<p> Lesson Plan 1</p><p>Teacher(s): Subject: ELA Grade(s): HS Grade band: HS Setting: Unit: Poetry Number of Students: Standards: </p><p>(RL) H.S.3- Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. </p><p>(RI) H.S. 4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court of opinion differs from that of newspaper). </p><p>(W) H.S 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience (Grade-specific expectations for writing types are defined in (W) H.S. 1-3). Essence:</p><p>(RL) H.S. 3- Character development (RI) H.S. 4- Word meaning (W) H.S. 4- Produce a writing piece Extensions: (RL) H.S. 3 (RI) H.S. 4 (W) H.S 4 1) Analyze how and why a 1) Determine why the author No extensions available (see character changes throughout a chose particular words. standards (W) 1-3) text. 2) Identify words or phrases the 2) Identify and describe author used to set the tone. characters in a text (e.g., traits, 3) Connect key words motivations, feelings) and determine meaning. explain how their actions contribute to the sequence of events. 3) Match descriptions (e.g., feelings, thoughts, actions) to characters. Lesson Objective: Least support Moderate support Most support (RL) H.S 3- Students will (RL) H.S 3- Students will (RL) H.S 3- Student will match analyze how and/or why a identify and describe how word descriptors such as character changed throughout a character’s traits, motivations, feelings, thoughts, actions, poem. and/or feelings affect a poem. and/or traits to characters in a poem. (RI) H.S. 4- Students will (RI) H.S. 4- Students will determine why the author chose identify words or phrases that (RI) H.S. 4 Students will to use particular words in a the author used to set the tone connect key words in a poem to poem. in a poem. describe the storyteller/narrator.</p><p>(W) H.S. 4- Students will (W) H.S. 4- Students will (W) H.S. 4- Students will </p><p>ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education produce an acrostic poem. produce an acrostic poem. produce an acrostic poem. </p><p>Activities : 1) Students will read a short story (The Necklace) 2) Students will create an acrostic poem using accompanied with an acrostic poem on a their names to share about themselves with the character and will relate the poem to the story. class. 3) Students will share their poems with the class.</p><p>Warm-up: The teacher will create an acrostic poem using his/her name for the class. The class will then list characteristics/traits of the teacher that they feel should go along with each letter. </p><p>EX: </p><p>DSW is my favorite store Excited about learning Married to Mr. DeMayo Always able to help Young at heart Organized</p><p>Key Vocabulary: Acrostic poem Adjectives Traits</p><p>Vertical Analyze </p><p>Barriers:</p><p>Universal Design for Learning (UDL) brainstorm: Representation Actions/ Expression Engagement How will instructional content and How are the students able to What interests and engages materials be presented to the interact with the materials and students in the learning process students (the “what” of learning)? demonstrate knowledge (the (the “why” of learning)? “how” of learning)?</p><p>ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education Teaching Strategies: Modeling</p><p>Direct instruction</p><p>Assessments: Response mode: Student worksheet on the acrostic poem that goes along with the story Student's acrostic poem</p><p>Possible accommodations to use with this lesson: Graphic organizer Enlarged text</p><p>Objects Pictures</p><p>Picture symbols Tactile representation</p><p>AAC device Colored overlays</p><p>Closing Activity: Students will choose a classmate/classmates and share one thing they learned about them from their acrostic poem. </p><p>ACCESS Project, Center for Disabilities Studies, UD Delaware Department of Education</p>