LESSON PLAN TEMPLATE

Date April 20 Lesson Title ABC Poem Grade Level ½

Time in Lesson 60 mins Subject English Language Arts Lesson # 1
Japnoor Kharbanda
Developed by
With CAPA Model from
Tedrick, D.J & Lyster, R. (2020). Scaffolding language development in immersion and dual language classrooms. Taylor & Francis.

IDENTIFY DESIRED RESULTS

Learner Outcomes from the Program of Studies
What are the SPECIFIC outcomes to be addressed in this lesson?

● Listen to and recite short poems, songs, and rhymes; and engage in word and action songs.
● Experience a variety of oral, print, and other media texts.

The objective in student-friendly language Assessment Strategies

What will students understand/experience/appreciate as a result of this What will I accept as evidence of learning/development? Have I employed
lesson? formative assessment? Do I make use of prior assessments in this lesson?

Content objective: By the end of the lesson, students will know how In the Awareness stage of the CAPA model, students will reflect on
to write an ABC poem. the structural format of a poem and how its attributes work to create
Language objective: By the end of the lesson, students will be able to a synchronized literary piece.
build an ABC poem by following the structural format and descriptive In the Practice stage of the CAPA model, they will work in pairs to
language provided. brainstorm descriptive words relating to a topic provided by the
teacher.
In the Autonomy stage, they will showcase their abilities and
understanding by building an ABC poem on a topic of their choice
which they will hand in further for summative assessment.

Resources Personalization/Differentiation
What materials/resources/technology will be required? How will you attend to the needs of ALL learners in this lesson?

● Smart Board ● Provide clear steps, instructions, and lesson goals that are
● Lesson PowerPoint always accessible or visible.
● ABC Template ● Modified grading scale where ELLs are assessed on being able
● Chart Paper to use basic to intermediate descriptive words depending on
● Markers their individual level(s).
Adapted from Wiggins, Grant & J. McTighe (1998)
 ● Example: Poetry posted on the back wall of the classroom. ● All students will be reminded and made aware of the fact that
● Anchor Chart with multiple descriptive words students can the teachers are available to answer any questions. They will
use as part of their vocabulary to build the poem. be encouraged to ask questions whenever needed.
● For ELLs students, small groups will be created where the
teacher will work with them to start brainstorming sessions of
descriptive words per topic.
● Hard-copy of dictionaries will be provided to look up words, as
well as anchor charts and posters around the classroom which
help define descriptive words using different mediums like
visuals.
● For LP1 students with no English - an alternative assignment
will be given in which they will first create their ABC poem
visually line by line. Once each line has been drawn out and
explained to the teacher, the student under the teacher's
guidance will continue by creating sentences word by word.
The student will be assessed on the level of understanding
using the benchmarks 2.0 scaling using the vocab, sentence
structure, and cohesive devices.

LESSON PLAN SEQUENCE

Introduction
How will you ACTIVATE prior knowledge and ENGAGE them in the lesson and how does this lesson connect to prior lessons?

Contextualization: The alphabet song will be played and students will sing along. Once finished, students will partake in a class discussion
that names different nouns, verbs, and adjectives starting with each corresponding letter (eg. A-Apple, B-Beautiful, C-Clapping). The teacher
will then go through an example ABC poem with the students and introduce the lesson.

Learning/Activity Sequence
How will students ENGAGE, EXPLORE, EXPLAIN, ELABORATE, and/or EVALUATE their understanding of the outcomes?

What is the TEACHER doing? What is your plan for the body of What are the STUDENTS doing? How are they engaged while
Approx. time
the lesson? What steps are taken during the lesson? you are teaching the lesson?

Adapted from Wiggins, Grant & J. McTighe (1998)

Awareness: The teacher will ask the Awareness Questions Awareness: Students will answer the awareness questions 15 mins
listed below in relation to the first example ABC poem and work with the teacher on the exemplar poem.
introduced. They will then repeat this with another example
poem except there will be less guidance the second time.
Practice: Students will work in pairs predetermined by the 10 mins
Practice: The teacher will pair up students with similar teacher. Each student will be given a separate vocabulary
levels of comprehension to complete the assignment. Each sheet (as notes) which they will fill out with their own
student is given two worksheets and works as one to finish descriptive words & definitions. After filling out the first
the first and then split before working on the second. The sheet they will choose ten different descriptive words (from
teacher will walk around giving hints and helping those who the previously filled vocabulary sheet) and create
need them. The teacher will ensure each student is ready for corresponding and unrelated sentences. (Eg. S-Sunshine;
the next step before allowing them to proceed. “Sunshine & Rainbows are in the sky.”) Once the teacher
approves their work, they move to the next step.
Autonomy: The teacher will now provide various topics for Autonomy: Students will be working individually during this 25 mins
students to write their own ABC poem (which they will hand time to write their ABC poem which they will be submitting
in at the end of the lesson). The teacher will circulate around for the summative assessment.
the classroom overlooking students’ progression from the
first example they explored together to the creation of their
individual projects. While students are occupied, the teacher
will focus on LP1 student(s) and provide support.

Conclusion
How will you ensure students walk away with a sense of understanding the PURPOSE of the lesson and its IMPORTANCE to their learning?

Exit Slip: Once all students have completed their individual poems each poem will be collected and then randomly redistributed across the
classroom. As an exit-slip students will answer 1 of the 3 Awareness Questions of their choice. Students will submit their responses and their
classmate's work attached with a paper clip.

PRE-SERVICE TEACHER SELF-REFLECTION

In your self-reflection of your lesson, please consider the following questions:

1. What went well in your lesson? What were the strengths of the lesson?
2. What are the areas that need to be refined? What might you do differently next time?
3. What are your next steps to further develop/ refine this lesson? How will you continue to grow in your practice? What actions
will you take?

Adapted from Wiggins, Grant & J. McTighe (1998)

These are additional questions that can help guide your response to the three self–reflection questions.

● How do you feel your students experienced this lesson?

● How were they able to make explicit and self-evaluate their growing understanding, skills, and/or knowledge?
● How did you employ formative assessment for/of/as learning?
● Were you successful in reaching all students? How do you know? How did you accommodate diverse learners and those requiring
accommodations?
● Were there opportunities to address Indigenous, multicultural and interdisciplinary activities and knowledge?

TBD

Awareness Questions:

1) What idea does the poem present? Is it telling a story?

2) Identify descriptive language. Underline(for exit-slip list in order) nouns, verbs, and adjectives.
3) What items affect how the poem is read? Description, grammar, rhyme scheme, etc.
4) Do you think ABC poems are a useful form of poetry? Do you know any other forms of poems? [Not applicable for exit-slip]

Sample Poem Using Descriptors (Basic To Intermediate):

Adapted from Wiggins, Grant & J. McTighe (1998)