Diversity and Individuality within Poetry Lesson Plan
Your Name: Ashley Sack Grade Level: Sixth Grade Date: 2-19-13
MT: Mrs. Pam Switzer School: Sheridan Road Elementary School
1. Overall lesson topic/title: Diversity and Individuality
2. Common Core State Standard (CCSS):
Common Core Standard:
10. By the end of the year, read and comprehend literature, including stories, dramas, and
poems, in the grades 6–8 text complexity band proficiently, with scaffolding as needed at the
high end of the range.
Matching GLCE: R.CM.06-08.03 Analyze global themes, universal truths, and principles
within and across texts to create a deeper understanding by drawing conclusions, making
inferences, and synthesizing.
3. Develop one or two objectives that are specific to your interpretive discussion.
o Performance: Students will be able to synthesize and discuss the theme and
meaning of given poems. Students will be able to write their own “I Am”
individual poem.
o Conditions: Students will be able to participate in whole-class discussion about
the themes and life-connections of given poems and work individually to
complete their own “I Am” poem in a quiet classroom setting.
o Criterion: Each student must verbally participate at least once during the
discussion. Each student is required to respond to their classmate and to provide
their own idea or question for whole class discussion at least once. Each student
will complete all parts of “I Am” poem and will turn in by end of learning hour.
4. Materials & supplies needed:
Materials: One copy of “The Crayon Box that Talked” for each student, one copy of “ I Am
Diversity” poem for each student, one copy of “I am” poem for each student to fill out, writing
tools and materials, my copy of “I Am” poem already filled out, description page of what “ I
Am” poem includes, “I Am Diversity” poem copy to read aloud.
5. Briefly describe your target student and the learning and/or participation challenges
s/he faces that may require academic, social or linguistic support during the lesson.
My target student is a student who is quiet and does not participate in discussion. Learning
challenges this student faces are synthesizing and thinking critically about information as well
as trying to verbalize what he/she is thinking. Participation challenges this student faces are
having a voice in small group and large group discussion. There are many barriers of language
for this student as well. It is hard for the student to understand verbal discussion. Academically,
this student may need support in elements of poetry and synthesizing readings. Socially, this
student may need support in knowing when and how to participate in verbal discussions.
Linguistically, this student may need vocabulary supports and explanations of phrases and
vocabulary.
Procedures and approximate time allocated for Pre-Reading, Academic, Social
During Reading, Post-Reading, and Post-Assessment and/or Linguistic
Support during each
PRE-READING: make participation norms explicit, elicit event for one target
background knowledge, develop interest, set purpose (8 minutes) student
Clarify
• Make participation norms explicit vocabulary and
How will you prepare the children to participate according to meaning
your lesson objectives? Look directly at
I will explain to students that first; we are reading a poem student
and discussing what it may mean to us. Then, we will Repeat what
watch a digital form of poetry and learn about “I am” other students
poems. Last, we will be writing our own “I am” poems. are saying in
Explain conversation norms: eye contact, raise hand if you different words.
want to speak, no interrupting or whispering about other Ask for
students, turn in your card for your participation, phrases clarification
such as “ I agree” or “I disagree”, make arguments for from students
what you say and refer to texts to back up your ideas with who are
evidence. speaking.
Read title, introduce what it might be about, and then talk Read all writing
about possibilities for meaning. out loud
List ways you will help them understand behavior and
participation expectations during the lesson.
During reading, behavior is quiet in chairs and listening to
speaker.
Students are to close their eyes and think about what this
poem might mean as a larger “extended metaphor”.
As I stop periodically throughout reading, students will
raise their hands to answer or ask questions.
As class discussion continues, students will raise their
hand to answer next but will look at and speak to their
peers.
Students will make a comment about their peer’s comment
and then add their own insight or ask their own questions.
• Introduce the text: List what you will say/ask to activate
children’s background knowledge (e.g., brainstorming, quick
write, KWL). How will you help students understand the
purpose of the lesson? List what you will say to motivate them
to become engaged in the lesson.
I will elicit students responses about what they think
“metaphor” means. Then, I will explain to students what
the word metaphor means.
I will talk to students about what an extended metaphor is
and how it can look and sound inside literature such as
poetry.
