NAME: Amanda Bevers DATE : 2/20/2014

SINGLE SUBJECT DAILY LESSON DESIGN FORMAT

TITLE OF LESSON: Found Poem Mini-Lesson/ Lit Circle Group
Activity on the novel I Know Why the Caged Bird Sings by Maya
Angelou.
CURRICULUM AREA & GRADE LEVEL: College Prep English /
10th grade
DATE OF LESSON:2/20/2014
CA CONTENT STANDARD(S)
Common Core: Writing.10.4: Produce clear and coherent writing in
which the development, organization,and style are appropriate to task,
purpose, and audience (Found Poem Lesson).
Common Core: Speaking & Listening: SL.10.1: Engage effectively
in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grade 6 topics, texts, and issues,
building on others ideas and expressing their own clearly (Lit Circle
Groups).
1. Come to discussions prepared, having read or studied required
material; explicitly draw on that preparation by referring to
evidence on the topic, text, or issue to probe and reflect on
ideas under discussion.
2. Follow rules for collegial discussions, set specific goals and
deadlines, and define individual roles as needed.
3. Pose and respond to specific questions with elaboration and
detail by making comments that contribute to the topic, text,
or issue under discussion.
4. Review the key ideas expressed and demonstrate
understanding of multiple perspectives through reflection and
paraphrasing.
CA ELD STANDARD(S)
Bridging
4. Adapting language choices
Adjust language choices according to the task (e.g., group presentation
of research project), context (e.g., classroom, community), purpose
(e.g., to persuade, to provide arguments or counter arguments), and
audience (e.g., peers, teachers, college recruiter) (Found Poem
Lesson).

1. Exchanging information/ideas
Contribute to class, group, and partner discussions, sustaining
conversations on a variety of age and grade appropriate academic
topics by following turn taking rules, asking and answering relevant,
on topic questions, affirming others, and providing coherent and
well articulated comments and additional information (Lit Circle
Groups).

BIG IDEA ADDRESSED/ENDURING UNDERSTANDING:
The purpose of the found poem lesson is to introduce poetry into the
unit and to begin familiarizing students with the literary concepts of
tone, voice, diction, and syntax and how these things contribute to
establishing a theme.
ESSENTIAL QUESTIONS
What is tone?
How can we create tone?
What is voice?
How do we establish voice in a poem?
How do tone, voice, diction and syntax help to establish a
theme?
OBJECTIVE(S) OR LEARNING GOAL(S) - choose one
After a step by step poetry lesson using the found poem format,
students will be able to explain how tone, voice, diction, and syntax
help establish a poems theme by creating a found poem on the topic of
love and reflecting on the process by answering a prompted question in
their playbooks (writing journals).
Cognitive
Affective

ASSESSMENT(S) - choose one
Summative - evaluative
Students will be assessed by their finished poem and their journal
reflections.
The finished poem must (have):
12 lines.
Name
Title in quotations.
Use of at least 4 text based sources.
Reflects the topic/theme of love.
Their playbook reflections must answer this prompt:
Read over your finished poem and answer the following questions in
your playbooks.
What was your theme?
How did diction (word choice) help create your
theme?
How did syntax (sentence/line structure) help you
create your theme?
What kind of voice does your poem have?
is it the voice of a person? What kind of
person? Young, old, male, female,
student, teacher, mother, child, etc
Taking into account your choice of diction, syntax,
and voice what kind of tone is your poem?
Examples: Angry, giddy, happy, sad,
loving, nave, playful, mocking, serious,
silly, sarcastic, sweet, thoughtful,
whimsical, uncertain, fearful, dreamy.
PREDICTION OF LIKELY DIFFICULTIES STUDENTS MAY
ENCOUNTER WITH THIS MATERIAL -
I predict that students will be reluctant to make their own poetry. I plan to work
past this reluctance by breaking the lesson down into smaller more manageable
parts this also is to help my special ed students whose IEPs ask that they have
lesson broken down into smaller sections to aid in their issues focusing. Mr.
Livingstone and myself will also be roaming the class after each step to help
encourage and assist students as needed.

