LESSON PLAN

TITLE: _____Color Poem______

GRADE LEVEL __7 - 8__

COMPOSITION OF CLASS: Male_____ Female_____ Total_____

Number of Special Needs Students ELL_____ 504_____ IEP_____

UNIT GOAL: Students will think about a color in terms of the five senses and create a poem with illustrations.

PASS OBJECTIVES FOR THIS LESSON:

English

Standard I: Vocabulary - The student will expand vocabulary through word study, literature, and class discussion

.

3. Idioms and Comparisons - Identify and explain idioms and comparisons, such as analogies, metaphors, and similes, to infer the literal and figurative meanings of phrases.

a. Idioms: expressions that cannot be understood just by knowing the meanings of the words in the expression, such as the apple of his eye or beat around the bush.

b. Analogies: comparisons of the similar aspects of two different things

c. Metaphors: implies comparisons, such as, The street light was my security guard.

d. Similes: comparisons that use like or as, such as A gentle summer breeze feels like a soft cotton sheet.

SPECIFIC LESSON OBJECTIVES:

1) Brainstorm using the five senses to describe a color

2) Produce a color poem using similes and metaphors

3) Showcase the poem and create art to their writing

PREASSESSMENT OF STUDENT KNOWLEDGE:

Have a discussion about similes and metaphors and the five senses.

1. Introduction/Set Induction/Hook

Have each student blindly pick one crayon from a bag.

2. Instructional Procedures

I. Produce a color poem using similes and metaphors

1) Begin by discussing similes and metaphors and the five senses

II. Brainstorm using the five senses to describe a color

2) With the crayon the student picked, have them brainstorm the senses

(using the brainstorming page)

III. Showcase the poem and create art to their writing

I. Produce a color poem using similes and metaphors

3) After brainstorming each student can use the paper and crayons and markers available to produce their poem

Adjustments/Adaptations

Working one on one with students that need additional help while the other students are working on their own.

3. Closure/Summary/Representation

Allow students that wish to, to read their poem out loud.

4. Evaluation/Assessment

Students will be given a participation grade for creating a poem.

5. Resources and Materials

Crayon assortment

Black bag

Brainstorming page

Paper

Markers and crayons

6. Supplementary/Enrichment Activities

Students that get done fast can choose a second crayon and try creating a second poem.

7. REFLECTION: This part of the lesson plan should be completed once the lesson has been taught and appropriate assessment data collected.

a. To what extent did students learn what you intended? What is the evidence?

I think that the students got the idea of thinking about a color in a different way. I was really impressed by the product of the poems.

b. Did you do anything differently than what you planned? If so, why?

Yes I had to have the students brainstorm on their own paper and many of the students were not prepared to have their own materials. I also had to restructure the way I explained the directions and the example after the first hour because some of the students were not understanding my directions.

c. If you were going to teach this lesson again, what would you do differently? Why?

Yes. I think I would spend more time one having the students thinking figuratively instead of literally. “The crayon smells like wax” was something I had to deal with a lot.

d. Identify a group or individual who did well with the lesson. Based on the data, how would you account for this? (attendance, reading levels, ELL, …) What might you do in the future to ensure their continued success?

The girls by far were able to think emotionally and figuratively. The girls really enjoyed the creative aspect of the assignment.

e. Identify a group or individual who had difficulty with this lesson. Based on the data, how do you account for this? What interventions could you use to help the students achieve lesson objectives?

Many of the boys had trouble getting past the literal sense. They couldn’t get past the idea of coloring wasn’t cool. And I think that since I am not a constant figure in the class many of them wanted to see how far they could push before they would get in trouble. I really tried placing myself in places in the classroom so that they would be discouraged to act out and stay on task.