Instructional Lesson Plan

Grade Interns Name Class Size

3rd

20

Natalie Sikorsky Chelsea Lane Kelly Kemp Christen Fagan

Date / Time 05/02/2013 12:30

Mentor Initials

I. Purpose of the Lesson What will the students learn? How does this learning fit within
broader unit goals? Why is this learning meaningful, important and appropriate? What will the students say or do that will serve as evidence of learning? Standard (Use MD State Core Curriculum) CCSS RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. - Apply academic and domain-specific vocabulary when writing or speaking about the structure of a specific type of literary text (e.g., chapter, scene, stanza) Lesson Objective TSWBAT determine different poetry elements and themes within multiple poems. Formative Assessment (planned for use in this lesson) Before we start the lesson, as a class the students will answer nine quiz questions to assess their knowledge on poetry.

II. Instructional Decision-Making What knowledge of students influences my instructional

Knowledge of Age-Level Characteristics Physical: Small muscle coordination is developing and improving. Girls are ahead of boys at this stage of development. Emotional: The child is experiencing new and frequently intense feelings. There is a deep need for approval from adults and peers. Social: Children are concerned with pleasing authority. Some struggle to become more socially accepted in peer groups. Being the first and winning are important.

Physical: The teacher will recognize that girls may be ahead of boys. The teacher will review different elements of poetry and theme. The teacher will have students moving around and working with a different group of students. Emotional: The teachers will encourage students to participate and make sure all students do not get discouraged. Social: Teacher will walk around the room after assignment is given to make sure all students are staying on topic. Teacher will allow students to volunteer to share their work.

Knowledge of Academic Readiness (based on pre-assessment) Students are familiar with poems and have been exposed to it in previous class periods. All students have worked within a group setting and individually.

This lesson focuses on four main elements of poetry and theme. During this lesson, students will use previous knowledge of poems in recent class periods and recent years to recall and continue their learning. Students will focus on what their group is assigned, and then be able to share their information with another group.

Knowledge of Subgroup or Individual Needs (IEP accommodations, ELLs, G/T, other strengths/needs) Missy- ADHD Missy- Have Missy on a behavior chart. Constantly walk by her group to make sure she is on task. If she is misbehaving, have her work alone. Chelsea- The teachers will make sure Chelsea sits toward the front of the classroom to ensure she can hear clearly. Diana- The teachers will make sure Diana sits toward the front of the classroom to ensure she can see the board. If necessary during the group activity, the teachers made a copy of the poem with larger font.

Chelsea- Hearing impaired

Diana- Vision impaired

Knowledge of Interests and other Motivational Factors Students enjoy reading poems. The poems the teacher picked out are funny and will allow the students to stay interested. The poems have grade level vocabulary, so the students will not struggle on words within the poem.

Students will be working in small groups with their peers. This will allow students to work with other students in small groups to be able to focus and interact with others. Students will use background knowledge to help their classmates understand any information that may be confusing within the text.

Multicultural Considerations / Equity Measures

Implications for this Lesson

Poems can vary within different cultures. Poetry can also contain elements from cultures all over the world and serves as a way to communicate feelings and ideas.

The poem, Colors by Shel Silverstein, discusses different skin colors. This poem allows students to see a poem that values being different.

Academic Language Demands

Scaffolds to support language development in this lesson

Personification

We will explain the definition and use an example to further explain the word. We will also use a video clip from the movie, Cars. The teachers will define the word and provide a variety of examples on PowerPoint. The teachers will define the word and provide examples. Teachers will ask the students to come up with their own rhyming words. The teachers will define the word and provide examples.

Onomatopoeia

Rhyming words

Alliteration

III. Instructional Procedures What instructional strategies and sequence will I use to
ensure that every child is a successful learner? Instructional Materials and Technologies

Packet for each group of students including a copy of the worksheet and The Blue Little Engine Whiteboard Whiteboard markers YouTube video from Cars Promethean Video of The Lorax on YouTube (https://www.youtube.com/watch?v=5AOHPKQ3JjA)

Management Considerations (Procedures, Transitions, Materials, Behavior)

Teacher will give clear instructions on what is expected of the students to complete with a small group. Teacher will walk around while students are participating in group work and answer any questions the students have as well as give praise while the students are working. While the students are working in small groups, the teacher will walk around and read over students work and ask in depth questions to promote critical thinking. After students answer questions with their first group, the teacher will instruct the students to find a partner who completed the other side of the worksheet. The teacher will tell students to read sample poems on PowerPoint silently before answering questions. Also, advise the students to raise their hands and not call out the answers.

Instructional Sequence Planned Beginning

Approximate Time 5 minutes

Procedure

1. We will tell the students that we are learning about poetry today. 2. We will play the Voki to tell the students the objective of the lesson. 3. Then, we will ask the students, What is poetry? 4. We will define poetry. 5. We will tell the students that poetry is used in almost every culture to communicate feelings and ideas. 6. We will show the students about five minute of a video clip about The Lorax. 7. We will ask students if they think this is a poem and why.

Development of the New Learning

25 minutes

1. We will review the Promethean slides. 2. We will tell the students that we are looking at four poetic elements; Onomatopoeia, Alliteration, Rhyme, and Personification. 3. First we will discuss onomatopoeia. We will give the students examples. 4. Have students come up with their own examples. 5. Next we will discuss rhyming. We will give the students examples. 6. Ask students if they recognize any nursery rhymes within the picture. Give example of rhyming words from those nursery rhymes. 7. Next we will discuss alliteration. We will give the students examples. 8. Next we will discuss personification. We will give the students examples. 9. We will show the students a video clip from the movie, Cars. We will ask the students why this is an example of personification. 10. We will ask students if there are other movies, television shows, or books that they have seen or read before with personification. 11. We will show the students four poems and have the students determine the poetic element corresponds. 12. We will have a volunteer to reveal the four answers on the Promethean board. 13. Give students the file folders containing poem and worksheet. 14. Tell the students with the red file folders, they will be focusing on theme. These students should complete the side with the red sticker. 15. Tell the students with the blue file folders, they will be focusing on the four main poetic elements. These students should complete the side with the blue sticker. 16. After the students complete their side of the paper with their group, they must find a partner with the opposite color sticker. 17. Students will work in pairs to complete their other side of the worksheet.

Enrichment or Remediation

If students finish their work early, students can choose a

(As appropriate to lesson)

poetry book from the class set and read in their small group. Students should point out the different poetry elements within the poems read. 1. If time permitting, we will go over the answers to the worksheets. 2. The teachers will ask the students what they learned about poetic elements. 3. Then, we will show the students the Tagxedo and ask if they learned some new words from the Tagxedo in class today. 4. Have the students re-read the objective and determine if the object was achieved.

Planned Ending
(Closure)
Summary Homework

5 minutes