Teacher: Elena De Marco Cycle/Year: 3 Date: May 11, 2016

Lesson Plan Title: Found Poetry Time Period: 9:30am – 45 minutes

Learning Targets/Student Learning Objectives:

o Key/Essential/Guiding Questions o By the end of this lesson, students will be able to…

Demonstrate a clear understanding of found poetry in relation to their class novel. They will do this through the use of digital technology (iPads).

Curriculum Expectations:

ü Subject Area Competencies Competency 2: to write self-expressive, narrative and information-based texts. The students will be working on this competency by writing their own found poem. Competency 3: to represent her/his literacy in different media The students will be working on this competency by using media (iPad) to create the final version of their poem. They will start off by completing a rough draft of their poem on a loose leaf and then will transfer it on the iPad where they will be able to use their creativity and create their poem the way they want. Competency 4: to use language to communicate and learn The students will be working on this competency throughout the lesson. While I am explaining found poetry to them, they will continuously have the opportunity to give their ideas using language. They will also be able to ask any questions and give feedback using language in order to learn. The students will also have to communicate and work together as a team in order to complete their poem. Lastly, students will be using language to communicate their poem, as their poem will be written in English.

ü Cross-Curricular Competencies To use information Students will have to use the information presented about found poetry in order to successfully create one. They will also need to use the information in their class novels in order to make their poems. To exercise critical judgment Students will have to exercise their critical judgement when selecting which words fit best in their poem. They will need to carefully analyze the words they are choosing to make sure it fits with the theme of their poem.

To use her/his creativity Students will need to use their creativity throughout the whole process of creating their poem. The theme they come up with should be creative and the way they execute their poem on the iPads should be creative as well. To use information and communications technologies Students will be using the iPads as communication technologies. Since their final poem will be done on the iPad, they are communicating a message through the use of a digital technology. To work with others Students will have to work with others throughout this whole lesson. The beginning portion they will have to work together in order to collaborate and come up with a class poem they all agree on. They will also have to work together to create their own found poem, since they will be working in partners.

ü Broad Areas of Learning Media Literacy Students will be exercising their media literacy skills through the use of the iPads. They will be learning how to communicate poetry through the app Keynote.

Assessment:

ü Diagnostic (assessment for learning – i.e. observation, anecdotal notes, interview, survey, questionnaire, test/quiz) The students will be assessed before the lesson begins. The way I will do this is by creating a KWL chart with them. As a class, we will discuss “what we know” about poetry in general, “what we want to know” about found poetry specifically, and we will fill out “what we have learned” once everyone has completed their poem.

ü Formative (assessment for/as learning – i.e. observation, anecdotal notes, work samples, test/quiz, checklist, conference, peer-assessment, self-assessment) Students will be formatively assessed through observation. Once I have finished explaining my lesson and have given instructions on what they need to do, they will create their poem. As they do this, I will be circulating the class and observing how the students are working. As I observe I will have a checklist in hand (see appendix) to guide what I will be looking for.

ü Summative (assessment of learning at end of lesson – i.e. portfolios, unit test, self-assessment, peer-assessment, final reflection, speeches, projects, presentations, oral/written reports) To asses students learning at the end of the lesson the students and I will complete

the KWL chart as a class. The students will orally tell me what they have learned about found poetry. I will also be assessing their final poem using a rubric (see appendix).

Activities:

Mental Set/Hook/Intro

At the beginning of the lesson, in order to engage students, I will write the word “Found” on the smart board. I will then ask the students questions such as, “what comes to mind when you see this word?” I will then proceed by writing their ideas on the smart board around the word “Found.”

- Sharing Purpose/Objectives: I will state to the class what I expect from them throughout this lesson. My expectations will include things such as, raising our hand when we want to speak, not speaking over each other, being respectful to myself and their peers, etc. The objectives of this lesson are for students to become familiar with found poetry, to create their own found poem, to collaborate with their peers, and to use media technology.

- Accessing Prior Knowledge: To asses prior knowledge I will create a KWL chart with the students. This will be done after they have given their ideas about what the word “Found” means to them. By creating a KWL chart I will be able to asses what they already know about poetry and what they want to know about found poetry. This will allow me to gear my lesson towards the needs of my students.

