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Poetry & Emotion

Teacher Candidate Title of Exemplar Portfolio Category ACEI tandard Rachel Mullen Poetry and Emotion I II x III IV V Cohort # 414

In!truction

ACEI tandard Element"!# A$%& Adaptation! to 'i(er!e tudent!) A$%$ 'e(elopment of Critical Thin*ing and Pro+lem ol(ing) A$%4 Acti(e Engagement in ,earning) A$%Communication to .o!ter Colla+oration
A$%& Candidate! under!tand ho/ elementary !tudent! differ in their de(elopment and approache! to learning) and create in!tructional opportunitie! that are adapted to di(er!e !tudent!% A$%$ Candidate! under!tand and u!e a (ariety of teaching !trategie! that encourage elementary !tudent!0 de(elopment of critical thin*ing and pro+lem !ol(ing% A$%4 Candidate! u!e their *no/ledge and under!tanding of indi(idual and group moti(ation and +eha(ior among !tudent! at the 123 le(el to fo!ter acti(e engagement in learning) !elf moti(ation) and po!iti(e !ocial interaction and to create !upporti(e learning en(ironment!% A$%- Candidate! u!e their *no/ledge and under!tanding of effecti(e (er+al) non(er+al) and media communication techni4ue! to fo!ter acti(e in4uiry) colla+oration) and !upporti(e interaction in the elementary cla!!room%

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'e!cription of exemplar and ho/ it demon!trate! meeting thi! ACEI tandard and Element"!#% Thi! exemplar /a! a le!!on that I taught my !tudent! a+out emotion!) feeling!) poetry) and mu!ic) and !en!e!% tudent! li!tened to different cla!!ical !ong!) decided /hat emotion it made them feel) and then dre/ matching !*etche! to expre!! that emotion% They had pre(iou!ly had le!!on! on emotion! and /hat ma*e! your feel different emotion!) and ho/ you can u!e! your !en!e! to de(elop your emotion% I +elie(e that thi! le!!on met all of the a+o(e ACEI tandard!% .or adapting to di(er!e learner!) thi! le!!on /a! perfect% All of my !tudent!2e(en my PE' !tudent!2 /ere a+le to li!ten to the mu!ic and de!cri+e the feeling that it made them felt% The !*etche! didn0t ha(e to !ho/ any !pecific dra/ing) !o e(en my PE' !tudent! /ere a+le to dra/ !omething% .or de(elopment of critical thin*ing and pro+lem !ol(ing) !tudent! had to ta*e /hat they /ere hearing) and critically decide /hat *ind of emotion it /a! ma*ing them feel% Then) they had to figure out /hy) and ho/ they could expre!! that through their dra/ing% .or acti(e engagement in learning) my !tudent! had to participate in many different type! of acti(itie!% Part of the le!!on /a! /hole cla!!) part /a! done in group!) and part /a! done indi(idually% They /ere doing li!tening and group di!cu!!ion!) and /ere con!tantly +eing mo(ed from the floor to their de!*!% All of the!e change! through out the le!!on allo/ed for my !tudent! to +e acti(ely engaged and limitation! of

di!traction!% .inally) for communicating to fo!ter colla+oration) thi! le!!on allo/ed !tudent! to communicate in many different /ay!% .ir!t of all) they communicated (er+ally a! a /hole cla!!) in group!) and in partner!% They al!o had an opportunity to communicate through their dra/ing! to expre!! /hat they /ere feeling% &% Reflection on my profe!!ional gro/th in *no/ledge) !*ill!) and di!po!ition! related to thi! ACEI tandard and Element"!#% My profe!!ional gro/th in *no/ledge of in!truction gre/ !ignificantly /hile teaching thi! le!!on% It /a! a great opportunity to !ee ho/ /hen my !tudent! are acti(ely engaged) intere!ted) and con!tantly ha(ing clear direction!) the le!!on /ill go !moothly% My !tudent! !eemed to really en6oy thi! le!!on) and I /a! le!! !tre!!ed *no/ing that e(ery a!pect of thi! le!!on /a! planned out and prepped for% I /a! a+le to de(elop my !*ill! in in!truction +y learning from the re!ource! that are already out there% Thi! le!!on /a! de(eloped +a!ed on a poetry unit from another teacher /ho i! *no/n for her in!tructional and educational techni4ue!% The le!!on /ent off /ithout a hitch) and no/ I ha(e a template for ho/ to plan le!!on! that /ill acti(ely engage and intere!t my !tudent!% My di!po!ition related to in!truction ha(e de(eloped into a much more ad(anced method of planning% 7hen you thoroughly plan through your in!truction) you are le!! li*ely to run into pro+lem! and mi!ta*e!% Additionally) recei(ing help to ma*e your in!truction the +e!t it could +e i! ne(er a +ad idea% Al/ay! ta*e the time to de(elop your in!truction further !o that your !tudent! can ha(e the +e!t in!truction po!!i+le%

