Tiered Activity and Lesson Plan Assignment Template Educ 424

Name: Tara Larsen Grade Level: 7th Grade Subject: Language Arts 1. Unit KUDo’s: Know:

Poetry Point Of View Stanza Connotation Denotation Intonation Level/Degree of Emotion Emotional Literacy Emotional Intelligence Interpersonal Intrapersonal

Understand: There are emotional complexities interwoven into the human experience. Accessing emotional literacy can benefit inter- and intrapersonal skills. There are many levels to emotion. A broader vocabulary base heightens understanding. Emotion words/biases can be found in writing through analyzing text.

Do: Identify emotion words placed in the text Summarize how the author feels Distinguish how words create a visual image Classify emotion words into their proper emotion Compare and contrast words of different connotations Analyze how the author’s work makes you feel

2. Tiered Lesson Scenario: Classroom atmosphere is a typical middle school atmosphere. Students are trying to express themselves; it’s a tumultuous time with great neural expansion

happening. Behavior may be erratic with the teacher trying to pinpoint the exact actions/reactions to why behavior is happening the way it is. It’s hard for the students to express their emotions without being able to label how they are feeling. However, some students have a better grasp of vocabulary and speech patterning then others. In fact, two ELL’s in the class struggle with language and three other students don’t have the neural maturity to understand abstract concepts. Two other students are already implementing complex vocabulary into their everyday lexicon, and one enjoys shifting through abstract models. Finally, another student already has a significantly higher EQ then the rest of the class. I want to work with them to expand their EI/EL, but need to find a way to cater to all readinesses levels. 3. Define/Explain the Tiers in your assignment or activity OR Define/Explain the Tiered Work Stations Tier/Station One: Straight forward poem with easier vocabulary words Tier/Station Two: Moderate poem with age appropriate vocabulary words Tier/Station Three: Ambiguous poem with more challenging vocabulary words

4. Copy/Paste the student paperwork required to complete the activities/ assignments Summary of small group assignment sheet that will be placed at each small group table:

Poems will be read separately.

Circle or highlight emotion words/phrases as you read along.

Once you have finished reading, go back through the poem to find a connection to

each of the emotions.

Come up with one overarching emotional state for the author/point of view.

As a group, discuss and share the words found.

Mark your group mates’ words in a different color or way in your copy of the poem.

Did your understanding change – this does not need to be written down.

As a group come to a conclusion on one overarching word, defend why it was

chosen by writing three sentences.

Write information and the supporting words/phrases into the Google Document.

Then answer the questions:

o (1) how do the words used create a visual image or feeling for the readers?

o (2) Look at your word charts. If you were to move up or down the scale in

choosing a new word, how would the meaning of the line/poem change?

Anger - Elizabeth Tyease Collins There he was positioned

in front of the reflection and through the eyes he senses the hint of anger. As he stares he yells,

hands clenched and his voice booming through the walls of his room. He yells at his stupidity and his insanity, of his depression

restraining him whole, he yells at the reflection that's in his way of what he really was. Every word he's yelled he's inflicted

on his kids, every drop of anger led from abuse he's installed upon marks of misery on his own flesh and blood.

He points a finger at this madman that stands before him pointing back, and tells him that he's nothing, that his anger is

overpowering everything that he use to be, that with all the people

Love Plain and Simple - Nicole

I get butterflies, every time,

You look at me, touch me, talk to me. Big cheesy smiles across my face, You fill that empty place, Deep in my heart,

Where it has been lonely for such a long while, I hope we never part Because if we did I don’t know if I could take it I’m giving you my heart Please don’t break it.

I don't think I've ever felt this way. Feelings for you come more and more each and every day, You know how to make me

smile I hate being away from you Even for a little while You're so sweet When I'm near you, my whole body fills with heat,

And I have an out of control heart beat. I can't control myself I can't help but want you all to myself. I can't think of enough words to explain,

My feelings for you are simple, they're plain. Do you understand what I'm trying to say?

