each group gets a poem: haiku, free form poem, or sonnet, and a large sheet of graphing paper · Each group counts the syllables in each line of the poem · Plot the number of syllables on the big piece of paper, one for each line · Each group presents their graph · Take notes on graphs, discuss the patterns

· Before o Prepare poem handouts, even numbers of each variety · During o Break students into groups. Give each group a poem: haiku, free form, or sonnet, and a large piece of graphing paper o Have each group count the syllables in each line of their poem o Have each group plot the number of syllables on the big piece of paper, one for each line. Circle the room, offer assistance where needed o Have each group present their graph to the class. o Make sure students take notes on the graphs while the class discusses the patterns found. Lead the conversation about why each type of poem has a different number of syllables. · After o Display syllable graphs on classroom walls
 * Procedures for Teacher**


 * Materials**

· Pieces of large graphing paper · Copies of poems · Markers


 * Modifications/Accommodations**

· Form groups heterogeneously to assist struggling students with stronger ones · Model good note taking skills during discussion time to help scaffold struggling students · ESOL students who are advanced in math may have the opportunity to shine in this lesson; they will be encouraged to help their peers, which will benefit both their English language skills and communication. ESOL students who are struggling may be placed with other ESOL learners and native-speakers, as they can gently help correct errors as well as bolster the struggling students’ performance

4.2 Designs activities that develop all PK-12 students’ critical and creative thinking
 * FEAPS and ESOL Competencies Addressed in This Lesson**

8.3 Connects subject matter to students’ background knowledge and what students are learning in other courses/disciplines.

ESOL 12 Apply content-based ESOL approaches to instruction.

Also addressed:

Additional core curriculum requirements – math computation skills acquisition and measures to improve P-12 computational performance

//Lesson Three (Week 2) – Nature and the Haiku//


 * Objectives**

Students will be able to: · Identify the subject and form required in traditional haiku · Write haikus following traditional criteria · Use descriptive words to recreate a visual image in writing

· Students will learn about the history and structure of Haikus. They will read a few examples of Haikus. They will talk as a class and identify the //kigo// and //cutting// in each poem. · Students will watch a slideshow of various nature pictures. After the slideshow, they will go up to the front of the room and select a nature photograph that they think is beautiful or interesting. · Students will work individually to write a list of 50 words that describe the picture. They will have 10-15 minutes to brainstorm. · Students will then select words from their list to make a Haiku about the picture, following the form and including a //kigo// and a //cutting//. · Once the poems are finished, students will create an 8.5 x 11” poster including the Haiku and the picture that inspired it on construction paper. This will be turned in at the end of class or finished at home and turned in the next day. · Before · Find online or take 30+ pictures from nature that are interesting and creative. Create a slideshow using these pictures to show in class. Also print the pictures for the students to use for their poems and set them out on a table in the classroom. · During · Using Overt Instruction to introduce the poetry form of Haiku to the students, the teacher will present an overview of its history. The teacher will have a few volunteers read some examples of Haiku poetry. While acknowledging the fact that many students might have learned about haikus in brief before, the teacher will show that there is more to a Haiku than a 5-7-5 syllable structure. The teacher will explain the purpose and meaning of //kigo// and //cutting// in a Haiku and will explain the structure of the poem as well. · After the overt instruction, the teacher will play a slideshow of nature 30+ nature photographs. The teacher will have the same photographs set out on a table in the classroom, and will have students select one photo that seems interesting or unique. Teacher will tell students to look for and write a list of descriptions, objects, and actions that relate to the picture. She will remind students to use all 5 senses to describe the picture, like they described the candy bar in an earlier lesson. While students are writing their lists, the teacher will move throughout the classroom, encouraging and assisting as necessary. After 10-15 minutes, the teacher will direct the students to create a Haiku about the picture, using words from the list they created. Students will then be directed to create a small poster using construction paper including their poem and the picture that it is based on.
 * Processes for Students**
 * Processes for Teacher**

· Closing / Summation

· Collect posters and check to ensure that haikus follow the 5-7-5 structure and include both a //kigo// and //cutting.// Return poems with instructions for students to keep them to include in their final portfolio, and have students with poems that do not meet the criteria write a new poem with added emphasis on the 3 major components of a Haiku.


