Cep Lesson Plan 1 Bms

CEP Lesson Plan Form Teacher: Angelia Martinez School: Blevins Middle School

Date: 1-16-19 Grade Level: 7th

Content Area: PreAP English

Title: “I Have A Dream” Speech – Martin Luther King Jr. and Found Poetry Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson important to these students? What has already happened in this classroom surrounding the subject you will be teaching? What do students already know? Why are you going to teach this topic now (how does it fit in the curricular sequence)? hat teaching methods/strategy will you be use and why?

Lesson #: 1 of 4

Students will begin class doing SSR (sustained silent reading). This is an opportunity to catch up on book club reading and/or work. It enhances reading skills and builds vocabulary. Students will view Martin Luther King Jr.’s “I Have A Dream” speech (for a second time) and be expected to annotate the text of the speech while doing so. This is important for students because annotating skills are necessary for analysis of text, and students will get practice looking for vivid language. The found poem assignment will also be introduced to students on this day, and students will be using MLK’s speech to create a poem. Through this assignment, students will practice making mental images, as well as creatively organizing words/phrases into a poem. The students have previously viewed this same speech the day before; however, viewing it a second time allows students to catch any information one may have missed the first time around and helps students focus on the annotation piece-- but also acts as a safety net for students that may have been absent yesterday. I am going to teach this topic now because Monday 1/21 was MLK day. We are also currently in the Civil Rights Movement unit. It’s important that students know about this time period/events/individuals because some of these conflicts still continue to reappear in today’s society. Students are also answering the following essential question at the end of the unit: How would the Civil Rights Movement have been different without your individual? (Although, students are taking a break from these projects this week). Agenda: -SSR -Re-watch/annotate video -Introduction to Found Poem Activity

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CEP Lesson Plan Form -Start creating Found Poems

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard) 7.2.3 Reading for all Purpose: Purpose, tone, and meaning in word choices influence literary, persuasive, and informational texts

https://www.cde.state.co.us/coreadingwriting/statestandards

Teacher Candidate Quality Standards CEP: CEPTC Quality Standard #1 Teachers demonstrate mastery of and pedagogical expertise in the content they teach.

Element a: Teachers provide instruction that is aligned with the Colorado Academic Standards, and their district’s organized plan of instruction. CEPTC Quality Standard #2 Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

Element a: Teachers foster a predictable learning environment characterized by acceptable student behavior and efficient use of time in which each student has a positive, nurturing relationship with caring adults and peers. Element b: Teachers demonstrate an awareness of, a commitment to, and a respect for multiple aspects of diversity, while working toward common goals as a community of learners. CEPTC Quality Standard #3 Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

Element c: Teachers integrate and utilize appropriate available technology to engage students in authentic learning experience. Element f: Teachers model and promote effective communication. Understandings: (Big Ideas) Students will understand how to look for key points and vivid language in a text. Students will also understand how to make mental images. Students will be able to annotate a text and write a found poem.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard) o

How do social injustices and inequalities impact history and current day events?

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CEP Lesson Plan Form o

What images come to mind as you read?

Evidence Outcomes: (Learning Targets) AND (Success Criteria) I can: Annotate a text and write a found poem. This means: I can look for vivid language in a text. I can creatively organize words and phrases into a poem.

List of Assessments: (Note whether the assessment is formative or summative) Formative Assessment: Effectively annotating “I Have A Dream” speech and sharing key findings Summative Assessment: Found Poem (created using “I Have A Dream” speech)

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CEP Lesson Plan Form

Planned Lesson Activities Name and Purpose of Lesson

Should be a creative title for you and the students to associate with the activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this lesson.

Approx. Time and Materials

How long do you expect the activity to last and what materials will you need?

Anticipatory Set

The “hook” to grab students’ attention. These are actions and statements by the teacher to relate the experiences of the students to the objectives of the lesson, To put students into a receptive frame of mind.  To focus student attention on the lesson.  To create an organizing framework for the ideas, principles, or information that is to follow (advanced organizers) An anticipatory set is used any time a different activity or new concept is to be introduced.

“I Have A Dream” Speech – Martin Luther King Jr. and Found Poetry

 

Writing utensil, highlighters Possible extra copies of speech, instructions for found poem is on the back page of this packet (handed out Tuesday) → Laptops for those that do not have a copy of speech and if there are no extra copies  “I Have A Dream” Speech – Martin Luther King Jr. https://www.youtube.com/watch?v=I47Y6VHc3Ms (17:28 min.)  Sample Found Poem Student Examples (physical copies) → poster paper and colored pencils/markers/crayons for those that finish typing poem “Think back to yesterday when we watched Martin Luther King Jr.’s “I Have a Dream” speech. What is it about Dr. King’s speech that resonates with people? Why after all these years do people still reference this speech?” -- (allow for student answers) Anticipated Answers: important voice in the American civil rights movement, activist, strong belief in non-violent protest, against segregation, led movement, assassinated, etc.

“How many of you can think of a song that comes to mind that really resonates with you. When you hear a song, you may think, ‘Wow I really feel that, these lyrics are so powerful!’ By a show of hands (I don’t need you to share specific examples, but just by a show of hands). Yes! So many of us have experienced this, and quite honestly, this is how much of society feels about Dr. King’s Speech. Martin Luther King Jr. uses such vivid imagery in his not only his “I Have a Dream” speech, but in all of his speeches—and that’s why he is so valued and referenced to. So today, we’re going to re-watch the speech with your copy of the speech in front of you, please follow along/listen, and annotate once more (meaning underlining specific lines of text that really resonate with you because you will be using these later today; so make sure you underline something).