Lesson Plan Format

Name: Rachel Mullen

Grade: 4th

Title: Poetry and Emotion- Lesson 2

Connection to GLO s!: " am a com#le$ thin%er and #ro&lem sol'er( " can communicate )ell( Endurin* +nderstandin* s!: " can a##ly the ,a&it o- Mind o- Gatherin* .ata throu*h the /enses &y res#ondin* to sni##ets o- classical music( Guidin* 0uestions: ,o) are music1 emotion1 and #aintin* related2 ,o) are they di--erent2 ,a&it o- Mind: Gatherin* .ata throu*h the /enses( Content /%ills3Thin%in* /%ills: Com#are3Contrast /tandard34enchmar% /#eci-ic content area standard3&enchmar% The #er-ormance tas% *i'es students o##ortunity to demonstrate %no)led*e to meet the &enchmar% ACEI &%1 8 &%4 8 Content Area Knowledge "&%1 ,anguage Art!) &%& cience) &%$ Math) &%4 ocial tudie!# Candidate demon!trate! *no/ledge) under!tanding and u!e of content area concept!) learning theory) and proce!!e! to de!ign in!truction Common Core E,A tandard9 R, #:9 Ma*e connection! +et/een the text of a !tory or drama and a (i!ual or oral pre!entation of the text) identifying /here each (er!ion reflect! !pecific de!cription! and direction! in the text% ,%#4%1d9 Re(ie/ the *ey idea! expre!!ed and explain their o/n idea! and under!tanding in light of the di!cu!!ion% ;CP III tandard!9 .A%4%1%&9 <!e the element! and principle! of art and de!ign) !uch a! empha!i!) proportion) complementary color!) po!iti(e and negati(e !pace) and depth) to communicate an idea or mood Prior 1no/ledge=.uture Application!9 Pre(iou!ly) the !tudent! ha(e completed Poetry and Emotion ,e!!on 1% In thi! le!!on) !tudent! di!cu!!ed ho/ color and /eather can +e u!ed to de!cri+e emotion!) 7e read the +oo*) >My Many Colored 'ay!? +y 'r% eu!!) and they /rote practice poem! +a!ed on !en!e! and emotion! related to o+6ect!% .ollo/ing thi! le!!on) !tudent! /ill +e taught Poetry and Emotion ,e!!on $) /hich allo/! them to compare and contra!t information from a painting and a poem on the !ame topic) a! /ell a! infer an emotion expre!!ed in a painting and poem on the !ame topic%

5ssessment
The #er-ormance tas% *i'es students o##ortunity to demonstrate %no)led*e to meet the &enchmar%

Formati'e assessments a##lied a##ro#riately throu*hout lesson!: @+!er(ation /ill +e u!ed to a!!e!! thi! throughout the le!!on% I /ill +e /al*ing around and li!tening to

the !tudent! di!cu!!ion! and li!tening /hen they re!pond to my 4ue!tion!% /ummati'e assessment includes chec%list or ru&ric!: ACEI 4 8 Informal and formal assessment Candidate plan! appropriate formati(e and !ummati(e a!!e!!ment! to guide and a!!e!! !tudent learning) including !coring criteria tudent! compare and contra!t their image! /ith their partner!% In!truct !tudent! to compare and contra!t t/o of their (i!ual repre!entation of mu!ic and !hare /ith an el+o/ partner ho/ they are different or ali*e% ;a(e them !hare /hat emotion they felt /a! portrayed through the mu!ic% Chec*li!t9 hared emotion /ith an el+o/ partner 'i!cu!!ion remained on topic% 4 dra/ing /ere completed of (arying line type! and !hape!%

