Learned-Part Two of Lesson Scenerio (Inclusive Classroom(

8/2/2019 Learned-Part Two of Lesson Scenerio (Inclusive Classroom(

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Inclusive Lesson/

2nd Part of Poetry Lesson

Mary Learned

8/14/11

EDU 723

Learned-2nd part of Lesson


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As Cohen and Spencinar (2009) states Good teaching always begins with an

understanding of what the student already knows and can do (p. 125). In order to

effectively plan for this classroom of students, more information is needed with regards

to the five students IEPs (individualized Education Plan), what their accommodations/

modifications are, and possibly some more information/knowledge on the backgrounds

of the English Language Learners that are in the classroom.

It would be beneficial to know what other supports the students are getting in the

classroom or outside of the classroom. Do any of these students receive Title 1

support? Is there a para-educator assisting in the classroom? Having knowledge of

this information makes it easier to plan lessons when there is this additional support

available.

It would make the most sense to work closely with the special educator that is assigned

to the students with the IEPs, that will ensure that everything is covered on those

childrens plans to promote success in the classroom. Hulett (2009) describes the IEP

as individual components of the IEP converge to make a comprehensive,

individualized, measurable educational program for children with disabilities (p. 158).

Specific accommodations and modifications written on the students plans would

needed to be noted and adhered to in the lesson.

There possibly could be some cultural issues that crop up with the diverse group of

students in the classroom. Poetry is meant to be interpreted, which can be a difficult

Learned-2nd Part of Lesson


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task if you are a non-native English speaker. In fact, for some native English speakers,

it is even a challenge to take words from a poem and look at the less literal side of them

and more into the figurative meaning. It will be be very important when groupings are

created for the different parts of the lesson that the ELL students are in a supportive

small group. It would make sense to allow the two Hispanic Americans to possibly work

together, so that the fluent English student can support the non-fluent student. It is

important though, for ELL students to have academically rich programs as stated in an

article English Language Learners with Special Needs: Effective Instructional

Strategies by Ortiz (2001) at LD Online students learning English must have

opportunities to learn advanced skills in comprehension, reasoning, and composition

and have access to curricula and instruction that integrates basic skill development with

the higher order thinking and problem solving.

The lesson is divided up into three separate readings. This is done to support the

reading process approach, coached to Telstar Middle School staff by Kevin Perks of

Noble High School. With this RPA approach, students are exposed to the reading three

times to further their comprehension skills and retain more of the information from the

text. This RPA approach is beneficial for any type of readings.

Students have already had lessons on Metaphors, Tone and Voice, as well as other

poetic devices, but they are independent lessons, not imbedded in a piece of poetry,

ready to be applied. This lesson closely connects with explicit instruction. Explicit

instruction which combines metacognition, scaffolded instruction and some vocabulary


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instruction. Cohen and Spencinar (2009) states that research supports the use of

explicit instruction as an effective method for teaching students, including students with

disabilities (213).

During each section of the lesson students are engaged and encouraged to be involved

in the lesson in different ways, focusing on different styles of learning and addressing

the ADHD and processing skills in the classroom. For the ADHD students, the sections

of the lesson are divided into manageable timeframes, and students are not left alone

with large chunks of time to get lost or distracted. Students will work independently, in

a small group, read silently, hear the poem out loud, and be able to get out of their seat

and interact with the SmartBoard.

The list of tasks on the board will help with the short term memory processing and the

executive functioning issues in the classroom. The teacher in the classroom will be

most instrumental in making sure that the students with these disabilities stay on task

and complete the work that is expected of them. The fact that there are multiple ways

to hear, read and even the possibility of seeing the poem with the YouTube video are

beneficial not only to the decoding disability, but the student who has difficulty

processing and producing oral language as well as the ELL students. The graphic

organizer taken from a book by Laura Candler (2010) is also an effective tool for all

learners.



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The groupings are important in the lesson during the second reading to encourage all

students to participate (hence the choral reading), that is so that unsure readings can be

supported by readers that are stronger and more fluent. It will be just as important to

pay attention the cultural differences in the classroom, as this may affect the

interpretation of the poem. The African American population may have a stronger

connection to the poem (based upon its author and his background). There may need

to be some guided interpretation involved for the Cambodian student as well as the

Hispanic students, although, having a difficult life, isnt necessarily that hard to interpret.


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A Poetry LessonMother to Son - Langston Hughes

Grade Level: 7th

Content: ELA

Context of Lesson:First poem of the unit on poetry that will include: Free Verse, Ballad and Sonnet poetry

Content Objective (Standard) - Students will understand or learn to identify thefollowing:

Free verse poetic devices: metaphor, imagery, tone

Reading Objective (Standard) - Students will get better at: Rereading challenging texts like poems Visualizing

Focus StrategyPeace Map

Materials

Peace MapsCopies of Mother to Son by Langston HughesSmartBoard and digital copy of Mother to Son by Langston Hughes

Lesson PlanPre-ReadingIdentify text-type -Free VerseChalk Talk - Put term on the board. Have students come up and write what they knowor can guess about what type of poetry this is. After doing the chalk talk, discuss andexplain how this style of poetry works. Use smart board and show some samples of

poetry and have students decide if samples are examples of free verse or not.

