Lesson Plan 1.1 - What is Poetry? Why Poetry?
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Overall Expectations |
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1. Reading for Meaning: students read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning; 2. Understanding Form and Style: recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning; 3. Reading With Fluency: use knowledge of words and cueing systems to read fluently; 4. Reflecting on Skills and Strategies: reflect on and identify their strengths as readers, areas for improvement, and the strategies they found most helpful before, during, and after reading. 5. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes; 6. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes. |
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Specific Expectations |
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READING: 1.2 students select and use, with increasing facility, the most appropriate reading comprehension strategies to understand a text; 1.3 identify the most important ideas and supporting details in texts; 1.4 make and explain inferences of increasing subtlety and insight about a text, supporting explanations with well chosen, stated and implied ideas from the text; 1.5 students extend understanding of texts by making rich and increasingly insightful connections between the ideas in them and personal knowledge, experience, and insights, other texts, and the world around them. |
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Learning Skills (Where applicable): |
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Careful reading of the materials using annotating techniques such as underlining, highlighting, and writing brief notations on pages are strongly recommended. |
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Learning Goals |
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Today you will: Update: Be introduced to ENG4U Course Outline, Requirements, Expectations etc.; Be familiar with all Course Agreements, Plagiarism Test and begin participating in the Course Community via On-Line Video Creation and Forum Discussion Sharing Update: 'Introduce Yourself' and share about your personal goals, interests, hobbies and desired learning for this course (1) learn about the origins or poetry as one of the earliest forms of storytelling; (2) understand that poetry also exists all around us in music and commercial advertising; (3) be able to communicate accurately and confidently your opinions, thoughts, understandings, and interpretations of poems in a clear, coherent manner both orally and in writing. |
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Success Criteria By the end of class you will feel confident in making increasingly insightful connections between the ideas in several poems and your personal knowledge, experience, insights, and the world around you. Your success in reaching these goals will be evaluated with criteria including (1) an Achievement Rubric, (2) a Discussion Forum either with the teacher and/or other students, as well as (3) several short assessments FOR and AS Learning quizzes. Update: Read, sign and be responsible for all course agreements, plagiarism policies via Test, Student Info Form, create an Introductory Video and share it with the class |
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Materials and Resources |
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Unit 1 As Learning Rubric Selected Haiku Poems; What is Poetry? (PowerPoint); The Lake Isle of Innisfree by Willian Butler Yeats The Logical Song (PowerPoint) Words are Birds (PowerPoint) Parkland (found Poem - Toronto Star) Poetry Activity #1: Haiku Poetry Activity #2: Parkland Poetry Activity #3: Personal Reflection Homework Assignment |
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Timing (min) |
Lesson |
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5 |
Intro to ENG4U Course Orientation: See Learning Goals and Expectations Done TODAY'S ICEBREAKER (less than 50 words) Update: Done orally sharing about themselves If you have one available, post a photograph of yourself as a child taken before the age of 10. Tell us about the best and the worst thing you remember about being that age; OR ... Post a photograph (of yourself if available) taken on a vacation, and tell us where you were, and the best and the worst thing you remember about that vacation. |
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5 |
INTRODUCTION VIDEO-DONE
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15 |
Short Quiz: Assessment FOR Learning Done Multiple Choice Quiz 10 questions 5 questions |
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10 |
Content Lecture #1 (Video)
Initial steps: first impression reading, inferences and conclusions, second impression reading; paraphrasing and vocabulary clarification.
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30 |
Poetry Activity #1: Haiku (Review, Reflect, Research and Paraphrase) |
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15 |
Content Lecture #2 (Video) Done Poetry can be found in unlikely placed - embedded in advertising, in songs, even in newspaper articles. The Logical Song (PowerPoint) PARKLAND (a found poem) |
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30 |
Poetry Activity #2: Found Poem Students research a dramatic newspaper article and transform it into an original poem |
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15 |
Content Lecture #3 (Video) Done
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30 |
Poetry Activity #3: Personal Reflection on a selected poem Done For Independent Lesson Choose from a list of 8 poems (linked to website) and write a 150-250 word response describing ways in which SS feel the selected poem connects with their own life - perhaps emotionally, experientially, or in some other personal way. |
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25 |
Discussion Forum: AS Learning Questions for reflection and discussion - What poets or poems most interested you in this lesson? Based on today's selection of poems, do you have the impression there are more men than women poets in the world? If so, why might that be? |
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Assignment AS / Homework |
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Lesson #1 homework is explained in a PowerPoint titled What is Poetry? The first few slides provide some answers to the question - What is Poetry? The last slide contains the Homework Assignment which is also a question: Are Music Lyrics Poetry? Google the lyrics of your chosen song and copy them into a WordDoc. On the same page write a 150-200 word description of why you think your choice of song qualifies as a poem based on questions in the slide and what you learned in Lesson #1. Upload in PDF format on the Moodle course page. PLEASE: Don't forget to put your name on the assignment. |
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Exit Card -Done Please answer a few short questions on the Exit Card on the Moodle Course Page |
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Reflections (What do I need to do to become more effective as a teacher in supporting student learning?) |
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I need to make conscious choices about presenting literary works that reflect gender, social and coming of age issues to engage every student. ENG3U is as much about communicating by speaking and listening as it is about reading and writing. I need to support and encourage every student to listen carefully to one another, and not to hold back in sharing their own opinions. In this course, I will ensure that no individual student's opinion is unworthy of consideration and further discussion. |
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Assessment Strategies Check all that apply (Teacher may modify the list) |
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For Learning |
As Learning |
Of Learning |
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Student product:
Observation:
Conversation: X Student teacher conferences X Small group discussions |
Student product:
X Homework □ Self-analysis sheet □ Peer-analysis sheet Observation: X Whole class discussions X Group discussions Conversation: X Student teacher conferences X Small group discussions
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Student product:
Observation: □ Student-led discussion/debate
Conversation: □ Student teacher conferences □ Question and answer session |
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Lesson Tools Check all that apply (Teacher may modify the list) |
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Direct Instruction □ Structured overview □Lecture □ Compare & contrast □ Socratic method □ Demonstrations |
Indirect Instruction □ Problem solving □ Case studies □ Reading for meaning □ Inquiry □ Reflective discussion □ Writing to inform □ Concept formation □ Concept mapping □ Concept attainment |
Instructional Skills □Explaining □Demonstrating □Questioning |
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Interactive Instruction □ PowerPoint □Video clip □ Debates □ Role playing □Brainstorming □ Peer partner □ Learning/analysis □ Discussion □ Laboratory groups □ Cooperative learning □ Groups □ Jigsaw □ Problem solving □ Conferencing |
Independent Study □Essays □ Computer assisted □ instruction □ Journals □ Learning logs □ Reports □ Learning activity packages □ Correspondence lessons □ Learning contracts □ Homework □ Research projects □ Assigned questions □ Learning centers |
Experiential Learning □ Field trips □ Conducting □ Experiments □ Simulations □ Games □ Story telling □ Focused imaging □ Field observations □ Role-playing □ Model building □ Surveys □ Case studies |
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