Sharonda Walker EDBE 5453

 The purpose of this lesson is to develop reading acquisition and comprehension through poetry.  The students will identify the characteristics of different types of poetry.

Content Objectives  The students will identify the characteristics of different forms of poetry.  The students will explore the author’s use of sensory language in poems and use it to visualize the poems.  The students will write responses to poetry that include the characteristics of different forms of poetry and how they create imagery.  The students will write an ad with sensory details and use appropriate conventions of rhyme, meter, and patterns of verse.

 The students will be able to identify, describe, produce and recall sensory language in the poem.  The students will be able to imagine and create imagery.  The students will listen for and identify key vocabulary in the poem.  The students will discuss the author’s purpose and point of view.

Acquisition and learning strategies:  The teacher will review what language the students have acquired (acquisition).  After discussing Thanksgiving, the teacher will allow the students to discuss facts through small group discussions (monitor).  At this stage ( in their age and grade), the students should be able to use basic language to communicate (natural order).  While learning new Thanksgiving terms, the students will act out and/or make a word wall chart (input).  The teacher will motivate the students by allowing them to use the new language in a persuasive Thanksgiving ad and acrostic (affective filter).

§ English Language Arts and Reading (2) Reading /Beginning Reading/Strategies: A-use ideas to make and confirm predictions; B-ask relevant questions, seek clarification, and locate facts and details about stories and other texts, and support answers with evidence from text; (3) Reading /Fluency-students read grade-level text with fluency and comprehension. (6) Reading/Comprehension of Literary Text/Poetry-students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. (10) Reading/Comprehension of Literary Text/Sensory Language-students understand, make inferences and draw conclusions about how the author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.

(12) Reading/Comprehension of Informational Text/Culture and History- students analyze, make inferences, and draw conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. (21) Writing/Persuasive Texts-students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. (29) Listening and Speaking/Listening: students use comprehension skills to listen attentively to others in formal and informal settings; A-listen attentively to speakers, ask relevant questions, and make pertinent comments.

§74.4. English Language Proficiency Standards (1) Cross-curricular second language acquisition/learning strategies-the ELLs uses language learning strategies to develop an awareness of his or her own learning process in all content areas. A-uses prior knowledge and experiences to understand meanings in English; C-use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary; E-internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment. (2) Cross-curricular second language acquisition/listening-the ELLs listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas.

(2) C-learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions; D-monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed; E-use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language; G-understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar; H-understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations; and ;

I-demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs. (4) Cross-curricular second language acquisition/reading- the ELL reads a variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment. C-develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom material; F-use visual and contextual support and support from peers and teachers to read grade-appropriate content area text, enhance and confirm understanding, and develop vocabulary, grasp of language structures, and background knowledge needed to comprehend increasingly challenging language;

G-demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs; H- read silently with increasing ease and comprehension for longer periods; I-demonstrate English comprehension and expand reading skills such as demonstrating understanding of supporting ideas and details in text and graphic resources, summarizing text, and distinguishing main ideas from details commensurate with content area needs.

(5) Cross-curricular second language acquisition/writing- the ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. A-learn relationships between sounds and letters of the English language to represent sounds when writing in English; B-write using newly acquired basic vocabulary and content-based grade-level vocabulary; C-spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired.

1. The teacher and students will read the poem, Thanksgiving: A Day of Thanks, by Kelly Hashway. 2. The teacher and students will identify and review key vocabulary from the poem. 3. The students will complete a reading comprehension worksheet about the poem. 4. The teacher and student will review author’s purpose and point of view. After review, the students will complete an author’s purpose and point of view worksheet. 5. The students will construct a Pilgrim and glue the Pilgrim onto construction paper. 6. The students will write a Thanksgiving ad encouraging others to move to America. 7. The teacher and students will review acrostic poetry. 8. The students will create a Thanksgiving acrostic poem.

1. The teacher and students will identify and review key vocabulary from the poem. (Informal). 2. After discussing Thanksgiving, the teacher will allow the students to discuss facts through small group discussions. (Informal). 3. The students will complete a reading comprehension worksheet about the poem. (Formal) 4. The students will complete an author’s purpose and point of view worksheet. (Formal). 5. The students will write a Thanksgiving ad encouraging others to move to America. (Informal). 6.. The students will create a Thanksgiving acrostic poem. (Formal).

 The teacher should provide lessons and activities that will allow their students to be effective speakers, readers, and writers.  Language learners must be exposed to the new language in order to acquire it.  The teacher should be patient and understanding throughout the language acquisition process.  The teacher should make the language learning process as comfortable as possible for the students in order for them to be motivated and encouraged to develop their language skills.