How are we better together?
DAY 1 - PLAN 1
DAY 2 - PLAN 2
DAY 3 - PLAN 3
DAY 4 - PLAN 4
DAY 5 - PLAN 5
DAY 6 - SEED 1
DAY 7 - SEED 2
DAY 8 - SEED 3
DAY 9 - Seed 4
DAY 10 - PLAN 6
DAY 11 - SEED 5
DAY 12 - SEED 6
DAY 13 - PLAN 7
DAY 14 - SEED 7
DAY 15 - SEED 8
DAY 16 - PLAN 8
Download Seeds, Plans, and Resources (zip)
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Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.
How is each person important to the team?
Joyful Noise: Poems for Two Voices by Paul Fleischman
In this lesson, students view YouTube performances of selected poems from A Joyful Noise: Poems for Two Voices by Paul Fleischman. These insect poems are high interest for students and lend themselves to a brief discussion of the teamwork needed for the performance. Students then view a two-voice poem about pickles and gummy bears written and performed by a brother and sister. This poem again provides an opportunity to discuss the teamwork needed to perform as partners. In addition, the teacher should engage students in contrastive analysis of the topics: pickles and gummy bears. Finally, students will work with a partner to practice and perform or compose, practice, and perform a poem for two voices.
The model lessons in this unit feature best practices to address Common Core State Standards. The lesson plans were designed for heterogeneous classes. When teachers implement these plans, they should consider the skills and special needs of their students and make adjustments accordingly.
Apply appropriate elements of UDL:
The following websites provide alternate strategies and information for differentiation of lesson.*
English Language Learners
National Association for Gifted Children
Special Education and 504 LD Online
*Consider the need for Accessible Instructional Materials (AIM) when selecting texts, and captioned/described video when selecting video or other media for this lesson.
**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the unit concept of Our Environment wherever possible.
Quantitative Measure (Readability measures and other scores of text complexity): Lexile: NP (a non-prose code is applied to most plays, recipes, and poems); Guided Reading Level: P
Qualitative Measure (Levels of meaning, structure, language conventionality and clarity, and knowledge demands): Poems are performed and viewed by students who have background knowledge of the topic: grasshoppers. This poem, which contains language choices and a two-voice structural organization that would greatly challenge young students, is overcome through viewing the performance.
Reader and Task Considerations (Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed): This poem for two voices sets the stage for students to explore other poems for two voices and to employ teamwork in the composition and performance of original poems.
Show a YouTube clip of a performance for a poem from Joyful Noise. Have students think-pair-share to discuss the performance. How did the readers perform as a team?
Have students discuss teamwork with their partners.
Use a rubric website like www.rubistar.com to develop a rubric to use in assessing poetry performances.
Download Two-voice Poem Planning Sheet
Reading: Foundational Skills
Speaking & Listening