Description
Instructions: Integrated Standards Based Lesson Plan
To be credentialed in California, teacher candidates must successfully create one
Standards Based Lesson Plan that incorporates health education. With growing budget
concerns, it is essential to be able to teach health across the spectrum of subject areas.
For this assignment, you are to create a health education lesson that is tailored to a
specific grade, or range (3rd grade, middle school, 9th grade, or high school) and a
specific instructional area (e.g. art, history, chemistry, music, English, etc). Your plan
must be clear and concise enough to be utilized by a substitute in your classroom. You
will need to open the ?Lesson Plan Template
Actions
,? create your own word document, then reattach your lesson plan to submit it.
Points to consider:
?
Instructional time period or block
o How long will it take to complete your lesson? It might be one class
period or several. How many minutes is your class period? Is this a
?stand alone? lesson you would use with kindergartners for 20
minutes? Or a more in-depth study with high school science
students?
?
Related subject-specific California Common Core standards
o Specify the subject (must be a subject other than health)
o Cite the standard number(s)
o Quote the standard(s) applicable to your lesson plan
o If you are an elementary school teacher, choose the subject(s) you
want to cover.
o Math, English, History, Visual/Performing Arts, and Science for all
grade levels are available at: http://www.cde.ca.gov/ci/ (Links to an
external site.)
o Foreign Language and Physical Activity ?Frameworks? available at:
(use these in place of standards for these
subjects) http://www.cde.ca.gov/ci/cr/cf/allfwks.asp (Links to an
external site.)
o Only standards from the California Department of Education
website will be accepted.
o Caution: If using PE Standards, make sure to also use a health
standard.
?
Related California health education content standards
o Quote the overarching standard(s) and include the standard
number
o Quote the content area(s) for your grade
o Quote the specific standard(s) applicable to your lesson plan.
o For example:
Health Education Standard 1: All students will comprehend essential concepts related
to enhancing health.
Content area: Growth and Development
K.1.G.2. Name ways in which people are similar and ways in which they are different
K.1.G.5. Name body parts and their functions
?
These new health standards were approved on March 12, 2008 for all grades
and are available
at: http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf (Links to
an external site.)
? EditSign
?
You must use California health standards from the California
Department of Education website, not educational codes or national
health standards.
?
A minimum of 2 instructional/performance objectives
?
What will your students learn from your lesson? At least one objective needs
to be health-related, and one needs to be subject-specific related. Example of
a health-related objective: ?Students will describe the ways that the flu virus
can be spread.? These objectives should relate directly to the standards.
?
Learning Activity/Procedure
?
What are you going to do with your students? Be specific!! This is usually the
longest section of the lesson plan. Each objective must be reflected in an
activity or procedure.
?
List of materials/resources
?
What materials do you need to teach your lesson? (May include scissors and
paper for an art class, a calculator for a math class, etc).
Do not attach the materials, just list what materials you would use
?
Strategies to help English language learners meet objectives
?
How will you help English language learners with your lesson? Hint: a
translator is not always available, so be creative in ways to overcome this
barrier!
You should also consider that there could be different languages spoken in
your classroom.
For some great ideas, check out the following link:
?
?
?
http://www.glencoe.com/sec/teachingtoday/subject/teaching_ell.phtml (Links to an
external site.)
?
Evaluation of student learning
?
How will you measure if students met the objectives you set at the beginning
of your lesson plan? Be specific and assess each objective!
Some methods of student evaluation may include: pre-test and post-test of
material, student presentations, an exam, group discussion or project,
teacher-class question and answer session. If you will grade students on their
work, how will you grade them objectively?
?
?
Context
?
Where and how does this particular lesson fit in with a larger instructional
unit. For example, you may have an integrated health lesson on
communicable diseases (such as plague or influenza) that you would include
during a unit on the Middle Ages of Europe.
Use the Lesson Plan Template provided This is NOT an essay and it is not a fully fleshed
out lesson plan that student teachers use. There are several examples of completed
lesson plans posted with the template. Lesson Plan Template & Samples
Your lesson plans is expected to be professional document. Proofread your completed
plan for grammatical and spelling errors. Don?t rely on word processing programs to
proofread your work. 10% of your grade could be lost due to grammatical or
spelling errors!
It is the student?s responsibility to assure his/her lesson plan has been received by the
instructor. If for some reason, you are unable to attach the document electronically in
canvas, please e-mail contact IT support and/or email the instructor.