 * Materials**

· Haikus · Photograph slideshow and hard copies of pictures · Construction paper · Printer paper · Glue/markers/scissors


 * Modifications/Accommodations**

· Students will write and craft their haikus in the safe, encouraging environment of the classroom. Craft supplies will be provided, so that every students has the same opportunity of time and resources · Students will choose the picture that they write about, so that they can write about something that appeals to them and attracts their interest. · ESOL students will be given ample time to both discuss any information they have to offer on the nature and history of the haiku, as well as the opportunity to write their haikus in their native tongue, if they wish.

4.2 Designs activities that develop all PK-12 students’ critical and creative thinking 8.4 Expands knowledge of subject matter by actively seeking resources to support content ESOL 3 Identify, expose, and reexamine cultural stereotypes relating to LEP and non-LEP students
 * FEAPS and ESOL Competencies Addressed in This Lesson**

//Lesson Four (Week 3) – Love and the Sonnet// · Student will be able to paraphrase a poem into modern terms without losing the original meaning. · Student will be able to make use of their knowledge and skills related to poetic form and restructure their paraphrases to fit the sonnet form · Receive a new copy of Shakespeare’s Sonnet 116 · Class discussion about the differences between language used in Shakespeare’s time and language used now · Break into pairs to paraphrase the poem together, not worrying about structure · After the poem is paraphrased in modern terms, individually edit the phrasing to follow sonnet structure · Share the poem aloud with class · Turn in poem · Before o Prepare handout of Sonnet 116 · During o Give out handout. Acknowledge that now that meaning has been discussed they will be looking exclusively at language. o Lead discussion about the differences between Shakespearean language and modern language: syntax, vocabulary, connotation. Scaffold student thinking so that it is not all overt instruction. Ask questions to get students thinking of differences themselves. o Break students into pairs. Have them paraphrase poem into modern terms. Challenge them to think of new ways of saying the same thing and make phrases their own. Encourage creativity. Tell them to ignore the structure for the time being. Circle room to offer help if needed. o Tell students that once they have paraphrased the whole poem in pairs, they will break off individually to edit the poem to fit the sonnet structure. Assure that iambic pentameter is not necessary but the rhyme scheme is. Circle the room to offer assistance if needed. o Encourage students to read their new poems aloud. · After o Collect poems, with drafts, grading on creativity and structural rules followed o Hand back poems later with comments · Handout of poem · Opening discussion of language differences will be open to other language connections and be obvious in the differences so that struggling students will be able to identify them in their pairs. · Pairings will group struggling and not struggling students to help the other. · Focus of grading on final poems will be on structure and creativity, not on grammar or spelling which should encourage struggling students to work hard on those elements. · ESOL students will receive as much help as necessary, from their peers or the teacher. They will be encouraged to seek out people in their community who may have a background in creative writing to help them compose their final draft of the sonnet. While their final draft of the sonnet must be in English, 4.2 Designs activities that develop all PK-12 students’ critical and creative thinking. 8.4 Expands knowledge of subject matter by actively seeking resources to support content ESOL 8 Select and develop appropriate ESOL content according to student levels of proficiency in listening, speaking, reading, and writing, taking into account: 1) basic interpersonal communicative skills (BICS) and (2) cognitive academic language proficiency skills (CALP) as they apply to the English Language Arts classroom. (Reading, listening to song, speaking in discussing and brainstorming, and writing as analysis) ESOL 10 Analyze student language and determine appropriate instructional strategies using knowledge of phonology morphology, syntax, semantics, and discourse.
 * Objectives**
 * Processes for Students**
 * Processes for Teacher**
 * Materials**
 * Modifications/Accommodations**
 * FEAPS and ESOL Competencies Addressed in This Lesson**