Still I rise - Maya Angelou

You may write me down in history

With your bitter, twisted lies, You may tread me in the very dirt But still, like dust, I'll rise.

Does my sassiness upset you? Why are you beset with gloom? 'Cause I walk like I've

got oil wells Pumping in my living room. Does my haughtiness offend you?

Don't you take it awful hard 'Cause I laugh like I've got gold mines Diggin' in my own back yard.

You may shoot me with your words, You may cut me with your eyes, You may kill me with your hatefulness,

But still, like air, I'll rise. Out of the huts of

he should blame for his unhappiness it should be him….

*EDITED EXCERPT

Source:

http://www.poem hunter.com/poem/his-

anger/

I'm so glad we found each other I'm so glad we love one another. *EDITED EXCERPT Source: http://www.familyfriendpoems .com/poem/love-plain-and-simple

history's shame I rise Up from a past that's rooted in pain I rise I'm a black ocean,

leaping and wide, Welling and swelling I bear in the tide. Leaving behind nights of terror and fear I rise

Into a daybreak that's wondrously clear I rise Bringing the gifts that my ancestors gave, I am the dream and

the hope of the slave. I rise I rise I rise. *EDITED EXCERPT

Example of what would need to be on Google Doc:

Author’s Word Choice:

Overarching theme:

How do the words used create a visual image or feeling for the

http://www.poem/

readers?

Look at your word charts. If you were to move up or down the scale in choosing a new word, how would the meaning of the line/poem change?

EX of chart can be found at: https://3diassociates.files.wordpress.com/2013/ 03/the-anger-funnel-feelings-chart.gif

5. Lesson Plan Student Teacher: Tara Larsen Grade Level: 7th Grade Date: 24 October 2016

State Standard: LA 7.1.6.d Summarize, analyze, and synthesize a literary text and/or media, using key details to support interpretation of the theme LA 7.3.3.b Demonstrate awareness of and sensitivity to the appropriate use of words (e.g., stereotypes, connotations, subtleties of language) in conversation. LA 7.3.3.d Listen, ask probing questions, and interpret information being communicated and consider its contribution to a topic, text, or issue under study. LA 7.3.3.e Collaboratively converse with peers and adults on grade-appropriate topics and texts, building on others' ideas to clearly and persuasively express one's own views while respecting diverse perspectives. LA 7.4.1.a Locate, organize, analyze, evaluate, and synthesize information from print and digital resources to generate and answer questions and create new understandings.

Subject: English/Language Arts Name of Lesson: Establishing Emotional Literacy through Poetry

I. Goal: This class will learn to distinguish between different feelings, classify them appropriately, build interpersonal and intrapersonal understanding, and use emotional information to guide thinking so that the whole class can work towards extending to the next level in the emotional literacy model. (Haddon et al., 2005, p. 6) (Goleman1995, p. 11)

Required Adaptations/Modifications:

II. Objectives: Students will be able to… Identify at least seven emotion words placed in the text before conversing in their small groups. Classify the emotion words into their proper emotion by placing the terms within a chart. Summarize how the author feels by using the seven words they picked out and Defend why they chose that over arching emotion by writing a three sentence argument. Collaboratively converse with peers and adults during small group time in order to distinguish how words create a visual image by building on others' ideas to clearly and persuasively express their own views. Compare and contrast words of different connotations in their group discussion. Analyze in two sentences how the author’s work makes them feel.

Required Adaptations/Modifications: Have one example from their specific poem already written out on their direction sheet. Have a completed poem (not any of the three being analyzed in class) set out for them to view a finished product of the assignment.