Integrated Lesson Plan
Start Assignment
Due May 8 by 4pm
Points 35
Submitting a file upload
File Types doc, docs, and pdf
Available Jan 17 at 12am – May 8 at 4pm 4 months
Instructions: Integrated Standards Based Lesson Plan
To be credentialed in California, teacher candidates must successfully create one Standards Based
Lesson Plan that incorporates health education. With growing budget concerns, it is essential to be able
to teach health across the spectrum of subject areas.
For this assignment, you are to create a health education lesson that is tailored to a specific grade, or
range (3rd grade, middle school, 9th grade, or high school) and a specific instructional area (e.g. art,
history, chemistry, music, English, etc). Your plan must be clear and concise enough to be utilized by a
substitute in your classroom. You will need to open the ?Lesson Plan Template,? create your own word
document, then reattach your lesson plan to submit it.
Points to consider:
Instructional time period or block
How long will it take to complete your lesson? It might be one class period or several. How many
minutes is your class period? Is this a ?stand alone? lesson you would use with kindergartners for
20 minutes? Or a more in-depth study with high school science students?
Related subject-specific California Common Core standards
Specify the subject (must be a subject other than health)
Cite the standard number(s)
Quote the standard(s) applicable to your lesson plan
If you are an elementary school teacher, choose the subject(s) you want to cover.
Math, English, History, Visual/Performing Arts, and Science for all grade levels are available at:
http://www.cde.ca.gov/ci/ (http://www.cde.ca.gov/ci/)
Foreign Language and Physical Activity ?Frameworks? available at: (use these in place of
standards for these subjects) http://www.cde.ca.gov/ci/cr/cf/allfwks.asp
(http://www.cde.ca.gov/ci/cr/cf/allfwks.asp)
Only standards from the California Department of Education website will be accepted.
Caution: If using PE Standards, make sure to also use a health standard.
Related California health education content standards
Quote the overarching standard(s) and include the standard number
Quote the content area(s) for your grade
Quote the specific standard(s) applicable to your lesson plan.
For example:
Health Education Standard 1: All students will comprehend essential concepts related to enhancing
health.
Content area: Growth and Development
K.1.G.2. Name ways in which people are similar and ways in which they are different
K.1.G.5. Name body parts and their functions
These new health standards were approved on March 12, 2008 for all grades and are available at:
http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf
(http://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf)
You must use California health standards from the California Department of Education
website, not educational codes or national health standards.
A minimum of 2 instructional/performance objectives
What will your students learn from your lesson? At least one objective needs to be health-related,
and one needs to be subject-specific related. Example of a health-related objective: ?Students will
describe the ways that the flu virus can be spread.? These objectives should relate directly to the
standards.
Learning Activity/Procedure
What are you going to do with your students? Be specific!! This is usually the longest section of the
lesson plan. Each objective must be reflected in an activity or procedure.
List of materials/resources
What materials do you need to teach your lesson? (May include scissors and paper for an art class,
a calculator for a math class, etc).
Do not attach the materials, just list what materials you would use
Strategies to help English language learners meet objectives
How will you help English language learners with your lesson? Hint: a translator is not always
available, so be creative in ways to overcome this barrier!
You should also consider that there could be different languages spoken in your classroom.
For some great ideas, check out the following link:
http://www.glencoe.com/sec/teachingtoday/subject/teaching_ell.phtml
(http://www.glencoe.com/sec/teachingtoday/subject/teaching_ell.phtml)
Evaluation of student learning
How will you measure if students met the objectives you set at the beginning of your lesson plan? Be
specific and assess each objective!
Some methods of student evaluation may include: pre-test and post-test of material, student
presentations, an exam, group discussion or project, teacher-class question and answer session. If
you will grade students on their work, how will you grade them objectively?
Context
Where and how does this particular lesson fit in with a larger instructional unit. For example, you may
have an integrated health lesson on communicable diseases (such as plague or influenza) that you
would include during a unit on the Middle Ages of Europe.
Use the Lesson Plan Template provided This is NOT an essay and it is not a fully fleshed out lesson
plan that student teachers use. There are several examples of completed lesson plans posted with the
template. Lesson Plan Template & Samples
Your lesson plans is expected to be professional document. Proofread your completed plan for
grammatical and spelling errors. Don?t rely on word processing programs to proofread your work. 10%
of your grade could be lost due to grammatical or spelling errors!
