Library Spines – ELA20

Written by Sequoia Abbott-Saulteaux

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Photo by Start Digital on Unsplash

This lesson plan was made during my pre-Internship at Miller Catholic High School during the Winter semester of 2020. This was originally made for a English Language Arts grade 11 class, but with modifications can be used for other grades. I had help from my amazing co-operating Teacher in making and editing this lesson plan, but unfortunately because of the Covid-19 lockdowns I never had a chance to try it out myself. This lesson is best used as an introduction into poetry, and is a great chance for students to see poetic aspects in everyday life. The students also get the chance to explore the library, see different sections, and most importantly, get up and move. The main idea is that students pick out up to six different books and with the title spines, arrange them to make a poem. Then they would take a picture and upload their art to the student portal. Miller High School had some really great online connections with all the students being involved in the school portal, this allowed students to upload their work and comment on others blogs. While this lesson works best with similar framework, students can also print off and hang up their poetry on the wall, then go around with a paper and write down comments of others work.

Lesson Planning Template

Curriculum: ELA 20        Module/Unit/Outcome: “Starting Out- Beginning and Becoming”

Materials/Preparation Required: • Poetry Spine Handouts, • Access to the library, • Access to Student Portal

Prerequisite Learning Required: • Students will have to know how to use Student Portal along with their blog function • Students will have to have a basic background knowledge of poetry

Target for Professional Growth: • I acknowledged all raised hands. • I asked questions of disruptive students.I was ready with materials and handouts before students entered the room. • I attended to the needs of multiple students. • I reduced dead time when possible. • I moved towards disruptive students.

Co-Management Preparation for this Lesson: N/A

Outcome for this lesson Indicator(s)

CR 20.4 Read and demonstrate comprehension and appreciation of grade-appropriate informational (including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Métis, Saskatchewan, Canadian, and international texts.

d. Demonstrate critical reading behaviours including: • identifying and analyzing explicit and implicit messages, viewpoints, and concepts • identifying the ways in which a text’s organizational structure and elements support or confound its purpose j. Demonstrate knowledge of poetry (metre, rhyme scheme, rhythm, alliteration, and other conventions).

Activating and Engaging:	What do I need to adapt here to help all students be successful?   Students will start the lesson by getting out the laptops and logging in. The students will be playing a diagnostic quiz on poetic figurative language.   https://quizizz.com/admin/quiz/5e6ee8a87f86d0001b2395c4/ela-20-poetry-terms
Exploring and discovering:	The students will be introduced to the Library Spines assignment in the classroom, along with the expectations, rubric, and assignment sheet.
Organizing and Integrating:	Students will upload a picture of their poetry to their blog, and then upload their written reflection in the Student Portal.

Assignment

Library Spines Poetry

Outcomes: CR 20.4 Read and demonstrate comprehension and appreciation of grade-appropriate informational (including instructions and procedural texts) and literary (including fiction, nonfiction, script, poetry, and essays) First Nations, Métis, Saskatchewan, Canadian, and international texts.

Using books that you have found in the library, choose six titles and make a poem by stacking the books in a certain order. You will be paired with a partner and given a specific genre to explore.You will complete your own poem and then compare and contrast your poem with your partner for theme, imagery, figurative language, and connotation. Take a picture of your completed work and upload it to your blog.Afterwards you will write an individual one-page reflection piece about the process of finding/arranging the titles, the meaning behind your poem, and the collaborative process with your partner. Rules: Books should not be in the same subject area as the theme You must read the back covers of the books you choose

Length	Minimum of six book titles, and a one-page (250 word) reflection piece.
Theme	Starting out- Beginning and Becoming.
Language	The poetry language must come from book titles.
Publish	Poem is uploaded to your blog, and reflection piece is uploaded to the assignment portal in MLA format. Both uploads are due on Saturday March 21st, 2020 at 11:59pm

*TURN in your spine poem on your blog and upload reflection piece on the Portal:

____ Spine Poetry has a title

____ MLA formatted information is in the top left-hand corner double spaced

____ topic of poem is inspired by or related to ideas about Beginning and Becoming.

____ at least SIX book titles are used in the poem.

____ I have saved the document with a name (ie. Spine Poetry by Mary)

____ I have turned in a one-page reflection piece to the Portal

____ I have TURNED IN and UPLOADED THE POEM TO MY BLOG

Rubric

	4	3	2	1
Writing-Poetry: Follows rules for poetry form	The poem has the correct amount of book titles. The poem uses all following poetic elements; theme, imagery, figurative language, and connotation. The poem makes a strong connection to the topic material.	The poem has the correct amount of book titles. The poem uses most following poetic elements; theme, imagery, figurative language, and connotation. The poem makes a connection to the topic material	The poem has the incorrect amount of book titles. The poem uses one following poetic elements; theme, imagery, figurative language, and connotation. The poem makes a weak connection to the topic material.	The poem has the incorrect amount of book titles. The poem uses no following poetic elements; theme, imagery, figurative language, and connotation. The poem is off topic.
Content-Amount of Information: Topic and length	The written reflection is one-page in length. The reflection has three elements; finding/arranging the titles, the meaning behind your poem, and the collaborative process with your partner. The piece is on topic and well thought out.	The written reflection is one-page in length. The reflection has two elements; finding/arranging the titles, the meaning behind your poem, and the collaborative process with your partner. The piece is on mostly topic and well thought out.	The written reflection is less than one-page in length. The reflection has one elements; finding/arranging the titles, the meaning behind your poem, and the collaborative process with your partner. The piece is on topic.	The written reflection less is one-page in length. The reflection has no elements; finding/arranging the titles, the meaning behind your poem, and the collaborative process with your partner. The piece is off topic.
Teamwork-Cooperation: Listens, shares ideas and work, supports team	Always listened to, shared ideas with, and supported others. Worked consistently for the good of the team.	Listened to, shared ideas with, and supported the efforts of others. Did not disrupt the group.	Did not consistently listen to, share ideas with, or support the efforts of others. Made some effort to be a team player.	Rarely listened to, shared ideas with, or helped other team members. Was not a team player.

Download the PDF copy of this lesson plan below!

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