INSTRUCTIONAL STRATEGIES: What the teacher does
Anticipatory Set (Into) (30 min)
The anticipatory set for this lesson was presented to students on
Valentines Day 2/14/14. I showed a prezi presentation on love poetry.
It featured poetry by E.E. Cummings and a teen poet published online
named Jacob Pagen. I modeled a dramatic read of E.E. Cummings
poem i carry your heart with me. Then together we discussed
Cummings unique use of syntax in the poem. We also discussed the
poems tone, voice, and theme. Students recorded their thoughts in
their playbooks (writing journals).
Afterwards I played a short video of a man doing a dramatic reading of
the poem using a different focus of voice and reflecting a different
theme of love. The video featured a pleasant older mans voice
speaking the poem while video images of his child playing on the beach
flashed by. This showed students that some poems sense of tone and
voice can change based on the readers particular lens. In this case the
lens of a fathers love as opposed to the lens of romantic love.
Next I introduced students to the poetry form called found poetry. I
gave them a brief explanation of what a found poem is and how it can
be created. Then I showed them a student sample of a found poem using
the text from the novel To Kill A Mockingbird.
I let students know that next week we will be creating our own found
poems and exploring the concepts of tone and voice further. Students
were instructed to find 4 different love related text based sources to
bring to class to use in their found poems.
Rationale:
I chose the E.E. Cummings poem because of its unique structure and
its subjective nature. I also chose it because its shortness and simple
language make it a very accessible poem for English Language
Learners and Special Needs students.
I chose the poem by teen Jacob Pagen so that students could read a
poem done by someone their age, someone they can relate to. They
were also able to distinguish the difference in voice and tone between
both poems.
I decided to use the found poem on To Kill AMocking Bird as their
found poem example because it was done by someone their age and it is
on a subject they are familiar with having read the novel their freshmen
year.
I choose to present this information through the online program Prezi
because the program allows me to create visually stimulating
presentations with ease.
I decided to have students reflect on the poems in thier playbooks in
order to record their learning and thoughts.
STUDENT ACTIVITIES: What the students do
Anticipatory Set (Into) (30 min)
Students listen as I do a dramatic reading of E.E. Cummings poem.
They follow along reading the poem presented on the Prezi
presentation application on the classroom smartboard.
Students write their thoughts and responses down in their playbooks
(writing journals).
Instruction (20-25 min.)
1. Students take out their poetry sources and reading logs to be
checked off as completed.
2. Students listen to instructions on found poetry and watch as I model
how to do them and what my thinking is behind the steps. Then
students try it themselves.
3. Students follow the steps and carefully re-read the texts they have
chosen. They Highlight or underline details, words and phrases that
they find particularly powerful, moving, or interesting. On a separate
sheet of paper, they make a list of the details, words and phrases they
underlined or highlighted.
4. Students listen to instructions for step 2 nd watch as I model how to
do them and what my thinking is behind the steps. Then students try it
themselves.
5. Students follow the steps and look back over their list and cut out
everything that is dull, or unnecessary, or that just doesnt seem right
for a poem about love. Then they rearrange the lines in the order they
want. They look over the shortened list and think about the tone their
details and diction convey. They make any minor changes necessary to
create the poem. They change punctuation and make little changes to
the words to make them fit together as needed.
6. After I tell them to stop students put their poetry work away and
wait for their lit circle group folders.
7. Students look over the scores and decide on how to divide up the
points. Then they decided on their roles for the day based on the
rotation. Here is a quick view of the roles students have a more
detailed description in their folders.
Discussion Director-leads discussion.
Summarizer- summarizes the reading.
Lit luminary- draws attention to key points in the reading.
Connector- brings up outside connections to things in the
reading.
Vocabulary Enricher- find and defines difficult or new
words.
Illustrator- draw a picture representing an aspect of the
reading.
Instruction: (20-25 min)
1. I ask students to take out their sources and I go around checking to
see who was prepared for class and receives the points for that
assignment. Students will also take out their reading logs 1-6 to be
checked at this time.
Rationale: I need to encourage student preparedness for class so a
points incentive was added.
2. I start up the Prezi presentation on how to create a found poem and
direct students on how to accomplish the first few steps.
Carefully re-read the texts you have chosen.

Highlight or underline details, words and phrases that you
find particularly powerful, moving, or interesting. Note
especially examples that reflect your loving feelings or loving
feelings of the subject.