We will discuss what diversity means and what tolerance
and acceptance mean as well.
We will talk about one of the purposes of poetry: to
express emotions and messages such as diversity and
tolerance as well as to express oneself
I will motivate students by explaining the importance of
using multiple ways to express oneself because we do not
all do it in the same way. Some of us use writing, song,
and poetry.
DURING READING: Model how to engage with the text (e.g., Clarify
use of reading strategies and analytic thinking process, inserting vocabulary
vocabulary support, comments and questions to support and and meaning
extend comprehension and interpretation) (15 minutes) Look
directly at
• During Reading: student
How will you read the text? Repeat what
First, I will read the text and have students close their eyes other
to listen and visualize. Then, around the u-shape of their students are
desks, students will take turns reading up until the end saying in
punctuation sign. different
List examples of what you will say to model how to engage in words.
higher level thinking about text: analytic thinking and Ask for
interpretation; particular reading strategies (e.g., clarification
visualizations, inferences, verifying predictions); fro m
Throughout the second reading of the text, I will have students
students stop to make inferences about what they believe who are
the poem means up until that point and how they can speaking.
connect this meaning to their own lives and the topic of Read all
diversity and tolerance. writing out
Students will also visualize parts of the poem and what loud
they may be like in a real-world setting outside of the
poem.
I will ask questions such as: How do you think this relates
to people? Does this compare to situations we experience
in our own lives? How does individuality and uniqueness
play a role in this poem’s overall feel?
POST-READING ACTIVITIES AND DISCUSSION: Generate Clarify
ideas and provide scaffolding to facilitate a follow-up whole-class vocabulary and
discussion (15 minutes) meaning
Look directly at
• Brief After-Reading Activity Leading to Follow-up student
Discussion: What will you say to elicit student comments, Repeat what
encourage interpretation, and to encourage students to talk to other students
each other? How will you provide opportunities for all are saying in
students to generate and express their ideas (e.g., different words.
brainstorming, quick write, think-pair-share, return to K-W- Ask for
L) in preparation for a whole-class discussion? If applicable, clarification
indicate when/how will you distribute supplies and materials. from students
I will distribute the “crayon box” poem to each student as who are
well as read it aloud. speaking.
Students will think-pair-share what they thought about the Read all writing
poem. out loud
Each student will be facing each other in a u-shape with
their desks (if teacher permitted). I will begin with
comprehension questions, vocabulary help, and
clarificiation of words or phrases. But, I will not answer
those questions. I will form them as questions and allow
students to respond. One by one, while raising their hand,
students will respond to each other’s comments. They will
either say, “I agree with you and I also feel that” or they
will say, “I seemed to look at this in another way”.
I will then distribute the “I am Diversity” poem to each
student and we will deepen our discussion through this
poem.
I will then distribute the “I am” poems and give
instructions on how to go about completing them. Students
will be given “I Am” poems with each line starting with a
phrase the student will finish. There is a blank on each line
for students to fill in. I will also have a copy of the “I Am”
lines, which I will read aloud and then give a description of
what they may want to write in that line. I will also
verbalize an example of how I filled in that line on my own
“I Am” poem. This way, students will have an idea of what
each line should include. (RED=REVISION FROM
DRAFT)
• After Reading Follow-up Discussion: What will you say to
launch a whole-class discussion to encourage sharing of ideas,
questioning, and interpretation? What prompts will you use to
encourage interaction among students? List potential
questions that will prompt higher level thinking, and indicate
parts of the text that you may want to revisit or examine more
closely.
I will use prompts such as, “can anyone agree? Or does
anyone have any additional thoughts on that?”
Where do we see evidence of extended metaphor?
What is the author saying here? What does the author
really mean?
How can we apply this to our lives?
Is there anything to be learned from this poem?
Who has something to say about….
What do you think of?
Why do you think x did y
Would you do the same thing? Why or why not?
• Bringing closure
We will wrap up by watching and quickly reflecting on
comparisons and contrasts of a digital poem with a similar
theme.
POST-ASSESSMENT: gather evidence to evaluate the extent to Clarify
which your students met the stated objectives for the lesson vocabulary and
Students will participate in writing their own “ I am” meaning
poems. Directions are above. Look directly at
student
(10 minutes) Repeat what
other students
are saying in
different words.