Establish prior knowledgeKnowledge Rating Guide - For the words METAPHOR, TONE, and IMAGERY.Determine the confidence in knowledge of these three terms and then front load thedefinitions of the words.

Set a purpose



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To analyze a poem using knowledge of poetry style and poetic devices - in this case:metaphor, imagery, and tone.

Predict / AnticipateQuick Write: The title of this poem is Mother to Son. What kinds of things do you think

a mother would say to a son?

During Reading:Introduce the Peace MapPass out poem (optional)

1st ReadingTeacher reads out loud - encourage students to not look at the poem but listen tothe spoken word.Brainstorm as a class, what the poem is about. Allow students to draw or writewhat they think the poem is about in the first section of the Peace Map.

2nd ReadingEach student has individual poem.Groups of 4 do a choral reading of the poem.

After, they highlight words or phrases that stand out or are interesting orvivid, focusing on the tone, metaphors images the poem creates.

Share and fill in second wedge of peace map with the class, activelygetting up and underlining the lines on the SmartBoard, using aSmartNotebook, identifying imagery, metaphors, and symbolism.

Have students generate questions and engage students in a discussionabout the poem.

3rd ReadingComplete third part of the peace map independently (drawing or writing).(Maybe revise to have students put it all together - e.g. describe the tone,etc.) --Some of the ELL students may need more assistance fromteacher in this section, monitor classroom closely.

Post Reading:

Have students choose a line(s) from the poem that uses METAPHOR, describesthe TONE or creates a vivid IMAGE. They may cut up the poem and paste theline on the poster. Students will then draw an illustration that compares the literalto the figurative language.

Plan for Assessment:Students will be assessed formatively, considering this is the first of many lessons in apoetry unit. Their poetry peace map will be looked at to see if their interpretation of the


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poem grows with the multiple readings. Their illustration will be looked at to determinehow they are understanding/interpreting poetic devices.

Modifications:Chunk the sections of the lesson and go over each section independently. Have each

step written on the board and erase the steps as they are completed. Time the parts ofthe Readings (especially the 2nd) to move things along and keep students on task.

Give the freedom to move around while reading the poem. This will address ADHDissues.

Allow ELL and students on IEPS to have an audio copy of teacher reading it on aPages Document as a Video File. Students can access this via flash drive. That waythey can hear they can fluently hear the words.

Provide to ELL students and students on IEPs access to http://www.youtube.com/

watch?v=PYBLRbYN5NU&feature=related so students can see/hear the interpretationof the poem.

http://www.youtube.com/watch?v=PYBLRbYN5NU&feature=relatedhttp://www.youtube.com/watch?v=PYBLRbYN5NU&feature=relatedhttp://www.youtube.com/watch?v=PYBLRbYN5NU&feature=relatedhttp://www.youtube.com/watch?v=PYBLRbYN5NU&feature=related


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Mother to Son

by Langston Hughes

Well, son, I'll tell you:

Life for me ain't been no crystal stair.It's had tacks in it,And splinters,And boards torn up,And places with no carpet on the floorBare.But all the timeI'se been a-climbin' on,And reachin' landin's,

And turnin' corners,And sometimes goin' in the darkWhere there ain't been no light.So, boy, don't you turn back.Don't you set down on the steps.'Cause you finds it's kinder hard.Don't you fall nowFor I'se still goin', honey,I'se still climbin',And life for me ain't been no crystal stair.


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References

Candler, L. (2010). Teaching resources. Retrieved from http://www.lauracandler.com

Cohen, L.G. & Spenciner, L.J. (2009). Teaching students with mild and moderatedisabilities.Upper Saddle River, NJ: Pearson.

Hulett, K.E. (2009). Legal aspects of special education. Upper Saddle River, NJ: Pearson.

Ortiz, A. (2001). English language learners with special needs: instructional strategies.LD ONLINE. Retrieved from http://www.ldonline.org/article/English_Language_Learners_with_Special_Needs %3A_Effective_Instructional_Strategies

http://www.ldonline.org/article/English_Language_Learners_with_Special_Needs%3A_Effective_Instructional_Strategieshttp://www.ldonline.org/article/English_Language_Learners_with_Special_Needs%3A_Effective_Instructional_Strategieshttp://www.ldonline.org/article/English_Language_Learners_with_Special_Needs%3A_Effective_Instructional_Strategieshttp://www.ldonline.org/article/English_Language_Learners_with_Special_Needs%3A_Effective_Instructional_Strategies

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Learned-Part Two of Lesson Scenerio (Inclusive Classroom(