On a separate sheet of paper, make a list of the details, words
and phrases you underlined or highlighted. Remember you
need at least 12 lines in your finished product.

I read the instructions and model examples of how to do the first steps
and what the thinking is behind them.

For example I will show them a quote Id like to use from J.R.R.
Tolkiens Lord of the Rings trilogy.

And he took her in his arms and kissed her under the sunlit sky, and
he cared not that they stood high upon the walls in the sight of many.-
Return of the King

I show students the above quote and draw their attention to the
highlighted or in this case blue font text. I tell students that I chose this
quote because I really like Tolkiens work and this quote is from a
moment in the book where Aragorn and Arwen are wed and standing in
front of the kingdom of Gondor. I know I dont need the detail about
them standing high upon the walls so I scratch that out and only use
And he took her in his arms and kissed her under the sunlit sky
because that line will fit best with my poem.

Rationale:
Modeling the thinking process can help students understand how they
can approach the topic and instructions.

3. Students are given 5-10 min. for this task. Mr. Livingstone and I
walk around the room checking for progress and understanding.

Rationale: By walking the room we can check in with our students,
especially our special needs and EL students, and check for
understanding and also see if we can provide further support as needed.

4. After students have had time to complete step 1 I return to the front
of the room to deliver the instructions and model for step 2.

Look back over your list and cut out everything that is dull, or
unnecessary, or that just doesnt seem right for a poem about
love. Then rearrange your lines in the order you want.

As you look over the shortened list, think about the tone that
the details and diction convey.

8. Students begin working on their assigned jobs.
9. Students begin discussion when ready.
10. Students evaluate the groups success that day, staple their work
together, and place it in the folder.
Closure (summarize; make meaning of the lesson)
Students listen as I remind them of their homework and summarize the
days learning.
Students answer the essential questions on the board aloud in open
class discussion and if there is time note them in their playbooks.
Transfer (Beyond) (opportunities to apply the learning)
Will occur next day I teach.
LEARNING STYLE(S) ADDRESSED
Auditory
Visual

Model this process by showing example and explaining the thinking
behind why I cut what I decided to cut and why I arranged the lines in
the order I did. Then I will show examples of tone and explain which
tone I thought best fit my poem and why.

Make any minor changes necessary to create your poem. You
can change punctuation and make little changes to the words
to make them fit together (such as change the tenses,
possessives, plurals, and capitalizations).

If you absolutely need to add a word or two to make the poem
flow more smoothly, to make sense, to make a point, you may
do so.
5. After giving instructions Mr. Livingstone and I will walk around the
room checking for progress and understanding.
This is probably the farthest we will get in class and I anticipate that we
actually will not finish this much in the twenty minute time span.
Whatever stage we stop the students at will be where we pick up next
class.
6. I tell students to stop working and put their poems away. I explain
that we will be continuing the activity next class.
Lit Circle Group Discussion (65 min)
7. Mr. Livingstone or myself will pass back the student group folders at
this time in preparation for their daily lit circle group discussion work.
8. Mr. Livingstone and I walk around the room checking in with groups
while they take a look at last discussions group work scores and decide
how they will divide the points up among themselves.
Rationale: Students receive a pooled amount of points based on
completion of criteria outlined in the lit circle group rubric. Students
take the pooled points and divide them up among each group member.
Members that did not contribute very much to the groups effort on that
day will likely receive a lower amount of points. Those who provide
assistance to other group members will likely receive an increased
amount of points. But ultimately the scoring is up to them. We use this
scoring model because it encourages participation in the group work
and discussion and helps develop useful teamworking and leadership
skills.
9. Mr. Livingstone and I walk around the class and monitor student
progress and understanding of the days group work and discussion. We
look over student work and offer suggestions, advice, and praise. We
encourage distracted or disruptive students to focus on their groups
work and discussion.
10. Mr. Livingstone or myself will ask the vocabulary enrichers to come
up to the whiteboard after they finish their work and write their groups
total collected vocabulary words on the board. Any words that are
repeated are to have check marks next to them instead of writing them
out. I model how this works.
Rationale:In order to design our vocabulary quiz we need words. The
students have been collecting words they found to be difficult or new to
them each day in their lit circle groups. We decided to have the students
provide us with the words for the quiz by writing their words on the
whiteboard.
11. 10 minutes before class ends we instruct students to wrap up their
discussions and finish up their discussion notes and reflections and also
to assign the next chapters.
12. 5 minutes before class ends we instruct students to staple their work
together and place it in their folders. We also remind students to keep
up with their reading and reading logs and to bring their poetry work
next class.
Guided Practice:
The guided practice in todays lesson is during the found poem activity.
I provide guided instruction and then they go into a time period of
independent practice before I interrupt again with the next set of guided
instruction.
Independent Practice:
Students practice independently at points during the found poem
activity and also do some independent practice during their lit circle
group work before they begin discussion. However they are allowed to
get help, advice, and assistance from their group members at any time
during lit circle group work.
Closure (summarize; make meaning of the lesson)
Once students have stapled and put away their group work I will use the
remaining minutes in class to summarize the days activities and check
if students feel if they have met the goals for the day by seeing if they
can answer some of the essential questions for the found poem lesson
that are listed on the whiteboard.
What is tone?
How can we create tone?
Transfer (Beyond) (opportunities to apply the learning)
The transfer of the found poem lesson will be explained at the end of
my next teaching day Wed. February, 26 2014.
LEARNING STYLE(S) ADDRESSED:
Visual
Auditory
INFO ABOUT ENGLISH LANGUAGE LEARNERS
Readiness level
Learning profile: strengths and challenges
Interestsacademic and/or personal