It is the student?s responsibility to assure his/her lesson plan has been received by the instructor. If for
some reason, you are unable to attach the document electronically in canvas, please e-mail contact IT
support and/or email the instructor.
TE 280 Lesson Plan: Stephanie Mansfield
Teacher Name:
Subject: Biology
Date:
Grade: seventh grade
Time needed: Lesson should be delivered
in three class periods or about 3 hours
Content standard(s) addressed:
Materials needed: Students will need
?Structure and Function in Living Systems materials to take notes: pen or pencils and
5. The anatomy and physiology of plants
paper. They will also need materials to
and animals illustrate the complementary
make a poster: butcher paper and markers.
nature of structure and function. As a basis The teacher will need to prepare a power
for understanding this concept:
point with information about STDs and
a. How the reproductive organs of STIs. When discussing the topics, the
the human female and male
teacher should talk about the symptoms
generate eggs and sperm and
and stress the difference between STDs and
how sexual activity may lead to STIs. Be sure to also talk about how STDs
fertilization and pregnancy.?
and STIs can be spread through oral sex.
Health standard(s) addressed:
There should also be a question box for any
?Nutrition and Physical Activity
additional questions for students. At the
Standard 1 Essential Concepts
end of day 1 when teacher lectures on
1.4. G Define sexually transmitted
STDs and STIs, each student should have
diseases (STDs), including human
to summit a question or a comment in the
immunodeficiency virus (HIV) and
box for class discussion.
acquired immunodeficiency syndrome
(AIDS).
1.7. G Recognize that everyone has the
right to establish personal boundaries.?
Learning Objective: Students will be able Assessment of learning: Students will be
to distinguish the difference between
given a pre-test in order to assess what they
Sexually Transmitted Disease (STD) and
already know. Then, the lesson will be
Sexually Transmitted Infections (STI).
taught by the teacher and the use of a
They will learn how to avoid an STD and
PowerPoint. After the lesson, all students
STI. Concurrently with learning how to
will be divided up into groups where they
avoid them, the students will understand
will construct a poster. Furthermore, the
the importance of using condoms and the
posters will demonstrate how well they
moral reason for being honest with sexual
understand the information that was
partners. However, the students will also
previously presented. After completing the
learn how and what treatment can be used
posters, the posters will be displayed. Then
to cure or treat an STD and STI. Students
a post-test will be given and graded. The
will also gain the experience of speaking in post-test will measure what the students
front of the class.
now know. If the lesson was successful,
they should be more informed than the
previous pre-test. Another way to evaluate
student learning is by observing the
complexity of the classroom discussion.
Agenda (what?s posted on board/what are
Instructional Notes: This lesson is to help
students doing? ?this is your activity
the students gain the knowledge of how to
section): For the first hour, the students
will be given a pretest, which will
determine what students already know and
common misunderstandings about STDs
and STIs. Within this hour, the teacher will
use a power point, which will help the
students learn by discussing about STDs
and STIs. During the power point, students
should be taking notes. In the second hour,
the students will be divided into groups and
given materials to construct a poster. Each
student will be given a specific diesis and a
large piece of butcher paper with markers,
so that a poster can be constructed. The
poster should have that is relevant to the
information that has been given on the
class power point. It should be neat and
clear enough for anyone to read because
they will then display the posters on the
walls of the classroom. The third class will
be an open class discussion about the topic,
and the posters will be posted on the walls.
The final step to this lesson is giving a
post-test to ensure that the students have
learned.
Language Support: In this lesson, there is
to be group work. This will provide
English learners the opportunity to
participate in jigsaw work. The use of
jigsaw and groups is a technique that
supports collaborative learning among
peers by encouraging students to work
together. When students work together they
learn together.
protect themselves and recognize the
differences between STDs and STIs. They
will also learn how to treat them and cure
them, if possible. Then, the students will
learn the danger and effects these can have.
After the lesson, the students will
be divided into groups, and each group
should be no more than four people and no
less than two. The groups will be assigned
a topic that was discussed in class and
make a poster. The poster should consist of
the following questions which will be
answered: What is the name of the STD or
STI your group has been given? Is this a
STD or STI? What treatment can be used?
Is there a cure? What are the Symptoms in
both males and females? These posters are
made to reinforce the information again to
students and also to spark a class
discussion and answer any questions.
Context: This lesson is will have met
standards in both content and health. It
should be taught a long side when
discussing human anatomy and
reproduction.