- Making Connections with Students’ Lives: The way that this lesson connects to students’ lives is by incorporating technology. Most students are very “tech-savvy” and use it frequently out of the school setting. Therefore, this lesson can be intriguing to them since they will be using the iPads.

- Stimulating Interest/Engagement/Thought: Using technology will stimulate students’ interests. By incorporating a new app they will be inclined to learn about how to use it. The grade 5 students are already working on poetry; therefore, this lesson will tie in well.

Learning Activities/Complex Tasks

- Modelling In order for students to understand Found Poetry we will create a poem together as a class; this will be done once I have explained what a found poem is. The

students will have 3 minutes to walk around the class to observe the words written all around. Once the 3 minutes are up, they will return to their seats and give their ideas out loud. I will be writing their words on the smart board and will create a Found Poem. When they are to make their own poem with their partner, they will have our class poem to refer to and will have more knowledge on how to make one since they have already experienced how to make one.

- Guided Practice I will be giving the students the exact instructions of what it is they need to do. Part of this will be when I explain how exactly a found poem is created (which is done before the modelling). The other part is when I will tell students step by step what they will need to do. For this lesson students will need to choose a partner they want to work on their poem with. Once they have chosen their partner, they will work on finding words in their novel. Grade 5 students will need to find a minimum of 10 words and grade 6 a minimum of 14 words. They will do a brainstorm on a loose leaf. Once they have completed their brainstorm, they will show me, and then will receive an iPad, where they will create their poem on the app Keynote. They will have to write their poem using Keynote and they will also need to add images that suit the theme of their poem. The words used in the poem should be in color. Each word should be color coordinated by the page they were found on. For example, if they found the words, “dark, clouds” on page 102, those can be red and the words “grey, land,” found on page 50 can be blue.

- Independent Practice Once I have finished explaining what Found Poetry is and give the students the instructions, they may start working on their poem with their partner. As they work, I will be circulating to make sure they are working properly. I will have a checklist in hand to keep track of which students are working properly (see appendix for checklist).

Closure

- Check for Understanding In order to check for students’ understanding, at the end of my explanation, I will ask a student to repeat what they have to do. I will also take any questions they may have. As they work I will circulate with my checklist to observe the students’ understanding. Once they have all completed their poems, they will be evaluated using a rubric (see appendix). I will also assess their understanding by completing the KWL chart they we had begun filling out. As a class, we will fill out the “what we have learned” section.

Materials/Resources:

• Smart Board

• Class novels: Underground to Canada and Castle in the Attic • PowerPoint presentation • Loose leaf, pen, pencil • iPad • Checklist • Rubric

Key Vocabulary/Terminology:

• Found poetry • Reframing • Adjusting • Collage of language

Differentiation/Accommodations/Modifications:

o Learning Environment (i.e. change space, seating, quiet area, grouping) The environment will need to be quiet in order for all students to hear me, as well as their classmates, speak. Students will start off by sitting in their assigned seats and will only move when they work with their partners on creating their poem.

o Content (i.e. include visuals, models, organizers; increase/decrease amount) The content will be provided to the students by me speaking out loud. There will also be a visual component, since my lesson will be accompanied by a PowerPoint that reads what I am saying out loud. Examples of found poems will be shown to guide students. As a whole class we will also model what a found poem is, since we will be creating one together. The students will be able to refer to the examples shown on the PowerPoint or the example created by the class.

o Process (i.e. increase/decrease time; scribe/peer tutor/partner; use manipulatives; provide instruction throughout) The amount of time needed will increase/decrease depending on students’ understanding. If more time is needed for explaining what Found Poetry is, this will not be a problem. The students will have Mrs. Parente and myself circulating if they need any assistance. Instructions will be provided throughout the lesson. Students will always know what is expected from them because I will tell them and it will be written on the board for them to constantly refer to. Students will also be using manipulatives – the iPads – to create their poems on.

o Product/Assessment (i.e. give extension; option to demonstrate knowledge incorporating visual, kinesthetic, or oral manner)

If students do not finish in one class or the time period provided, they will be able to finish it another day. They will demonstrate their knowledge visually, since their final product will be done on the iPad.