5cti'ities3"nstructional /trate*ies
Clear ste#s that con'ey the use o- multi#le strate*ies1 resources and technolo*y

5cti'atin* Prior 6no)led*e "content and=or cultural *no/ledge#9 1% Re(ie/ that emotion! are !trong feeling! that ari!e !pontaneou!ly rather than through con!ciou! effort and are often felt !ome/here in your phy!ical +ody% &% Recall that Arthur 'o(e often painted to mu!ic and +elie(ed in a concept called !ynthe!i!) the idea that !ound! could +e experienced and !ho/n a! color! or !hape!% ;e e(en named a painting after a famou! American compo!er0! /or*2 Aeorge Aer!h/in0! Rhap!ody in Blue% Mini Lesson: 7hat !pecific !trategy or !*ill /ill you explicitly modelC The!e are the !trategie! !tudent! /ill apply% $% @pen the Arthur 'o(e Po/erPoint pre!entation and go to the !lide >'o(e and Mu!ic%? Thi! !lide ha! a hyperlin* to Dou Tu+e to li!ten to Rhap!ody in Blue +y Aer!h/in% "Play a portion of the !ong to include the piani!t#% 4% Mo(e to the next !lide to di!play 'o(e0! arti!tic impre!!ion a! he li!tened to Aer!h/in0! mu!ic% -% ;a(e !tudent! o+!er(e the !hape!) color!) and line! u!ed +y 'o(e% A!*9 7hy do you thin* he cho!e tho!e !hape!) color!) and line!C ;o/ did the mu!ic affect hi! choice!C 7hat emotion do you !uppo!e he /a! trying to portray through hi! paintingC 7or% Time: ;o/ /ill !tudent! apply the !trategie! and !*ill! learned during the mini le!!onC 7hat direction! are neededC 7ill they /or* independently) in pair! or in !mall group!C 3% ;and out piece! of 1-? x 1E? dra/ing paper and chi!el tip mar*er!% Color doe!n0t matter) ho/e(er yello/ /ill +e hard for !tudent! to !ee% :% Explain that you /ill play four different !nippet! of cla!!ical mu!ic% Each piece portray! a

di!tinctly different mood or emotion% In!truct !tudent! to fold their paper in half% They /ill u!e +oth the front and +ac* of the paper !o they /ill ha(e four !ection!% At the top of the !ection) ha(e them la+el the title of the mu!ical !election9 4 ea!on!9 7interF Comic 'uet for T/o Cat!F Carni(al of the Animal!9 Elephant!F and Bill the 1id9 Aun Battle% E% <!ing their mar*er) explain that !tudent! /ill re!pond to the mu!ic +y u!ing different line type!) 4ualitie!) and !hape! to capture the rhythm of the mu!ic% ugge!t to !tudent! to thin* of u!ing repeated line! and !hape! in different !iGe! to repre!ent repetition of +eat! or chord! in the mu!ic% A!!ure them that there i! no right or /rong to thi! exerci!e% They are 6u!t to re!pond a! they are mo(ed +y the mu!ic% "Mo(ie producer! u!e mu!ic to elicit (ariou! emotion!%# H% If needed) !ho/ different line type! and 4ualitie! !tudent! could u!e from the Big Tree in the .ore!t le!!on in the Dou 'ecide note+oo*) /hich ha! the >,ine!=Iualitie! Iuilt? and >.ancy In*? !ample!% " ho/ on ElmoJ# 15% <!ing Can you ;ear ItC Boo* and C') play the follo/ing trac*! of cla!!ical mu!icC a% Trac* #&9 4 ea!on! 7inter +% Trac* #H9 Comic 'uet for T/o Cat! Each trac% is one to t)o minutes in len*th( Note: A! !tudent! re!pond u!ing their mar*er) monitor !o !tudent /or* i!n0t ma!!i(e !cri++le!% Really !tre!! li!tening and re!ponding in a /ay that capture! the rhythm and +ear of the mu!ic /ithout !cri++ling all o(er the paper% KExample! of proper type! of line! /ill +e di!played on the elmo through out thi! /or* time% Closure9 ;o/ /ill you !ynthe!iGe the learning that occurred in thi! le!!onC ;o/ /ill !tudent! reflect upon their learning from thi! le!!onC 11% a(e the 1-? x 1E? piece! of paper for an optional art acti(ity% 1&% Play the follo/ing9 a% Trac* #159 Carni(al of the Animal!9 Elephant! +% Trac* #119 Billy the 1id9 Aun Battle 1$% Explain that !tudent! may re!pond in a (ariety of /ay! thi! time% tudent! may continue to dra/) /rite pro!e or poetry) or phy!ically mo(e to the mu!ic% ACEI $%1 8 Knowledge of students and communityF Integration of knowledge for instruction ACEI $%1 8 Knowledge of students and communityF Integration of knowledge for instruction Candidate de!ign! learning acti(itie! that9 L <!e! a (ariety of in!tructional !trategie! L Integrate! *no/ledge of !tudent!) community) !u+6ect matter and curricular goal! L Incorporate! a (ariety of re!ource! L <!e! technology /here po!!i+le

