Learning through Play Lesson Example

English Lesson Plan Template

University of Mary Washington

Title: Hands-On Poetry

Grade Level: 6th

Time Frame: 75 minutes+ an additional 30 minute revision period the next class

Designed by: Maddie Reilley, Tinkercad

Materials: Paper, Pencils, laptops, Tinkercad

Essential Questions/ Big Ideas:

VA SOLS:

6.4 D) Identify and analyze the construction and impact of figurative language.

6.5 G) Identify the characteristics of a variety of genres.

6.8 G) Use correct spelling for frequently used words.

6.9 F) Demonstrate ethical use of the Internet.

Computer Science SOL

6.1 The student will design projects that combine hardware and software components to collect and exchange data.

Learning Outcomes/Objectives:

Knowledge Outcomes: (Students will know...)

· Students will know the definition of a concrete poem

· Students will know the purpose of metaphors, similes, personification, alliteration, and imagery.

· Students will know the function of Tinkercad.

Skills/Process Outcomes: (Students will be able to...)

· Students will be able to utilize figurative language in a poem.

· Students will be able to define metaphor, simile, personification, alliteration, and simile.

· Students will be able to operate Tinkercad.

Concept Outcomes: (Students will understand that...)

· Students will understand that writing is a form of self-expression and interpretation.

· Students will understand that figurative language can be used to carry meaningful messages.

· Students will understand that technology can be used to create a higher level of understanding.

Assessments:

Formative Assessments:

Monitoring student progress while they are creating their poetry.

Asking questions to determine students’ level of comprehension during the task.

Giving students the following class to do a poetry café, in which they read what they wrote out loud to the class and present their 3D model if they choose.

Summative Assessments (this will typically occur at the end of a unit of instruction, so this may involve questions that will be on the summative assessment or the corresponding aspect the final project that matches the content of this lesson): For this current lesson, there would not have been a significant summative assessment administered, but in my own classroom, I would have made it suitable for this activity to lead to a summative poetry unit in which they would define key poetry terms and interpret a poem with short answers responses.

Activities/Procedures (in bold, before each step, list the purpose of the step. This might include hook the students’ interest, introduce key concepts, extend student knowledge, transition, etc. Models of instruction dictate certain steps as well):

1. Preparation: (10 minutes) Before class, ensure that the laptops are fully charged, as well as ensuring that Tinkercad is functioning properly. These laptops will then be passed out before students enter.

2. Transition: (2 minutes) Students will enter the classroom, and settle into class, logging on to the computers.

3. Hook: (7 minutes) Students will complete the journal entry following the prompt on the slideshow, which is in response to a concrete poem, “Poetry is all about representation. What do you think this poem represents?”

4. Response (2 minutes): Students will then be asked to share their answers, as differences between the answers are highlighted.

5. Transition (3 minutes): Students will be instructed to put away journals, log on to Tinkercad, and create a new project.

6: Provide instruction (5 minutes) Students will be instructed to follow the Tinkercad tutorial, and investigate the site.

7: Evaluate: (10 minutes) The students will proceed to explore the 3D model program, asking any questions and also troubleshooting any issues with the site..

8: Provide Instruction (5 minutes) Students will then be instructed to now take out a piece of paper and prepare to begin the construction of their own poem, first on paper.

9: Transition: (3 minutes) The class will then gather the materials necessary to create a rough draft of their poem.

10: Introduce key concepts: 12 minutes Students will be shown a slideshow, reviewing key figurative language, as well as a definition of concrete poetry. They will also be given the example 3D model to examine.

11: Provide Instruction (3 minutes) Students will view instructions for the remainder of the assignment on the board. “Create a concrete poem that physically represents an object or idea. This poem should have at least 10 lines and contain 2 examples of figurative language. After creating your rough draft on paper, you will then create a 3D model of your poem using Tinkercad.

12: Evaluate: (23 minutes) Students will be given time to write their poems, allowing for questions to be answered and for their progress to be viewed as the teacher asks her own questions to measure the students' level of understanding.

13: Summarize: (5 minutes) Students will review with the class what they learned about today, defining each type of figurative language (whether that be with an example or the exact definition) and the use of Tinkercad to create a physical concrete poem.

14: Preview (2 minutes) Students will be told the activities of the next class, which include opportunities to receive feedback on their poems, which are due by the end of next class in order for them to be printed, so they will have the opportunity to share the poems with their class.

15. Transition (2 minutes) Students will then turn in their rough drafts and laptops and clean up their things in preparation for heading to their next class.