Ask for
clarification
from students
who are
speaking.
Read all writing
outloud
LESSON MATERIALS:
The Crayon Box That Talked
by Shane DeRolf
While walking in a toy store,
The day before today,
I overheard a crayon box,
With many things to say…
‘I don’t like Red!’ said Yellow.
And Green said, ‘Nor do I!
And no one here likes Orange,
But no one knows just why.’
‘We are a box of crayons
That doesn’t get along.’
Said Blue to all the others,
‘Something here is wrong!’
Well, I bought that box of crayons,
And took it home with me,
And laid out all the colors,
So the crayons could all see.
They watched me as I colored
With Red and Blue and Green,
And Black and White and Orange,
And every color in between…
They watched as Green became the grass,
And Blue became the sky,
The Yellow sun was shining bright,
On White clouds drifting by,
Colors changing as they touched,
Becoming something new.
They watched me as I colored.
They watched till I was through.
And when I’d finally finished,
I began to walk away.
And as I did, the crayon box
Had something more to say…
‘I do like Red!’ said Yellow.
And Green said, ‘So do I!
And, Blue, you were terrific,
So high up in the sky!’
‘We are a box of crayons,
Each one of us unique.
But when we get together,
The picture is complete.’
I Am Diversity, Please Include Me
I ‘m present in every place you go
Depending on your lens I’m friend or foe
I’m a force to be reckoned with
Like the winds of change I move. I’m swift.
I’m present when two or more are together
If embraced I can make the good even better.
I’m not limited to age, gender, or race.
I’m invisible at times and yet all over the place.
Don’t exclude me due to a lack of knowledge
Welcome me like the recruit fresh out of college.
Let me take my seat at the table
Even though I may be differently able
My experience, my passion the authentic me
Can help add value for your company.
Learn about me; improve my underrepresentation
And I can provide a competitive edge to your entire nation.
I exclude no one I am strengthened by all
My name is Diversity and yes I stand tall.
Recognize me and keep me in the mix
Together there’s no problem that we can’t fix.
I am your best hope towards true innovation
And to many, I reflect hope and inspiration.
Your lives and companies will continue to change
Thus the need for Diversity and Inclusion will also remain.
Do all that you can to truly embrace me
And experience life’s fullness totally
I’m the thought lurking behind the unfamiliar face
I’m the ingenuity that helps your team win the race.
I’m the solution that came from the odd question that was asked.
I stand out in the crowd when I, Diversity, am allowed to be unmasked.
I’m diversity embrace me and we’ll journey far.
I’m Diversity include me and we will reach the shining star.
Coupled with Inclusion our lights burn longer
Together we are smarter, better and stronger
I am Diversity
Yes, that’s me
Charles Bennafield
I Am
I am the color _____________________________
I am _______________ and ___________
_______
I wonder _________________________________
I want ___________________________________
I want to change the world by _________________
I am _______________ and __________________
I pretend _________________________________
I feel ____________________________________
I worry __________________________________
I cry _____________________________________
I laugh___________________________________
I am ____________________________________
I understand ______________________________
I don’t understand _________________________
I say ____________________________________
I dream __________________________________
I try ___________________________________
__
I hope ___________________________________
I am _____________________________________
I am the color _____________________________
I Am
I am the color (name a crayon color that describes you)
I am (two special characteristics)
I wonder (something you are actually curious
about)
I hear (an imaginary sound)
I see (an imaginary sight)
I want (an actual desire)
I want to change the world by (how do you want to
change the world?)
I am (the first line of the poem restated)
I pretend (something you pretend to do)
I feel (a feeling about something imaginary)
I worry (something that really bothers
you)
I cry (something that makes you very sad)
I laugh (something that makes you smile or laugh)
I am (the first line of the poem repeated)
I understand (something you know is true)
I don’t understand (something you don’t
understand)
I say (something you believe in)
I dream (something you actually dream about)
I try (something you make an effort to do)
I hope (something you actually hope for)
I am (the first line of the poem repeated)
I am the color (repeat the crayon color you chose
above)