Lesson Plan ? Integrated Health
Teacher Name:
Date:
Subject/Grade/Time needed:
? Visual & Performing Arts
? Grade 5
? 2 hours (1 hour for class discussion
and visual arts activity; 1 hour for
commercial prep and performance)
Content standard(s) addressed:
Materials needed:
Visual Arts, Grade 5
? Creative Expression
2.5 Assemble a found object sculpture (as
assemblage) or a mixed media twodimensional composition that reflects unity
and harmony and communicates a theme.
For visual arts activity:
Newspapers; magazines; art supplies, including
poster board, colored paper, markers, glue,
scissors, etc.
2.7 Communicate values, opinions, or personal
insights through an original work of art.
Theatre, Grade 5
? Creative Expression
2.3 Collaborate as an actor, director,
scriptwriter, or technical artist in creating
formal or informal theatrical performances.
? Aesthetic Valuing
4.2 Describe devices actors use to convey
meaning or intent in commercials on
television.
Health standard(s) addressed:
Health Education Standard 2: All students
will demonstrate the ability to analyze internal
and external influences that affect health.
Content area: Nutrition and Physical Activity
? 5.2.3.N Describe the influence of
advertising and marketing techniques
on food and beverage choices.
Health Education Standard 4: All students
will demonstrate the ability to use
interpersonal communication skills to enhance
health.
For commercial performance:
Pencil; paper; at least 10 different products
(e.g. soup can, toothpaste, cereal, make-up,
soda, etc.)
Optional:
? Handout of ?Ten Different Kinds of
Appeals? or have it displayed (see
?Appendix A? below)
? Props and costumes for commercial
performance
Content area: Nutrition and Physical Activity
? 5.4.1.N Use communication skills to
deal effectively with influences from
peers and media regarding food choices
and physical activity.
Learning Objective
1. Students will be able to describe the
influence of advertising on food and
beverage choices by explaining media?s
use of different kinds of appeals.
2. Through a visual arts collage, students will
be able to communicate themes and
opinions regarding influential media.
3. Students will be able to identify and
present devices actors use to convey
meaning or intent in commercials by
creating their own commercial
performances.
4. Through class discussions, students will be
able to communicate the skills needed to
deal with influences from media regarding
food choices and physical activity.
Assessment of Learning
Criteria:
There will be three methods of assessment:
1. Class discussion participation
? An informal assessment of all students
in the classroom to see if they
understand the different kinds of
appeals and how advertisements
influence our food choices and physical
activities. The teacher will try to elicit a
response from students who may not be
actively participating.
2. Group visual arts collage
? As groups are putting together the
collage, the teacher will walk around
the classroom to monitor student
participation in the project. Also, when
students are presenting, the teacher will
try to give all students a chance to
speak about their collage.
3. Group commercial presentation
? By assigning roles (actor, director,
script writer), the students are held
accountable for their participation in
the commercial.
Both the group collage and commercial will
have a rubric that will assist in grading.
Criteria will be rated on a scale from 1-4. Each
group will receive an overall grade, but any
student who shows lack of participation may
have points deducted.
Agenda/Learning Activity/Procedure
1. Ask students to name their favorite
advertisements. Discuss what they like
about the ads they named (e.g. students
might mention humor, ads that are visually
interesting, a jingle they remember, info
they learned, etc.). Remind students that
Instructional Notes (what is teacher doing?):
1. During the initial discussion about favorite
advertisements, the teacher is moderating
the discussion as well as writing examples
on the board. The teacher also provides his
or her own personal experiences with
products they have been disappointed in,
2.
3.
4.
5.
6.
7.
the purpose of advertising is to sell a
product. Then ask students if they have
ever bought an advertised product and been
disappointed. As a teacher, share your own
experiences (especially those related to
food or health products). Write some of
these examples on the board.
Explain that advertisers use a variety of
techniques to convince buyers that certain
products and services are more desirable
than others. The advertising industry uses
?Ten Different Kinds of Appeals? to be
convincing (see ?Appendix A? below).
Review the examples of advertisements
from the board, and ask students to identify
and describe which of the different appeals
particular ads use.
Create groups of 3-4 students, and give
them old magazines, newspapers, and art
supplies. Have them cut out ads and write
down jingles/slogans for various food and
health products. These can include
medications, services by dentists and
plastic surgeons, gyms and exercise
equipment, etc. Have them glue the ads and
slogans onto a poster board and decorate
their work to make a collage.