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CEP Lesson Plan Form

How do you intent to engage your students in thinking during the Anticipatory Set? Why are you using it at this point in your lesson?

Procedures

(Include a play-by-play account of what students and teacher will do from the minute they arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List actual minutes.) Indicate whether each is: -teacher input -modeling -questioning strategies -guided/unguided: -whole-class practice -group practice -individual practice -check for understanding -other

The strategy I intend to use is: Reflection/Relating to the Student I am using this strategy here because: I want to bridge the connection between yesterday’s lesson and today’s. This will not only be a reminder for students, but also to provide purpose in studying this speech to this day. By asking students to think of song that resonates with them, this makes the question I ask more relatable, purposeful and comprehensible.  SSR: Students will read silently/independently (20 min.) INDIVIDUAL PRACTICE Interpersonal  “I Have A Dream” MLK Speech: students will take out their individual copies of this MODELING Tell students that we will re-watch the video and that they will need to continue/finalize annotations on this. Remind them to look for uses of vivid imagery in the speech.  Replay Video of Full Speech: (17:28 min.) MODELING https://www.youtube.com/watch?v=I47Y6VHc3Ms  Sharing Out: Ask volunteers to share some key things they noticed OR what passages stood out to them (5 min.) WHOLE-CLASS PRACTICE  Found Poem Directions (on last page of the speech): Specifically, using words/phrases from a text to create an original poem. Students will be using MLK’s speech to create their own found poems! (5 min.) TEACHER INPUT Linguistic, Musical/Rhythmic  Show Student Examples: This will visually allow students to see how others have structured/designed the poems (5 min.) MODELING/TEACHER INPUT Visual/Spatial Note: Encourage students to type out poem so that they can easily move/manipulate

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CEP Lesson Plan Form text. Once poem is completed, students can then begin creating poster with poem on it (students may type, print, and glue poem onto poster). Must be neatly done and large enough to be easily read. Must be neat/colorful/illustrated! Found Poem Due on Friday → NO NEED TO RUSH!  Learning Target Reflection: Ask students to briefly speak with table groups about this (30 seconds) Warn students that I will be drawing names, so one must think of something to say if their name gets called. Students will be answering the following learning target reflection questions: Why is it still important to listen to this speech over 50 years after it was officially delivered? (5 min.) QUESTIONING STRATEGY/GROUP PRACTICE/CHECK FOR UNDERSTANDING Interpersonal  Homework Reminder: (1 min.) TEACHER INPUT 1. Word Parts Worksheet #3/study 2. Book Club #5 due Thursday How do you intend to engage your students in thinking during the PROCEDURE? Why are you using it at this point in your lesson?

Closure

Those actions or statements by a teacher that are designed to bring a lesson presentation to an appropriate conclusion. Used to help students bring things together in their own minds, to make sense out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:

The strategy I intend to use is: Sharing Out and Annotating I am using this strategy here because: This strategy allows students to orally share thoughts and intriguing information after viewing a video and following along with text. Students will be annotating, meaning writing minor notes/comments; however, this is an opportunity to elaborate more on these findings. Students will not only be able to share burning ideas, but also to listen to perspectives of one’s peers. Learning Target Reflection: Why is it still important to listen to this speech over 50 years after it was officially delivered? (30 seconds first to talk in groups) (5 min. sharing verbally sharing answers)

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CEP Lesson Plan Form 

To cue students to the fact that they have arrived at an important point in the lesson or the end of a lesson.  To help organize student learning To help form a coherent picture and to consolidate. How do you intend to engage your students in thinking during CLOSURE? Why are you using it at this point in your lesson?

The strategy I intend to use is: to refer back to the learning target/thinking strategies, as well as have students complete a learning target reflection. I am using this strategy here because: it’s important for students to understand the importance of going over the learning target, success criteria, and thinking strategies. When making such connections, students will piece together parts to a whole and begin to independently guide one’s own learning.

Differentiation: Differentiation should be embedded throughout your whole lesson!! This is to make sure you have met the needs of your students on IEPS or 504

To modify: If the activity is too advanced for a child, how will you modify it so that they can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their emerging skills?

Assessment Reflection: (data analysis) How will you know if students met the learning targets? Write a description of what you were looking for in each assessment.

-For students that have completed reading for book club, they may work on book club document during SSR, rather than reading in preparation for Thursday. -Students will google MLK speech and follow along, making handwritten notes in place of annotating, if physical copy of speech is not accessible. -Students that finish creating (typing) found poem today may begin working on physical poster for poem. -For IEPS or 504 students, I can print and cut up (or highlight) key findings/quotes from the speech that students can plug into a found poem for those that are having trouble doing so individually.  Students read silently during SSR and participate in activities throughout the lesson.  Students can demonstrate understanding of the speech by creating a found poem from this.

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CEP Lesson Plan Form

 Students can identify key findings, make mental images and creatively organize words/phrases into a poem.  Students begin pondering the learning target/success criteria/inquiry question and share one’s thinking.  Students are attentive/annotating during video and use work time effectively and productively.

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CEP Lesson Plan Form

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