Lesson Plan For Rime Of The Ancient Mariner 242ke

Baker College Teacher Prep Lesson Plan Form Unit:

Lesson Title:

Grade/Period:

CCSS or State Standards: CE 3.1.1 CE 3.3.1 CE 1.5.1 Resources and Materials: Vocab quiz, Notes from the poem, magazines, scissors, glue, paper

“Rime of the Ancient Mariner” Timeline

10th grade English

Objective:

I can: use visual expression to describe a poem.

What students will know and be able to do stated in student friendly language (use Bloom’s and DOK levels for higher level thinking objectives)

Essential Question(s): Over-arching questions of the lesson that will indicate student understanding of concepts/skills What is it you want the students to learn/know? Why?

Can you interpret a poem and recreate a visual summary of the poem? Can you recognize key literary elements in poetry? Upon completion of a close reading, can you draw meaning from a piece of literature?

Inclusion Activity: Describe an activity that will ensure that all students and their voices are included at the beginning of the lesson.

Sequence of Activities: Provide an overview of the flow of the lesson. Should also include estimates of pacing/timing.

The inclusion activity will be done independently, but each students’ voice will be heard through their reflection in a reading log. The inclusion activity will be for students to read a piece of literature (of their choosing) and then reflect on what they read. 15 minutes- Students will engage in independent reading and reflection and will reflect on their reading in their reading logs. 20 minutes- Students will complete their weekly vocabulary quiz on Latin roots and words comprised of Latin roots. 38 minutes- Students will create a timeline using nonlinguistic representation to summary the poem “Rime of the Ancient Mariner”. I have created an example of how they might choose to create their timeline. I will use this as a tool to give them a visual idea of what I am expecting. I also created a rubric that is attached to this lesson plan, but is typed up as a word document and will be ed out to each student. I will go over the directions before they begin their project. The students will work with their partner to create the timeline. The timeline will have two main highlights or images from each of the seven parts of the poem. Students have been

Baker College Teacher Prep Lesson Plan Form documenting important visuals about the play at the end of every day so that they will have some ideas to refer to as they are developing their timeline. This project will probably not be complete by the end of the hour; which means that they will have to finish the project on Monday. Once the projects are complete, students will do a quick presentation of their timelines. Instructional Strategies: Research-based strategies to help students think critically about the concept/skill

The research based strategies that I am using for this lesson plan come from Marzano’s instructional strategies. 1: Cooperative learning will be used when the students create their timelines. 2: Summarizing and graphic organizing will be done by having the students synthesize the images and literary elements in the poem to create a timeline.

Assessment: List both formative and summative assessments that you will use to assess student understanding. Formative assessments are given during instruction (check for understanding), summative are after completion of instruction (how will you grade – quiz, test, project, paper, presentation, demonstration, etc.).

Formative: 1: Non-formal formative assessment will be done when I give instructions for the project because I will have to check for understanding and make sure that the students understand the task at hand. 2. Non-formal formative assessment will also be done on a one-on-one basis during the allotted time for the students to create their timeline. I will be going from group to group and assessing their understanding of the project and their progress toward the final product. Summative: The timeline is a minor summative assessment to assess how well the students can convey meaning in literature through visuals and to assess their ability to interpret and make meaning out of the literature that they are reading.

Differentiation: Describe who will need additional or different during this lesson, and how you will them. Differentiated instruction could include testing accommodations, preferential seating, segmented assignments, a copy of the teacher’s notes, assignment notebook, peer tutors, etc.

Summary, Integration and Reflection: List the way that you will bring

Students that have learning disabilities often struggle with writing. This project will give them the opportunity to show understanding using nonlinguistic representation; which will make things easier for them. Students that need additional help getting started and while they are completing their project will get additional help. When the students are finished with their project, I will ask the students to fill out an exit ticket that reads: Do you believe that you

students together to integrate and reflect on their learning from this lesson

Baker College Teacher Prep Lesson Plan Form were able to understand the poem better because of creating your timeline?

“Rime” Timeline Activity You can choose to create a timeline that represents the plot of the story in chronological order and use the two most important aspects of each part. You can choose to focus on a recurring theme in the story and use two images from each part to represent that theme. (spirits, nature, people) How to create your timeline…. 1. Choose two images from each part of the poem to put on your timeline. 2. Make sure that you and your partner agree on what you are going to

put on your timeline.

3. Once you settle on your images, find and cut out images from the magazines that represent those images. 4. Decide how much space you will need for your images and cut off a piece of paper that will easily fit all of your images. 5. Create a horizontal line on your paper to glue your images to. 6. Label your timeline and give a 1 to 2 sentence summary beneath your image explaining what the image represents. (Manage your time wisely. This project should be finished by the end of the class period.)