Have each group present their collage to
the class. Work with the class to find
claims in the ads that utilize one of the
?Ten Different Kinds of Appeals?. Ask
students how such ads might be dangerous
to a person?s health and how it relates to
the choices they make.
Organize students into new and different
groups of four (two actors, one script
writer, and one director) so they can create
and present their own commercials to the
class. Have each group randomly pick an
item to sell (e.g. soup can, toothpaste, etc.),
as well as randomly select 2 out of the 10
different appeals that they must incorporate
into their commercial. Give students at
least 20 minutes to organize, write, and
practice their commercials.
When students perform their commercials
2.
3.
4.
5.
6.
7.
especially a food or health product. (For
example, trying a particular restaurant
because of an ad, but being disappointed by
the food and service.)
The teacher displays and goes over each of
the ?Ten Different Kinds of Appeals?,
providing examples for each.
The teacher facilitates the discussion that
ads discussed at the beginning of the lesson
can be related to the different kinds of
appeals.
The teacher will hand out all the materials
for the collage, and walk around the
classroom to assist students in finding
advertisements. Also, the teacher will
moderate voice level and classroom
behavior.
When each group is presenting their
collage, the teacher will conduct a
classroom discussion on the ads chosen and
ensure that all group members have a
chance to speak.
The teacher will organize students into new
and different groups for their commercial
presentations. If an English language
learner or student with a disability has a
specific role they are more comfortable
with (actor, script writer, or director), the
teacher will try to accommodate that
student by assigning him or her the
preferred role. As groups are practicing
their commercials, the teacher will provide
feedback and answer any questions
students might have.
The teacher will lead the discussion after
each group has presented their commercial,
creating a positive and supportive learning
environment.
in front of the class, have their classmates
point out which appeals were used and how
that might influence a person?s choice of
food or healthy activities.
Language Support:
1. Before the lesson, students who are English
language learners will work with the
teacher or instructional aide to learn about
each of the ten different kinds of appeals.
Videos, realia, and visual examples will be
provided for each of the appeals. During
the lesson, students will be given a handout
of the appeals with visual supports.
2. Prior to working on the commercial
presentation, students who are English
language learners or who have a disability
will be asked if they are comfortable will a
particular role (actor, director, or script
writer). The teacher will try to
accommodate all of the student?s preferred
roles.
3. Students will be given newspapers and
magazines in their native language. Ask
families to provide these materials ahead of
time.
4. Also, ask families and students for
examples of commercials, advertisements,
jingles, or slogans in their native language.
If students feel comfortable, have them
present an example of an ad in their native
language and explain its relevance to the
appeals.
Context ? where might this particular lesson
fit in with a larger unit of study?
This particular lesson could fit in with a larger
English Language Arts or Social Studies lesson
on the broader influence of media, and how it
effects our choices on where we live, where we
go on vacation, what cars we drive, etc. The
unit would cover how media affects body
image and self-esteem, gender roles, and
attractiveness (Growth Standard 2.1.G). There
would be a discussion of how not only
advertisements, but also movies and TV shows
influence our buying decisions.
This lesson could also be connected to a unit
on the advent of television and its influence in
the United States during the 1950s and 60s,
and how that is related to today with the
prevalence of the internet and cell phones.
Appendix A
?Ten Different Kinds of Appeals?
1. Bandwagon appeal ? tries to convince consumers that everyone else wants a particular
product or service and they should too.
2. Brand loyalty appeal ? tells consumers that a specific brand is better than the rest, and
that they would be cheating themselves to use anything but this brand.
3. False image appeal ? attempts to convince consumers that they will give a certain
impression if they use the product.
4. Glittering generality appeal ? contains statements that greatly exaggerate the benefits of
the product.
5. Humor appeal ? uses a slogan, jingle, or cartoon to keep the consumer?s attention.
6. Progress appeal ? tells consumers that a product is newer and better than one formerly
advertised.
7. Reward appeal ? tells consumers that they will receive a special prize or gift if they buy a
product.
8. Scientific evidence appeal ? the scientific evidence appeal gives consumers the results of
survey or laboratory tests to instill confidence in a product.
9. Snob appeal ? convinces consumers that they are worthy of a product or service because
it is the best.
10. Testimony appeal ? includes a promotion by a well-known person who says that a
product or service is the best one for the consumer.
