In my lesson openers I always have a "connect" in which I connect students' thinking about yesterday's lesson to today's lesson. I then have a "teach" in which I model for students the lesson of the day and also have them try it out. When I think about my modeling, I use three categories; skill, strategy, and process. I model by stating the skill to the students, then giving them a strategy in which to use the skill, followed by the process to try out the strategy.
Connect: I will say, “We have been working hard on our poems and now it is time to present them.
Teach: I will say, I am going to practice the skill of presenting. I am going to use the strategy of presenting one poem of my choice by using an appropriate volume, eye contact and poise or confidence. The process I will use is as follows:
1) Come prepared with a poem of my choice
2) Make eye contact and use an appropriate volume
3) Speak clearly and coherently
4) Be prepared with possible answers to questions
I will show the students how to present by presenting one of my poems. I will make eye contact and use an appropriate volume of my voice. I will then make sure I am speaking clearly and coherently.*
*If possible, I will have my 8th graders present instead of me to increase student engagement and ownership.
Active Engagement: I will stop and ask students what they noticed about my presentation. (at least 3 students-one who is at standard, one who is approaching standard, and one who is above standard).
Students will then practice with a partner, before they present in front of the whole class by keeping eye contact, voice volume and clarity in mind.
Student Presentations: Students will present in front of the whole class. The students listening will jot down one “wow” and one “wonder” to give to the student after they present, using Wows and Wonders. If students are not done with their poetry, they will sit at the back of the class, receive a -10 and finish their poetry.
*The handout is made to copy so that every student who presents gets one "wow" and one "wonder" back from everyone watching. For example since I have 25 students and there are 7 slips on one sheet, I would make 85 copies (25 students x 24 students who would give them feedback, using a sheet of 7), then cut them using a paper cutter. Who says Language Arts teachers can't do math! :)
I believe that the end of the lesson should be an assessment of the days’ learning; therefore it should be independent work. I always end class with an “exit ticket” in which students write down the response to a question.
Closing: For closing today students will be asked to write a reflection about the poetry unit as a whole. I will ask them, "What did you think about poetry before this unit, what do you think about it now?
Here is an example of part of a student's reflection.