black out poetry - karaline vla
Backward Design Plan Template- Using Ontario Curriculum
Title: Black Out Poetry Subject/Course: Language Arts Time: 75 minute block
Level: Grade 3
Lesson Description
Students will be learning a new form of poetry called BlackOut Poetry. We will be revising what this is and how to do it as a whole class. We will also be reading the text all together. Students will then proceed to independently work on their poems.
Stage 1: Desired Results
Big Question (link to the real world)
Where else do I need to choose key words in a text, and what strategies do I need to do this?
Ontario Curriculum Overall Expectation
Writing: Generate, gather and organize ideas and information to write for an intended purpose or audience
Reading: Read and demonstrate an understanding of a variety of literacy, graphic and information texts […]
- Recognize a variety of text forms […]
Ontario Curriculum Specific Expectation
Reading
Variety of Texts:
1.1 read a variety of literary texts
Reading with Fluency
3.1 automatically read and understand most high-frequency words, many regularly used words, and words of personal interest or significance
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues
Writing
Purpose and Audience
1.1 identify the topic, purpose, audience, and form for writing
Key Concepts and/or skills to be learned/applied:
Prior Knowledge Activation:
Learning about writing/reading through poetry
Picking out key words
Reading
Writing
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing Success p. 33).
Instructional Strategies: See Chapter 6 Gregory and Chapman, Beyond Monet PDF, Wees “56 different examples of formative assessment”.
1 – Learning Goal: Today we will learn about black out poetry
2 – Why: So that we can learn about a new form of writing and reading
3 – Success Criteria for this Lesson:
You know you understand when you can tell someone what black out poetry is, and how to do it.
Choose instructional strategies purposefully and based on the learning goal.
Materials/Student Groupings
Differentiation
Assessment For Learning, Checking for Understanding & Feedback
Stage 3: Learning Activity
Motivational Hook (2 MINS.):
Open (15-20MINS):
Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (30-40 MINS):
- Students are creating their blackout poetry individually
Close (success criteria visited) (10 MINS):
Title: Black Out Poetry Subject/Course: Language Arts Time: 75 minute block
Level: Grade 3
Lesson Description
Students will be learning a new form of poetry called BlackOut Poetry. We will be revising what this is and how to do it as a whole class. We will also be reading the text all together. Students will then proceed to independently work on their poems.
Stage 1: Desired Results
Big Question (link to the real world)
Where else do I need to choose key words in a text, and what strategies do I need to do this?
Ontario Curriculum Overall Expectation
Writing: Generate, gather and organize ideas and information to write for an intended purpose or audience
Reading: Read and demonstrate an understanding of a variety of literacy, graphic and information texts […]
- Recognize a variety of text forms […]
Ontario Curriculum Specific Expectation
Reading
Variety of Texts:
1.1 read a variety of literary texts
Reading with Fluency
3.1 automatically read and understand most high-frequency words, many regularly used words, and words of personal interest or significance
3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues
Writing
Purpose and Audience
1.1 identify the topic, purpose, audience, and form for writing
Key Concepts and/or skills to be learned/applied:
Prior Knowledge Activation:
Learning about writing/reading through poetry
Picking out key words
Reading
Writing
Stage 2: Planning learning experience and instruction
Learning Goals: “clearly identify what students are expected to know and be able to do, in language that students can readily understand.”
Success criteria: “describe in specific terms what successful attainment of the learning goals looks like” (Growing Success p. 33).
Instructional Strategies: See Chapter 6 Gregory and Chapman, Beyond Monet PDF, Wees “56 different examples of formative assessment”.
1 – Learning Goal: Today we will learn about black out poetry
2 – Why: So that we can learn about a new form of writing and reading
3 – Success Criteria for this Lesson:
You know you understand when you can tell someone what black out poetry is, and how to do it.
Choose instructional strategies purposefully and based on the learning goal.
- Learning as a whole class how to do black out poetry; going through the steps, and showing them an example
- Reading the text they will be working with as a whole class
Materials/Student Groupings
Differentiation
- Text
- Black marker
- Entire class
- Independent
- We will be reading the text as an entire class first, while each student has their individual paper. They will be able to follow along and listen. This will help students who may struggle more with reading.
- For students who finish early, they can choose to read their personal reading book
Assessment For Learning, Checking for Understanding & Feedback
- No official assessment done for this lesson
- Checking for understanding: reviewing the black out poetry after it has been created; seeing the final product.
- Feedback given on sticky notes posted on their black out poetry final products
Stage 3: Learning Activity
Motivational Hook (2 MINS.):
- Asking the class if they like poetry
- Asking the class if they have ever heard of blackout poetry
Open (15-20MINS):
- Explain what blackout poetry is
- Show an example
- Go through the steps of how to complete a poem using blackout poetry method
- Read the text as a whole
- Quickly review the steps again
- Ask for questions
Body (modeling, collaborative work, individual = gradual release of responsibility, synthesis) (30-40 MINS):
- Students are creating their blackout poetry individually
Close (success criteria visited) (10 MINS):
- Students had in their work
- If they finish early, can read their personal reading book