Edgar Castellanos- (LEP) Limited English Proficient.
Readiness- Standards for this student should be at the bridging level to
help him practice and refine his skills so that he can reach full
reclassification.
Learning profile- Has some issues with grammar rules and spelling
but his thoughts are well organized and clearly stated.
Interests- Soccer.

Daniel Santiago-(LEP) Limited English Proficient.
Readiness- Standards for this student should be at the emerging-
bridging levels to help him practice and refine his skills so that he can
reach full reclassification.
Learning profile- Daniel struggles with grammar, spelling, and writing
in a formal style. He is shy at speaking in class but his speaking and
listening skills are proficient.
Interests- Surfing.

John Torres Cisneros-(LEP) Limited English Proficient.
Readiness- Standards for this student should be at the bridging level to
help him practice and refine his skills so that he can reach full
reclassification.
INFO ABOUT STUDENTS W/ SPECIAL NEEDS
Readiness level
Learning profile: strengths and challenges
Interestsacademic and/or personal

Logan Bloch-(Autism)
Readiness- Great listening skills, hard worker, not afraid to ask
questions.
Learning profile- Visual aids like graphic organizers for writing tasks
are helpful. Breaking longer tasks into smaller parts is helpful. Needs
extra time and alternate site for testing.
Interests- Video games and drawing.

Micheal Brewer- (Learning disability)
Readiness- Works well in groups. Does his work. Participates.
Learning profile- Needs extended time on assignments. Needs to be
checked for understanding.
Interests- Rock music

Sergio Caro-(Learning disability)
Readiness- Often can get off task just needs gentle reminders to
refocus. Prefers to work alone. Is uncomfortable with group tasks.
Learning profile- Needs extended time on tests and quizzes and
alternate testing site.
Interests- Skating

Learning profile- John struggles with reading comprehension. He
works well in small group situations. He does not have regular access to
a computer and therefore prefers written assignments over typed ones.
Interests: Soccer.

Adriana Vasquez-(LEP) Limited English Proficient.
Readiness- Standards for this student should be at the bridging level to
help him practice and refine his skills so that he can reach full
reclassification.
Learning profile-Prefers to work alone does not like speaking in class.
She is a strong writer but needs some support with reading
comprehension.
Interests: Dance.








Antonio Tony Cruz- (Learning disability)
Readiness- Slow learner. Often needs to be checked for
understanding. Struggles with reading comprehension and writing
formally.
Learning profile- Extended time on tests and quizzes plus alternate
testing site. Needs preferential seating.
Interests- Soccer.

Olivia Dow-(ADD)
Readiness- Needs reminders to stay on task. Works best in groups.
Works best with no down time.
Learning profile- Needs access to alternate testing site and
preferential seating arrangements.
Interests- Enjoys reading and playing on her phone.