Connections to Equity, Diversity, and Social Justice:

This lesson can be connected to equity because of the novel the grade 5 students are basing their poems on – Castle in the Attic. Certain elements in the book speak about fairness and treatment. There is a wizard in the story who does not treat people in a fair manner and someone tries to change that. Since this is one of the themes present, it is highly likely that students will base their poems on equity. This lesson also ties into social justice because of the novel the grade 6 students are reading – Underground to Canada. This book is centred on slavery and their struggles of escaping to freedom, which is related to social justice due to how they were treated. Since this is one of the main themes present, it is likely that the grade 6 students will base their poem on social justice.

CHECKLISTS

Bloom’s Taxonomy:

� Knowledge

� Understanding

� Application

� Analysis

� Synthesis

� Evaluation

Multiple Intelligences:

� Verbal/Linguistic

� Logical/Mathematical

� Visual/Spatial

� Musical

� Bodily/Kinesthetic

� Interpersonal

� Intrapersonal

� Naturalistic

� Spiritual

ICTs:

� Word Processing

� Power Point

� Internet Resources/Research

� Graphics / Charts

� Web Cam

� Interactive Whiteboard

� Video

� Social Media: _____________

□ Other: iPad – Keynote App

Teacher Reflections:

Professional competencies targeted:

PC#2: To communicate clearly in the language of instruction, both orally and in writing using correct grammar, in various contexts related to teaching.

This competency was targeted as I was delivering my lesson orally and in writing, since I had a PowerPoint presentation displayed behind me with important points.

PC#4: To pilot teaching/learning situations that are appropriate to the students concerned and to the subject content with a view to developing the competencies targeted in the programs of study.

This competency was targeted since I created a learning situation (found poetry) that fit in appropriately with the ELA curriculum.

PC#6: To plan, organize and supervise a class in such a way as to promote students’ learning and social development.

This competency was targeted since one of my goals when planning my lesson was thinking of ways to organize the class and the students appropriately.

PC#10: To cooperate with members of the teaching team in carrying out tasks involving the development and evaluation of the competencies targeted in the programs of study taking into account the students concerned.

This competency was targeted since I worked with my cooperating teacher when planning this lesson. I listened to her advice and input and took her ideas into consideration.

PC#12: To demonstrate ethical and responsible professional behaviour in the performance of his or her duties.

This competency was targeted since I remained professional throughout the whole process of creating my lesson plan. I acted professionally when I was working with my cooperating teacher in creating the lesson and I acted professional when delivering the lesson to the students.

Appendix

FOUND POEM RUBRIC

Level 4 Level 3 Level 2 Level 1

Project Appeal Excellent use of font color, graphics, effects, etc. to enrich presentation

Good use of font color, graphics, effects, etc. to enrich presentation

Some use of font color, graphics, effects, etc. to enrich presentation

Poor use of font color, graphics, effects, etc. to enrich presentation

Content Covers topic thoroughly with details and examples.

Student has thorough subject knowledge.

Student covers topic with many details and examples.

Student has good subject knowledge.

Student covers topic with some details and examples.

Student has some subject knowledge.

Student covers topic with few or no details and examples.

Student is not familiar with subject.

Creativity and Organization

Content is well organized and shows many creative and inventive ideas.

Content is organized and shows some creative and inventive ideas.

Content is partially organized and shows some creative and inventive ideas.

Content is not organized. Creative ideas not apparent.

Conventions Exceptionally strong control of standard conventions of writing

Control of most writing conventions; occasional errors.

Frequent significant errors may impede readability.

Numerous errors distract the reader and make the text difficult to read.

Technical Knowledge

Student has accurate and well-developed knowledge about the facts or processes used in multi-media presentation.

Student has good knowledge about the facts or processes used in multi-media presentation.

Student has some knowledge about the facts or processes used in multi-media presentation.

Student has little knowledge about the facts or processes used in multi-media presentation.

Checklist

(collaboration,productivity,engaged,positivebehaviour)