//Lesson Five (Week 4) – Poetry in War and Computer Safety//


 * Objectives**

Students will be able to:

· Discuss what purpose poetry plays in war · Find correlations between various generations and their reactions to war · Examine free verse structure and poetic structure in songs


 * Procedures/Processes for Students**

· Students will discuss why poetry is important in war? Why not just have newspaper reports that are factual and (allegedly) correct? · Students will hear snippets of popular war songs throughout the ages (e.g. “Over There,” “For What It’s Worth” “Sound of Silence” “War”) · Students will choose a song that has meaning to them from a list supplied by the teacher; they will analyze that song in a close reading to determine the following: author’s purpose, audience, setting, plot, general purpose, and background information (researched at home and in-class, internet). · Students will present their findings and research at a later class meeting.


 * Procedures/Processes for Teacher**

Before · Teacher will play a few popular songs from the sixties and seventies as the students enter class · Teacher will prepare necessary materials During · Teacher will aid students in selecting a song that may have personal meaning to them. Teacher will provide information as necessary as to the songs’ origins · Teacher will aid students in identifying themes, motifs, and symbolism in the songs they choose. After · Teacher will help students find appropriate websites for research at home and in-class. Students will be assigned to come in with one interesting fact about their song and discuss their song in class over the course of the next week.


 * Materials**

· Copies of songs, song titles · Computers (if possible) · Pens, paper

· ESOL students will be welcome to bring in alternative songs – songs from their countries that reflect those countries’ views on war. They will be encouraged to share these in class. How do the viewpoints differ? How can non-ESOL students relate to these versions? How do purely American poems about war differ from other countries’ poems and songs? · Teacher will give the opportunity for ESOL students to bring in their song or provide a link to their song so that the class can listen. They will be encouraged to provide a translation during or after the song. · I believe this assignment will spur interest in some of the lower-performing students. They are able to get involved by picking a song, and studying that song. Internet research is relatively uncomplicated, so it is not a “hard” assignment. Resources will be available to students who may not have access to a computer at home.
 * Modifications/Accommodations**

8.3 Connects subject matter to students’ background knowledge and what students are learning in other courses/disciplines.
 * FEAPS and ESOL Competencies Addressed in This Lesson**

8.4 Expands knowledge of subject matter by actively seeking resources to support content.

11.2 Uses effective and democratic communication techniques for use with colleagues, school or community specialists, administrators, and families, including families whose home language is not English.

12.1 Knows how to use a variety of technologies and knows the principles that guide the effective use of technologies to enhance instruction and increase learning for all PK-12 students. ESOL 2 Recognize the major differences and similarities among different cultural groups in the United States. ESOL 3 Identify, expose, and re-examine cultural stereotype relating to LEP and non-LEP students. ESOL 12 Apply content-based ESOL approaches to instruction. ESOL 19 Consider current trends and issues related to the testing of linguistic and culturally diverse students when using testing instruments and techniques. Also addressed: Additional core curriculum requirements: (2) school safety (e.g. internet safety, lab safety) – see following paragraph. During this week of instruction, students will engage in an internet safety workshop. Before beginning work on their research projects, they will learn the perils and pitfalls of the internet. Many schools have blocking devices – similar to parental controls – which limit the amount of websites a student has access to on school grounds. However, once students leave the school, it is effectively up to them (and their parents) to monitor their online safety. In this safety workshop, I will equip them with a list of safe sites to visit for resources, as well as information on various scams and phishing schemes. The last thing I want my students telling me is that they’ve found some Nigerian prince willing to give them one million dollars in exchange for a few hundred dollars if they send it immediately. Beside the dangers the internet poses, I also want them to pay attention to the source of their information. They need to understand that although Wikipedia may be a valuable resource, anyone can edit it, and thus the information they find there may not be entirely accurate. I’ll teach them to look for citations and pay strict attention to the source of their facts. Internet safety is of paramount importance, especially in this day and age. Once they are sufficiently educated in navigating the internet, they can start on their research projects as they search for information about the song they chose during the lesson.