Nick Houts- (Learning disability)
Readiness- Process information slowly. Struggles with reading
comprehension. Enjoys working in groups.
Learning profile- Needs preferential seating, extended time on tests
and quizzes and alternate testing site.
Interests- Computers and cars.

Taylor Moore-(Learning disibility)
Readiness- Good listener is polite. Needs some reminders to stay on
task. Gets work done but sometimes needs assistance with clarifying
directions. He wont often ask for help so I need to check with him
frequently for understanding.
Learning profile- Delays in visual processing and memory.
Concentration issues. Special grouping is helpful. Needs extended time
on tests and quizzes and access to alternate testing site.
Interests- Soccer.

Robert Protocollo- (Traumatic brain injury)
Readiness- Struggles with working memory. Has major discipline
issues. Ive seen him go to class once this whole semester. His case
manager is handling the issue.
Learning profile- Extended time needed on tests and quizzes. Access
to alternate testing site. Needs to be given time to think. Check
frequently for understanding.
Interests- Dont know much about him but I see him skating outside
of school so I guess maybe skating.

Sabrina Ramirez- (Learning disability)
Readiness- Easily gets distracted. Less down time the better with her.
Works well in groups.
Learning profile- Extended time on tests and quizzes, alternate testing
site, preferential seating, and check for understanding.
Interests- Soccer and art.

Silver Sanchez- (ADHD)
Readiness- Enjoys working in groups. Gets her work done. Does
quality work. Seems to enjoy the class. I havent noticed any attention
or learning issues with her so far.
Learning profile- Needs alternate testing site.
Interests- Rock music and playing video games.

Daniel Santiago- (Learning disability)
Readiness: He is a hard worker and works well in group settings.
When asked to do independent work he goes to the back of the room
where our special ed aide is available to help any students with need.
Learning profile- Needs extended time on tests and quizzes, alternate
testing site, preferential seating, checks for understanding, and longer
tasks need to be broken into smaller ones.
Interests-Soccer.

Cole Terrill-(Learning Disibility)
Readiness- Works well in groups. Stays on task. Does his work well. I
havent noticed any issues with Cole so far.
Learning profile- Extended time on tests and quizzes, alternate testing
site, checks for understanding.
Interests- Skating


DIFFERENTIATION FOR ENGLISH LANGUAGE LEARNERS
choose area(s) as necessary based on information above
Content - what material - including key vocabulary - is learned
Process - how the material is learned
Product - how the learning is demonstrated

Content-Key vocabulary for this lesson is the word tone.

Process- Material is learned through a step by step process with
frequent opportunities for one on one assistance by myself or Mr.
Livingstone.

Product- The learning is demonstrated through progress made in
the step by step process and completion of their poems.

DIFFERENTIATION FOR STUDENTS WITH SPECIAL NEEDS
choose area(s) as necessary based on information above

Content - what material - including key vocabulary - is learned
Process - how the material is learned
Product - how the learning is demonstrated

Content-Key vocabulary for this lesson is the word tone.

Process- Material is learned through a step by step process with
frequent opportunities for one on one assistance by myself or Mr.
Livingstone.

Product- The learning is demonstrated through progress made in
the step by step process and completion of their poems.

RESOURCES:
Valentines Day Poem Introductory Prezi Presentation
Found Poem Lesson Prezi Presentation


REFLECTION:

Although about ten students were not prepared with their sources to do the found
poem lesson we were able to work around that and have them participate.
Students without their own sources were allowed to find some quickly on their
smart devices or utilize the two computers in the back of the room. They also had
access to large literature texts to use for the activity. Once students started
working with their sources I was pleased to see many of them engaging in the
activity and discussing it actively with fellow students at their tables. I
anticipated that this activity could be a bit challenging for some of my students
and after the initial instruction and modeling I made sure to stop and work with
each of them individually to check for understanding. I was pleased to see them
all engaging well with the creative activity.

At the end of the class I had some students far ahead in the activity beyond what I
expected and some students behind what I expected however not one student had
nothing. At the end of class every student had some amount of work completed
on their poem. Next class I will provide something for the completed students to
work on while I work with other students who will need some extra assistance
catching up.

Next time I teach this lesson I will provide a sampling of pre-printed sources for
students who are not prepared with their own sources to readily work with so that
they dont waste as much time looking up workable sources in class and can
begin the activity earlier.