ACEI $%$ 8 Critical thinking, problem solving and performance skills Candidate demon!trate! under!tanding of cogniti(e proce!!e! a!!ociated /ith (ariou! *ind! of learning) and incorporate! !trategie! that encourage !tudent!0 de(elopment and u!e of critical thin*ing and pro+lem !ol(ing% O##ortunities o--ered -or in8uiry1 acti'e learnin*1 indi'idual )or% and #airs3small *rou# interactions: 14% In!truct !tudent! to compare and contra!t t/o of their (i!ual repre!entation of mu!ic and !hare /ith an el+o/ partner ho/ they are different or ali*e% ;a(e them !hare /hat emotion they felt /a! portrayed through the mu!ic% ACEI $%4 8 Active engagement in learning Candidate plan! in!truction that9 1-% .o!ter! !tudent moti(ation and acti(e engagement in learning 13% Incorporate! independent and pair!=!mall group learning 1:% ;elp! !tudent! to a!!ume re!pon!i+ility for them!el(e! and other!) and monitor their o/n learning ACEI $%- 2 Communication to foster learning Candidate plan! in!truction that u!e! oral and /ritten di!cour!e +et/een them!el(e! and !tudent! to fo!ter9 L Acti(e in4uiry and colla+oration 1E% Po!iti(e relation!hip! and !ocial interaction L 123 !tudent!0 u!e of effecti(e communication !trategie! .i--erentiation Plan
5da#tations connected to instructional strate*ies

ACEI $%& 8 Adaptation to diverse students Candidate de!ign! !tudent2centered in!tructional ta!*! and incorporate! (aried !trategie! to ena+le all !tudent! to achie(e learning goal!) and are appropriate to the need! of !tudent! /ho are culturally di(er!e or ha(e exceptional need!% .i--erentiate the learnin* en'ironment1 content1 #rocess1 or #er-ormance tas% -or indi'iduals or small *rou#s e(*(1 accelerated1 ELL3MLL students!( 5ll /PE.3/tru**lin* Learners are out o- the classroom durin* the lan*ua*e arts &loc% o- time( ,i!t the type of differentiation "learning en(ironment) content) proce!!) or performance ta!*# and tell ho/ you /ill differentiate Mone Mone Mone Mone

Identify the type of need "e%g%) E,,=M,,) accelerated !tudent!) reading need!) -54 !tudent!) !truggling learner!) enrichment# E,,=M,, truggling ,earner!

Accelerated ,earner!

Performance Ta!*

Accelerated tudent! /ill +e paired /ith other accelerating !tudent! to di!cu!! re!ult!% ince thi! a!!ignment i! already indi(idualiGed) accelerated !tudent! /ill +e a+le to interpret the a!!ignment in any /ay they prefer% There i! no incorrect an!/er%

Content

.uration: 9- :; minute lesson Materials: 9<= $ 9>= dra)in* #a#er Chisel ti# mar%ers Mr( /%etch )or%s )ell! List o- emotions Cate*ories o- emotions 5rthur .o'e Po)erPoint Music

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