KTIP Pilot Project Lesson Plan Format

 

 

Name:  Jennifer Chappell     Date:  April 16, 2007       Age/Grade Level: High School Freshman and Sophomores

 

# of Students: 24  # of IEP Students:  0  # of GSSP Students:  0  # of LEP Students:  0

 

Subject:  English/Literature   Major Content:  Poetry     Lesson Length:  1 week (5 40 minute classes)

 

Unit Title:  Introduction to Poetry     Lesson Number and Title:  3/5 – Forming Poetry through Pictures

 

Context

§          Students will use pictures to create a poem.  The poem must contain at least five elements of poetry, but the students are encouraged to be creative with their poem.  Each group will be asked to present their poem at the end of the day to the class.  This will serve as a time for students to become familiar with public speaking and making a presentation. 

§          The students will have two days of prior knowledge to the subject.  By Wednesday (the day that we will be carrying out this lesson), the class will have watched a movie, discussed the applications of poetry to their own lives, and completed the Virtual field trip.

 

Objectives

§          After completing this lesson, students will:

·          Possess knowledge of how to formulate a poem

·          Become comfortable with working in groups and understand how to cooperate with peers.

·          Understand the poetry and other forms of writing can stem from other areas other than the brain (i.e. pictures, experiences, the natural world, etc.)

·          Become familiar with art.

 

 

Connections

§          WR-HS-1.1.0 - Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by:

·          Narrowing the topic to create a specific purpose for writing

·          Establishing a controlling idea, theme or thesis about the topic

·          Choosing a perspective authentic to the writer

·          Analyzing and addressing the needs of the intended audience

·          Adhering to the characteristics of the form

·          Applying a suitable tone

·          Allowing voice to emerge when appropriate

 

§          WR-HS-1.1.3 - In Transactive Writing:

·       Students will communicate as an informed writer to provide new insight through informing, persuading or analyzing.

·       Students will develop an effective angle to achieve a justifiable purpose.

·       Students will justify what the reader should know, do, or believe as a result of reading the piece.

·       Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect.

·       Students will sustain a suitable tone.

·       Students will allow voice to emerge when appropriate.

 

Resources, media, and technology

§          Students will be given a picture/photograph by the teacher.  They will be using regular paper and writing utensils to create the poem.  Construction paper, markers, and other art supplies will be given to the students to they will be able to produce a presentable final copy.  The teacher will have the pictures used by students transferred onto overhead slides so that while the students are presenting their projects, the rest of the class will be able to view the picture used.

§          http://www.artcyclopedia.com/

 

 

Procedures

§          At the beginning of class, students will be divided into groups.  Each group will be given a picture and they will be asked to create a poem based on the picture.  Students are encouraged to be creative with the poem, but they must contain at least 5 poetic elements.  Students do not have a time limit on their presentation, but the poem must be completed and ready to present by the end of class.  Students/groups that are not presenting must devote their full attention and give respect to the group that is presenting.  If a students/group fails to do this, points will be deducted from the whole group.

 

 

Assessment Plan

 

Collaborative Work Skills : Poetry through pictures Teacher Name: Ms. Chappell Student Name:     ________________________________________

 

CATEGORY	4	3	2	1
Quality of Work	Provides work of the highest quality.	Provides high quality work.	Provides work that occasionally needs to be checked/redone by other group members to ensure quality.	Provides work that usually needs to be checked/redone by others to ensure quality.
Poetic Elements	Contains 5 or more poetic elements.	Contains 4 poetic elements.	Contains 3 poetic elements.	Contains 2 or less poetic elements.
Time-management	Routinely uses time well throughout the project to ensure things get done on time. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Usually uses time well throughout the project, but may have procrastinated on one thing. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Tends to procrastinate, but always gets things done by the deadlines. Group does not have to adjust deadlines or work responsibilities because of this person's procrastination.	Rarely gets things done by the deadlines AND group has to adjust deadlines or work responsibilities because of this person's inadequate time management.
Preparedness	Brings needed materials to class and is always ready to work.	Almost always brings needed materials to class and is ready to work.	Almost always brings needed materials but sometimes needs to settle down and get to work	Often forgets needed materials or is rarely ready to get to work.
Working with Others	Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together.	Usually listens to, shares, with, and supports the efforts of others. Does not cause "waves" in the group.	Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player.
Attitude	Never is publicly critical of the project or the work of others. Always has a positive attitude about the task(s).	Rarely is publicly critical of the project or the work of others. Often has a positive attitude about the task(s).	Occasionally is publicly critical of the project or the work of other members of the group. Usually has a positive attitude about the task(s).	Often is publicly critical of the project or the work of other members of the group. Often has a negative attitude about the task(s).
Focus on the task	Consistently stays focused on the task and what needs to be done. Very self-directed.	Focuses on the task and what needs to be done most of the time. Other group members can count on this person.	Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task.	Rarely focuses on the task and what needs to be done. Lets others do the work.