Lesson Plan

 Ohio State University Lesson Plan

Out of Dust Lesson Plan

Out of the Dust Prompt Sheet

 

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 Name: Laura Chapin                                                 Grade Level: 8th                             Grade Date: 8-3-16

  1. TITLE OF LESSON- Out of the Dust Poetry Write
  2. CONTENT (CENTRAL) FOCUS – Big Idea of the lesson

Write why you chose this focus. Why is this focus appropriate for these students?

  • The big idea of the lesson is for students to better understand elements of poetry.
  • The lesson will include the book, Out of the Dust that is written in free verse.
  • Students will form their own poems using concepts and ideas from Out of the Dust.
  1. OBJECTIVES

               A.  STANDARDS (STATE & CCSS)

Standards limited to the central focus – this does not mean list 10 standards. One or two focus standards should be the focus. Write why you chose these objectives. How do they connect to prior and upcoming standards?

  •  ELA-LITERACY.RL.8.10– By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of grades 6-8 text complexity band independently and proficiently.
  • ELA-LITERACY.W.8.4– Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • B. LEARNING OUTCOMES PARTICULAR TO THIS LESSON

Expected outcomes of the lesson. What’s the point? Should be evidence-based, observable, and documentable. Write why you chose these outcomes. Think about how this is tied to previous learning outcomes.

  • To guide students to a better understanding of poetry.
  • Understanding the poetry does not have to be limited.
  • Verse novels have a coherent storyline like typical novels.
  1. ADDRESSING CLASSROOM DIVERSITY – Developmentally appropriate in terms of cognition, sociocultural/linguistic elements and special education)

What instructional adjustments do you make to address the needs of each student?

How do you know the adjustments are appropriate? Are they based on research, the textbook, the standards?

  • Students will be given clear instructions of what is expected of them.
  • Students who need more individual help may get help from their group or from the teacher.
  • Students may look to the internet if they need further assistance.
  1. MATERIALS NEEDED – Don’t forget to include any handouts, and how you plan to distribute materials. Be specific about the number, size, volume, or other characteristics of the materials; if a book is used, provide the author and title, in MLA format, with the ISBN number if the particular book is critical to the lesson
  • Hesse, Karen. Out of the Dust. New York: Scholastic, 1997. Print.
  • ISBN-13: 978-0590371254
  • “Out of the Dust” prompt and lined paper, handed out to the class.
  • Writing materials.
  1. INSTRUCTIONAL STRATEGY
  • Whole group discussion.
  • Student directed exploration.
  1. STUDENT GROUPING(S) On what are you basing the groupings? Do they make sense in terms of your instructional goals?
  • Will start off in a big group as we discuss the assigned reading from the night before.
  • Then students return to their tables to complete the prompt individually.
  • Students may share their poems with the table-mates when complete.

 

  1. TEACHER-STUDENT INTERACTION:
  • Go over assigned reading from the night before from the book Out of the Dust on the carpet.
  • Explain the prompt and ask for questions.
  • Have students return to their tables.
  • Hand out the “Out of the Dust poem prompt sheet”.
  • Have students reread the prompt independently.
  • Let students begin writing their poems
    • Can have one long poem or multiple different poems to answer the prompt.
    • Can use any style of poetry that we have discussed so far this year
  • Once everyone is done, students may begin sharing their poems with their table-mates
  • If time allows, ask students to volunteer to read their poems in from of the class
    • Allow 3-4 students to share today
    • If more would like to share let them know there will be time during the rest of the week to share.
  • Could someone else follow the plan and teach the lesson completely with just this plan?  What more would you need? If anything, get it added into the lesson.
    • Someone could easily follow this plan to teach this lesson.
    • All that would be needed are the materials and handouts.
  • Are the questions you will ask listed and well thought out (for all lessons).  Look for them to be open ended and high order. They should be designed to draw students into thinking deeply about the content, with the intention of furthering student understanding.
    • The questions are well thought out for students to understand. Questions are meant to help guide students towards a better understanding of reading and writing poetry.

 

  • Is the lesson Learner Responsive? Does it fit with evaluated needs of the students?
    • The lesson provokes thinking and discussion while doing it in a fun and exciting way.
  • How can the lesson be made more student directed?  Push your own boundaries.  We want children to think!! Find ways for them to have more and better opportunities for that!
    • Does the teacher tell the students so much about how to do the work that the they don’t have to think? The teacher provides them with the materials to explore the questions being asked without just giving them solutions, help is provided when necessary.
  • Where is the thinking?
    • The thinking is when the students have to come up with their own creative poems that relate to them and the book.
  • What is the plan for the contingency that no or some students are unable to do the work?
    • Students should be able to do the work. They have previously learned about poems the last couple of weeks, this is just to go over the key elements of poetry. We have been reading the novel for weeks now. If students get stuck they may ask their group for help, raise their hands to ask the teacher or use the internet.
  • What is the plan for the possibility that some students will finish quickly?
    • Students who finish early may start their assigned reading for the night.
  • Is there a timing plan?  Is it reasonable?  Is it flexible?
    • The timing for the lesson is reasonable and flexible.
    • The time frame for the lesson is forty-fifty minutes.
    • The teacher discuss what is expected of them and the students will complete the lesson in the time frame.
    • Time can be added if necessary, or if seems taking longer than expected can be carried over to the next day.
  • Is there a backup plan? Are contingencies adequately prepared for?
    • There are no electronics necessarily needed for this lesson so we should not run into problems.
    • Enough copies of the worksheet have been made for the class.
    • If something does go wrong have students pull out their favorite verse from the novel and write an essay explaining why they like the verse and why it is impactful to them and the novel as a whole.
  • Emphasize process over product in answers. (not just the answer but “How did you get that answer?” and “What else did you find?  What else?  Etc.”
    • The lesson’s main focus is to understand reading poetry and the style of writing poetry.
    • Each student will have different answers depending on their own interpretation of the prompt.
    • Teacher will circulate classroom and make sure students are able to answer the prompt and are not stuck.
  1. EVALUATING STUDENT LEARNING
  • Is lesson tied back to the objectives?
    • Yes, students must be able to read and comprehend free verse poems presented to them in Out of the Dust.
    • Students must be able to write in the style asked of them, poetry.
  • Clearly state exactly what evidence you will look/listen to indicate learning has occurred and objectives have been met. Include specific prompts or handouts for your assessment, or include a chart with student names and the objectives so you can keep track of student progress.
    • Teacher will be looking for creative responses that demonstrate an understanding of poetry.
    • Teacher will be looking for an understanding of the novel Out of the Dust.
    • Will check for understanding once all prompt are turned in and looked over in details.
  • Define the sources of that evidence (homework, classwork, observation, listening to discussion, group presentation).
    • Evidence of learning will be in the student’s prompts.