Lesson Plan Plan


Topic: Culturally Diverse Poetry

Subject area: Language Arts

Grade: 9

Objectives: (Content, linguistic and cultural)

Content
1. Students will be able to identify characteristics of a poem.
2. Students will be able to create a poem cooperatively given individual cut up words.
3. Students will be able to create visuals to express the ideas in their poems.

Linguistic
1. Students will be introduced to basic poetry terms.
2. Students will use language for social interactions with their classmates.

Cultural
1. Students will learn that poetry is a universal form expression in many different cultures and countries.
2. Students will listen and read poems from a variety of cultures and countries.

Materials:

-A poetry handout for each student.
-6 baggies
-6 copies of large print poems cut into individual words.
-A copy of words from poem with simple definitions to give to ESOL students earlier.
-Printed activity directions for each student.
-6 large poster boards.
-18 glue sticks (3 for each group)
-Construction paper
-Rubric for poetry poster.

Instructional procedure

Introduction/motivation

1. As students enter the classroom, they will be given a poetry handout as well as instructions to look them over and wait quietly in their seat for instruction. These handouts will include the following:

-A poem handout with four poems front and back. These short poems will include one poem from an American author, one from a Hispanic author, one poem written by an African American, and one from and Asian author.

2. After class has begun, students will be assigned a group, and asked to move their desks to make a group of four. (Groups will be pre-selected in order to mix ability and language levels.)

3. I will ask students to look at their poem handout with the four culturally diverse poems on it. I will ask students to volunteer to read one poem aloud, while the other students follow along.

4. After all the poems are read, I will explain to the students that poetry is not something that is exclusive to Americans or our country and culture, but that poetry is written in many different countries and cultures around the world, and in many different styles.

5. I will then reveal what country each author of the four poems we read aloud is from.

6. To transition into our activities for the day, I will announce Each author uses their own experiences, culture, and background to create their poems. Today, you will be the author, and have a chance to use your culture and background to create a poem with your group.

Lesson development

Step 1.
Modeling: I will have a few magnetic simple cut out words on the board. I will ask for a volunteer to come up and arrange the words to make one line of a poem. (This will not only benefit my visual learners, but it will be especially helpful to my ESOL students.
2. I will give each group a bag of individual cut up words of a poem, a large piece of construction paper, and a few glue sticks.
3. Students will be given verbal directions as well as a handout with the directions so they can refer back to it as the activity progresses. The directions are as followed: Activity Challenge One:

Your challenge as a group is to create a poem using the words that are in the bag. These words make up a mystery poem, written by a very well known poet. But we are going to use them to create a unique poem that draws from each of your group members influence! You can arrange them however you like in order to create a poem to share with the class. You must use all the words in the bag, and you must create an example of at least one poetry term in your poetry folder glossary. Once you have arranges all your words on the paper, glue them down to create a poster. You have 20 minutes to create your poem. After you complete your poem as a group, each member should create a drawing that expresses your group's poem. You can finish your visual for homework and bring it to class tomorrow. If you have any questions I will be happy to come to your group and help you. Ready, set, create!
4. As students begin I will circulate and monitor students as they work, helping when needed.

Conclusion of lesson:

1. 10 minutes prior to the end of the period, students will be asked to wrap up what they are working on. Students will put their materials away, and put their desks back where they were, and sit quietly.

2. We will briefly review what we learned about poetry, and students will be given this homework challenge:

Homework Challenge: Today we learned that poetry is used as a form of expression in many cultures and countries all over the world. For homework, find a poem from your culture or native country, or create your own poem that reveals your culture and bring it to class tomorrow to share.

3. Remind students to finish their visual to accompany their poem, and that they will briefly share their poems and visuals as a group the following day.

Evaluation/Assessment:

1. Each group member will be evaluated on participation as they work on the project. I will use a short checklist as I circulate the room while they are working to assess them in this category.

2. The group's poem will be evaluated using a rubric on creativity, completion, the use of a poetic device.


Student's Name____________________________________


Participation Checklist for Cooperative Learning:

Not at All

Sometimes

Often

Always

Actively listening to group members

Physically participating in activity
Socially Interacting well with group members

Student's Name____________________________________


Participation Checklist for Cooperative Learning:

Not at All

Sometimes

Often

Always

Physically participating in activity
Verbally interacting with group members
Socially Interacting well with group members


Making A Poster : Poetry Scramble Poster

Teacher Name: E Wright


Group Name: ________________________________________
CATEGORY
Use of Class Time
4 = Group used time well during the class period. Focused on getting the poem done. Never distracted others. 3=Group used time well during the class period. Usually focused on getting the poem done and never distracted others.
2= Group used some of the time well during the class period. There was some focus on getting the poem done but occasionally distracted others.
1= Did not use class time to focus on the project OR often distracted others.

Required Elements
4= The poem includes all required elements as well as additional information.
3= All required elements are included in the poem.
2= All but 1 of the required elements are included in the poem.
1= Several required elements were missing.

Creativity

4= The poem reflects an exceptional degree of student creativity in their creation and/or display.
3= The poem reflects student creativity in their creation and/or display.
2=The poem was made by the students, but are based on the designs or ideas of others.
1= No poem was created by the students are included.