Lesson Plan Template ? Integrated Health
Teacher Name
Date
Content standard(s) addressed:
Content standards: English
Reading Standards for Literature:
1. Cite strong and thorough textual evidence to
support analysis of what the text says explicitly
as well as inferences drawn from the text,
including determining where the text leaves
matters uncertain.
6. Analyze a case in which grasping point of
view requires distinguishing what is directly
stated in a text from what is really meant (e.g.,
satire, sarcasm, irony, or understatement).
4. Determine the meaning of words and phrases
as they are used in the text, including figurative
and connotative meanings; analyze the impact of
specific word choices on meaning and tone,
including words with multiple meanings or
language that is particularly fresh, engaging, or
beautiful.
Speaking and Listening Standards:
1. Initiate and participate effectively in a range of
collaborative discussions
(one-on- one, in groups, and teacher-led) with
diverse partners on grades 11?12 topics, texts,
and issues, building on others? ideas and
expressing their own clearly and persuasively.
a. Come to discussions prepared, having read
and researched material under study; explicitly
draw on that preparation by referring to evidence
from texts and other research on the topic or
issue to stimulate a thoughtful, well-reasoned
exchange of ideas.
4. Present information, findings, and supporting
evidence (e.g., reflective, historical investigation,
response to literature presentations), conveying a
clear and distinct perspective and a logical
argument, such that listeners can follow the
line of reasoning, alternative or opposing
perspectives are addressed, and the
Subject/Grade/Time needed
English/12th/two, 50 minute class
periods; beginning of a 3rd day to take
a quiz
Materials needed:
-Class set of Blood Dazzler by
Patricia Smith
-Writing utensils
-Paper
-Computer and internet access for
students who do not have such
resources at home
organization, development, substance, and style
are appropriate to purpose, audience, and a range
of formal and informal tasks. Use appropriate
eye contact, adequate volume, and clear
pronunciation.
Health standard(s) addressed:
Content area: Injury Prevention and Safety
Health education standard 1: All students will
comprehend essential concepts related to
enhancing health
1.3S. Analyze emergency preparedness plans for
the home, the school, and the community.
1.11.S. Identify ways to stay safe during natural
disasters and emergency situations (e.g.,
landslides, floods, earthquakes, wildfires,
electrical storms, winter storms, and terrorist
attacks).
Health education standard 6: All students will
demonstrate the ability to use goal-setting skills
to enhance health.
6.1.S. Develop a plan to prevent injuries during
emergencies and natural disasters.
Learning Objective (what will students
know/be able to do as a result of this lesson?)
1.Students will better understand the use of
poetic devices and how they advance the reader?s
comprehension of the situation being presented.
2.Students will be able to identify the main
idea(s) discussed in the collection of poetry.
3.Students will discuss the ways of how natural
disaster preparedness is important.
4.Students will think critically to review how
Hurricane Katrina was handled, and what could
have been done differently to more adequately
prepare or produce better response results.
Assessment of learning (how will
you evaluate?):
Criteria:
After the two day lesson, the students
will be given that night to review and
will come to class on the third day
prepared to take a quiz. It will first
contain matching questions regarding
poetic devices. The devices will
appear in one column as either an
example from a poem or the actual
vocab word, and the students will
have to match it to the correct
definition on the opposing column.
Next, the students will be asked to
write a short paragraph (4-7
sentences) that discusses Smith?s
main idea(s) and the claims that are
being made throughout her collection.
Regarding the health concepts, the
last question of the quiz will ask the
students why being prepared for
natural disasters is important, and
what were three points that were
made in class about how Hurricane
Katrina could have been better
prepared for/responded to.
Agenda (what?s posted on board/what are
students doing? ?this is your activity section):
The night before the students are expected to
read 10 poems selected by the teacher from
Patricia Smith?s short collection of poems Blood
Dazzler, and make note of any poetic devices
such as alliteration, repetition of colors or
symbols, rhyme scheme, and imagery, that
catches their attention or is very prevalent. They
are also expected to identify 2 main claims/issues
Smith focuses on.
In class of the first day of instruction, the teacher
will aid in a class discussion about what the
students found, writing main points on the board,
and clarify any misunderstandings about the
meanings of the poems. The class will also select
specific poems to deconstruct and analyze in
depth.
For homework, the students are to read an
additional 10 poems the teacher has selected,
once again identifying poetic devices and main
claims. They are also expected to do background
research on Hurricane Katrina, the main topic of
Blood Dazzler, and come to class with 5 facts
about the storm or any events during the storm
they found interesting.
On day two, t