III: Faith / Values Integration: The Christian church (including Luther!) has disregarded human emotion for years; there is a continuous push against emotion, seeing it as a weakness. Emotions are said to take us away from God’s will (St. Augustine). -BUT- Emotions are not a weakness; they are a gift from God. They are an integral part of the human experience. Even his Son, both God and man, showed and acted upon his emotions of anger, grief, and love. Emotions drive our learning and allow us to act. Without the emotion connections between the occipital lobe and the prefrontal cortex

Required Adaptations/Modifications:

(emotion/action bases) we cannot make decisions. God granted us the gift of choice, of reactions. However, we cannot use God’s gifts if we don’t take the time to understand the greatness of them. If we don’t take time to appreciate these complexities, we will not learn to treat ourselves and others the way God wants us to. Before we can even begin to do that, we must put names and expectations to our emotions. Therefore, emotional literacy/intelligence actually ties into your faith/values. IV. Integrated Technology: Write answers to the question on a shared Google Doc

Required Adaptations/Modifications: Certain people may be picked to write for their group

V. Materials: A set of printed poems for each group Any form of device that can connect to Google Docs Emotion Vocabulary Chart

Required Adaptations/Modifications: Poems may need to be printed with bigger font

VI: Procedure: A. Set / Hook: What are the stigmas about emotions? (Ex: big boys don’t cry, girls are more emotional, etc.) Emotions are important and are vastly underrated! *Paragraph from Faith/Value Integration will be stated* in here. B. Transition: We are going to begin to look at the complexities of emotion through poetry. C. Main Lesson: So what are emotional intelligence/emotional literacy? Students will be placed in three groups, each with a set of similar directions but different poems. Once students are seated we will pull out our portfolios and add in the important terms which will be written on the board.

Required Adaptations/Modifications: Less difficult word choices in my transitions Students with note taking troubles can have a printed list of definitions (vocabulary words not placed in – they will still have to write them)

Students will begin working in class on their assignment.

Poems will be read separately.

Circle or highlight emotion words/phrases

as you read along.

Once you have finished reading, go back

through the poem to find a connection to

each of the emotions.

Come up with one overarching emotional

state for the author/point of view.

As a group, discuss and share the words

found.

Mark your group mates’ words in a

different color or way in your copy of the

poem. Did your understanding change –

this does not need to be written down.

As a group come to a conclusion on one

overarching word, defend why it was

chosen by writing three sentences.

Write information and the supporting

words/phrases into the Google Document.

Then answer the questions:

(1) how do the words used create a visual

image or feeling for the readers?

(2) Look at your word charts. If you were

to move up or down the scale in choosing a

new word, how would the meaning of the

line/poem change?

D. Transition: Let us review what each group found out! E. Conclusion: What overarching emotion did each group find? *Write on board* What examples led you to this conclusion? *Write on board* Remark on some of the words chosen. Introduce assignment. Ask for any remaining questions. Exit ticket: Students will write two sentences about their own viewpoints of the poem and how it made them feel. VII. Assessment: Required

I will asses student participation with the small group instruction prompt as well as observing their responses in their small groups (Participation does not mean the student talked 100% of the time. Participation means the student will respond to group discussion through expressing their own views and respecting their group members’ views and time to talk). Each group of students will demonstrate awareness of and sensitivity to the appropriate use of words by investigating and sharing information on a Google Document. I will check their work and analyze if they understood the prompt. Students need to have labeled and distinguished the author’s emotions with 100% accuracy. Students must also have written two sentences about their own viewpoints of the poem and how it made them feel on their exit ticket.

Adaptations/Modifications: Certain people who I know are good writers may be picked beforehand to type for their group

VIII. Assignment: Based on their own childhood/current memories, students will use the list of words or phrases found in their poem or other groups’ poems to create their own “feeling poem” (refer to lists by accessing the Google Doc). Students should use at least two words/phrases from one poem set in their own poem. Students may also use their emotion vocabulary set to find more terms.

Required Adaptations/Modifications:

IX. Self-Evaluation: Going over the assignment and assessment to see what students are struggling or excelling at (EL/EI). Can I teach it better? How do I reach the struggling students? How do I keep the excelling students engaged?

X. Coop’s Comments: N/A