Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Mady Sensenig

Date 11/7/2018 Subject/ Topic/ Theme Poetry/Intro and Two-Voice Grade _10th Grade Creative Writing__

I. Objectives
How does this lesson connect to the unit plan?
Students will address stigmas around poetry, and look at the art of expression through examples and practice of two-voice poetry.
cognitive- physical socio-
Learners will be able to: R U Ap An E C* development emotional

 Recognize what poetry means to them U, An 

 Interpret meaning after listening and watching a two-voice poetry recitation
 Understand the main purposes of poetry
 Consider how perspective plays into two-voice poetry
 Work with peers to create their own two-voice poem U, An
U
U, An 
Ap, C 
Common Core standards (or GLCEs if not available in Common Core) addressed:
 CCR Writing #10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
 CCR Writing #4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
 CCS Speaking and Listening #9-10: Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted,
qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

(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 Students will need to have an idea of what poetry is, the ability to listen and discuss a poetry
knowledge and skills. recitation, and be able to work with peers efficiently.

Pre-assessment (for learning): Acknowledging initial thoughts about poetry as a form of writing; write down
definition to turn in for a participation grade

Formative (for learning): Discussing and reflecting on poetry as a form of expression after watching a two-
voice recitation; take note of who participates and give thoughts based on students’ comments
Outline assessment
activities Formative (as learning): Looking at examples of two-voice and practicing how to create that type of poem out
(applicable to this lesson) loud

Summative (of learning): Creating a unique two-voice poem with a partner that will be recited to the
class for a grade

Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of

What barriers might this
lesson present?
What will it take –
neurodevelopmentally,
experientially, emotionally,
etc., for your students to do
this lesson?
Engagement
Provide options for self-regulation-
expectations, personal skills and
strategies, self-assessment &
reflection
They will reflect individually on
their definition of poetry.
They will need to be able to write
with a partner to create a
personalized poem that will later
be shared with the whole class.
Representation
Provide options for
comprehension- activate, apply &
highlight
Students may have difficulty
understanding the complexity
and open-endedness of poetry/
two-voice poetry; I will walk
around while they work and
answer any questions
Action and Expression
Provide options for executive
functions- coordinate short &
long-term goals, monitor progress,
and modify strategies
Only allowing part of a period for
students to write a poem together
may be difficult for students who
struggle with time management,
working together, or the concept of
two-voice poetry, so they will have
time to finish the next day

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Materials-what materials
(books, handouts, etc) do
you need for this lesson and
are they ready to use?
Provide options for sustaining
effort and persistence- optimize
challenge, collaboration, mastery-
oriented feedback
Students will have to
collaborate with each other and
with a partner as they discuss
the video and work on writing
their own poem as well as
allowing me to help when
needed
Provide options for recruiting
interest- choice, relevance, value,
authenticity, minimize threats
Minimize threat by allowing
for both individual and group
work
Paper for intro thoughts
Projector and computer access for showing video: https://www.youtube.com/watch?v=lpPASWlnZIA
Two-Voice wkst (x26) https://drive.google.com/file/d/0B99tDCwiWDf8bDRRWVZzMERySXM/view
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language
Asking students if they
understand or have any
questions after explaining two-
voice, as well as giving them
time to work together and learn
from each other will create a
safe environment for clarity
Provide options for perception-
making information perceptible
Providing the worksheet with
an example of two-voice
poetry, and projecting it on the
board as we walk through it
will be helpful as a source to
consult
Provide options for expression and
communication- increase medium
of expression
Students will reflect
individually through writing,
watch and listen to a Two-
Voice recitation, respond as a
class to the video, and listen to
my instruction for the
assignment
Provide options for physical
action- increase options for
interaction

Students will first be seated in their assigned seats at grouped desks with the ability to view the
projector/white board; once partners are assigned they may move seats to write their poems
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
3-5 Ask students to think about what poetry means to Students write down initial thoughts about poetry
minutes Motivation them and write their own definition of poetry.
(opening/
introduction/
engagement)

4-5
minutes Play “Lost Voices” Students will listen and watch video of a poem of
two-voices

Discussion: Students respond to questions out loud and listen

10-15 Development What are your thoughts about the video? Would to classmates as they share
minutes (the largest you consider this poetry? How does it differ from
component or what you normally think of when looking at
main body of poetry? What points were the speakers trying to
the lesson) make?

Project three goals of poetry on board, explain, Students can ask questions or share thoughts
and ask for any questions:
1. medium for telling the truth
2. a tool that reaches for maximal impact using
minimal words

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 3. something that demands the utmost precision from
words

30
minutes Hand out Two-Voice worksheet and assign Students move to sit by partner, work together on
partners; go over directions: understanding and creating a poem of two-voices
- have students think about a topic: and preparing to share poem with the class at the
Closure
families, interests (sports, art, games, beginning of the next day
(conclusion,
writing, reading, etc), identity, culture,
culmination,
etc.
wrap-up)
- students will write the poem together on
the wkst.
- Each student reads four lines individually
and three together as outlined on the
wkst.
- Need to be able to finish and read for
next period

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.)
Considering this was my first lesson, I was curious how the students would respond, or if I would be able to tie everything
together the way I envisioned it. I had to be loud and firm as I got the students attention, and I often had to call out
individuals for talking, however, once they were focused the students were very receptive and responsive to the material. I
had the students write out their own definition of poetry, and then moved right on to the Lost Voices video. While I had to
restart the video due to disruptive noises, once it was playing the students were enthralled, and many even applauded at the
end because it is very moving. That was encouraging to me as I moved on, because I could recognize the students’ interest,
and I was able to talk to them and ask them what they saw and took away from the recitation. I also asked them if there was
anything they would change about their definition of poetry after watching and listening to this poem of two voices, and one
student replied that she would change it from being all about rhyming to something that is expressive, which is what I hoped
they would draw from this. I wish I had been able to spend more time on this discussion and had come up with more follow-
up questions for them, because even though they did have some good points, after the first couple questions they weren’t as
willing to volunteer answers, so I decided to move on. We then moved on to discussing the motives of poetry and how that
relates to how two-voice ties together two different perspectives, and becomes a form of expression. Students began asking if
they were going to have to do this themselves, and when I said “yes” many voices flooded the room asking questions and
stating that they could not do it. I understood their hesitation because the recitation we watched was so well-performed and
powerful, so I reassured them and explained the assignment, walking through the example worksheet which was useful
because even though it did greatly simplify two-voice poetry, it gave the students the structure they needed to get started.
They chose their own partners, and I was happy with how easy that process was, only needing to help a couple students
match up. Unfortunately, some students were called out for a meeting about dual-enrollment which I was unaware of
because it had just been announced in an email that morning. About six students ended up going to that, leaving some
students partner-less, so I had them brainstorm ideas and prepare to work the next day. The students had around 35 minutes
to work, so some were able to finish, while others had a hard time choosing a topic, and therefore took longer. I do think all
students should have been able to finish in that time, so I think I could have made it due at the end of class, but because
several students were missing it will be good for them to have time to wrap that up. I also encouraged them to practice
reciting the poem out loud when they were done, and those who are finished will be able to continue working on that. In the
end, I was happy with how the lesson unfolded, despite the disruptions, and would love to use this again in the future.

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