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Title-
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| Cultural Awareness "Where I'm From" and "Where We Are From" poems |
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Background-
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Bellwork:(Vocabulary)and "To make you think" question for students to respond.
"Where we are From" Poem-Graphic Organizer
"Were I am From"-Graphic Organizer
Example "Where I Am From" Poems.
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Expected Outcome Of This Lesson Plan-
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1. For students to have a better understanding of their Classroom Cultural composition.
2. To shed some light on the "Minority" cultures within the classroom
3.For students to become better acquainted with their own cultural and ethnic backgrounds. |
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Teacher Objectives-
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1.Learn Poetic Terms and devices.
2.Learn how to construct a Poem with examples of the poetry terms defined in bell work.
3. Students will practice public speaking skills by performing, read out loud poems, during poetry slam.
4. Student will be introduced to the various cultural differences in the class room. |
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Resources-
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1. You will need an Elmo with laptop, or computer access.
if not computer or Laptop access then the blank graphic organizer will work.
Or a projector with transparencies and wet erase markers.
2. A copy of the graphic organizer for each student.
3. example "Where I'm From" poems- can be handed out to each student or printed on transparencies or placed on Elmo for class to see.
4. a transparency or copy of graphic organizer for "where are we from" classroom poem.
5. transparency, or printed version of written on the board copy of Bellwork
assignment.
6. A Dictionary for each student. |
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Teaching Methods-
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1. Lesson Introduction-
Bellwork: (5-10 min)
1. Vocabulary:
1. Symbol
2. Stanza
3. Rhythm
4. Rhyme
5. Onomatopoeia
6. Metaphor
7. Image or Imagery
8. Free verse
9. Couplet
10. Blank verse
2. "To Make You Think Question" : "When was the First time you can remember noticing race?"
a. Students are to write at least a 1 paragraph response in there Journals.
3. Allow students to share their answers to the "t Make You Think" Question
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2. Lesson Progression-
1. Read aloud the examples of the the "Where I'm from' Poem with class or to the class.
2. Introduce the "Where we are from" Activity.
a. as a class we will be constructing a 'where we are from" poem like the ones read aloud.
b. This poem will be reflection of our classroom's collective cultural identity (or ethnicity).
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3. Guided Practice-
1. The teacher is to go through each section of the graphic organizer inserting lines and ideas that come from the students.
a.Each student has to contribute at least one line to the poem.
3. Once the Graphic organizer is done, together as a class construct the final version of the poem.
4. read poem out loud.
*idea*: write the poem on a big poster board and later in the semester, if time permits, have students decorate it and hang it somewhere very viable in classroom.
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4. Student Practice-
1. Hand out to each student a blank copy of the Graphic Organizer.
2. Ask student to work on the graphic organizer for the remainder of the class.
a. Make students aware of the fact that they have to have at least one 2 examples of one of their vocabulary words defined during Bellwork.
b. if student finish graphic organizer before class is finished they can begin the first draft of their "where I'm From poem"
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5. Learner Accommodations-
1.ELP and ELL students will be able to contribute to the poem in their native Language.
2.Students that need more time to complete this assignment will be able to have as much time they need, given that they can take it home for homework.
3. during Independent practice students can work in pairs giving ELL and ELP students the chance to bounce back ideas and help formulate their thoughts. |
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6. Assessment-
1. Teacher is to walk around classroom looking over student's shoulders to check each students understanding of the assignment.
2. Teacher will answer questions as they are asked by the student.
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7. Lesson Closure-
1.5 Min. before the bell rings, let students know that the final draft of the "Where I'm From" poem is due tomorrow and that the class will be having a poetry slam the next day.
a. Everyone will have to share their poem and they will receive anywhere from 1-5 extra points on the assignment for sharing. |
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Measuring Student Progress-
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1.Each student will turn in:
a. Completed Graphic organizer
b. Completed "Where I Am From Poem"
C.*optional*- Reflection of what they learned during this process, Both "Where We Are From" and "Where I'm From" poems.
2. the Total assignment is worth 50 pt.
a. Graphic organizer 25 pt
i. A- 5 or more lines per section of the graphic organizer. Neat legible hand writing. 3 evidences of intention to use vocabulary word examples.
ii. b- at least 4 lines per section. legible hand writing. 2 evidence of intention to use example of vocabulary word.
iii. C- 3 lines per section of Graphic organizer. legible Hand writing. Only 1 piece of evidence showing intent of use vocabulary example.
iv. D- only 2 lines per section of graphic organizer. Semi legible handwriting. No evidence of intent to use vocabulary example.
v. F- Only one line per Graphic organizer section. Illegible. no evidence of intent to use vocabulary example.
b. "Where I'm From" Poem (25)
i. A- have more than three vocabulary examples. Has more than 1 vocabulary word exemplified in poem. Each Example is Highlighted. Shows above average creativity. ex: drawings and decoration of paper. Has more than 7 well developed stanzas.
ii. B- Has at least 2 vocabulary examples. Has at least one vocabulary word exemplified in poem. Each Example is highlighted. Shows average creativity. ex: drawings and decoration of paper. Has 4-5 well developed stanzas.
iii. C- Has at least 1 vocabulary examples. Example is highlighted. Shows some efforts at creativity. ex: drawings and decoration of paper. Has 4-5 well developed stanzas.
iv. D- Has 1 mediocre vocabulary example. The example is highlighted. Shows no effort at creativity. Has 3-4 well developed stanzas.
v. F-Has 1 mediocre vocabulary example. The example is highlighted. Shows no effort at creativity. Has 3-4 well developed stanzas.
c. Extra Credit.
i. students can receive extra credit for performing their poems the next day during Poetry Slam.
ii. one paragraph reflection of what they learned about their classmates' cultures and of their own.
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