ST.

JOSEPHS COLLEGE
Special Education Lesson Plan Format
Name of Student: Christina Santaniello

School: Our Lady of Wisdom Catholic Regional School

Child Study Course #: CS 325-05

Date of Lesson: February 11, 2015

Cooperating Teacher: Ann Schiavo

Grade and Age: 5th grade

Size of Group: 12
section504 for testing

Special Education Classification(s): Inclusion classroom, 1 IEP for Autism; 1

Curriculum Area or Learning Domain: Reading/ELA

Specific Lesson/Skill Taught: Using a web-chart to organize thoughts for writing.
CENTRAL FOCUS: The students will be using a Web-Chart to organize thoughts from a main topic, of a past event
of their lives, to write a poem.
BEHAVIORAL OBJECTIVE: The students will be able to write the main idea and the branch-off topics in the form
of a web-chart organizer, followed by writing a poem with a score of at least 3 out of 4 averages off a given Rubric.
CURRICULUM RATIONALE: In the past, the students had learned what poems are, and how to organize
information into pieces. During the lesson they will be introduce to a new form of organization and the components
of a poem. In the future when they need to write longer pieces such as essays and need a form of quick organization
for simple topics.
IEP or IFSP GOAL(S): Unable to obtain information due to confidentiality.
NEW YORK STATE COMMON CORE LEARNING STANDARDS:
Reading Standards for Literature:
Craft and Structure
5. Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a
particular story, drama, or poem.
Respond to Liturature:
11. Recognize, interpret, and make connections in narratives, poetry, and drama, to other texts, ideas,
cultural perspectives, eras, personal events, and situations.
Reading Standards: Foundational Skills:
Fluency
4. Read with sufficient accuracy and fluency to support comprehension.
a. Read grade-level text with purpose and understanding.
Speaking and Listening Standards:
Comprehension and Collaboration:
2. Summarize a written text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.
ACADEMIC LANGUAGE:
Web-Chart, Poems, Stanza
-types of poems: haiku, acrostic, free verse, concrete, limerick, genre poem
MATERIALS:
Reading Street textbook (pgs 252-253)
Reading Street workbook (pg 136)
Reading Street textbook Teacher edition (252A-253A)
Reading Street textbook-Teachers edition rubric (attached to lesson)
Chalk Board and piece of white chalk (Preferred use by teacher)

Computer for Poem (Attached at the end) http://www.scrapbook.com/poems/doc/11816/113.html

1) open google on the internet
2) search Sister best friend poems
3) open link to http://www.scrapbook.com/poems/doc/11816/113.html and find the poem of choice.

DEVELOPMENT/PROCEDURES:
INTRODUCTION/MOTIVATION:
The teacher will stand in the front of the room and ask the students: Have you ever wanted to tell a story through a
poem? After waiting for the students to respond she will say: I have wanted to tell a story before, and sometimes its
hard to find the right words to say. Sometimes poetry helps. After this, she will read the poem Sisters for life, Best
friends forever and ask the students: Can you think of someone you would want to write a poem for? Who can
give me ideas to write about? Answers can range from family members to pets, and from there she will say: Lets
organize these thoughts and topics to write a poem.
INSTRUCTIONAL STRATEGIES:
1. The teacher will say: Lets open our READING STREET TEXTBOOK to page 252 and 253, and who would
like to read the poem for me? The teacher will call on a student to read the poem. (Attached)
2. The teacher will then say: Now that we have two ideas of poems, lets review a few words before starting our
poems. Who can tell me what a poem is? She will wait for the response, and repeat the same question using
the words stanza, web-chart, haiku, acrostic, free verse, and concrete, to be sure of the students
understanding for vocabulary. Answers to the questions will be simple definitions of what they are:
Poem: collection of words that express an emotion or idea, sometimes with a specific rhythm.
Stanza: a group of lines written together forming a poem
web-chart: organizational chart with a main idea in the middle and ideas coming off it
Haiku: a 5, 7, 5 syllable and rhyming pattern
acrostic: using the first letter of the title word to create a poem
Free verse: no true form, no rhyming form, open to the persons idea
Concrete: when the poem is written in the shape of what it is about.
3. After gathering answers of what a poem is and what types of poems they know and correcting any wrong
answers, the teacher will walk over to the chalkboard, take the piece of chalk and begin drawing ONE medium
size circle in the center to begin the web. The teacher will ask: What do you think goes in the middle of the
web? The students will give an answer, THE MAIN IDEA or THE SUBJECT or THE TOPIC.
4. She will say: Thats right! Now from here you can add branches to give details about your topic. She will
turn back to the board and draw 4 branch lines from the circle (based off the students workbook page image)
to show the students what the web-chart looks like. The teacher will say: This is what a simple web-chart
would look like if you were to draw one out, but please take out your READING STREET WORKBOOKS
and turn to page 136 to the already made web.
5. Using the workbook page, the teacher will say: The middle circle as you all told me is for your main idea or
topic. Being that its close to Valentines Day, lets write a poem about someone you love. These can be
your family or pets or anything you love. The students will be given 2 minutes to think and write down their
topic in the center circle. The teacher will be walking around the room to be sure the students understand what
the topic of their poem should be based around.
6. The teacher will ask the students: Lets hear your ideas. The teacher will go around the room having the
students say their topics or subject.
7. After they have their main idea, the teacher will say: How many branch-off details do you think you need to
write a good poem or story? Based on the workbook page, there were 4 circles. The students can answer as
many as they believe and we agree that a minimum of 4 details is a start. The teacher will then add to this:
You can add more branches if you feel you dont have enough information.
8. The teacher will tell the students: Take out your reading notebook and start your ROUGH DRAFT COPY of
the poems. At the top of the page please write what type of poem you are making and the title of your poem.
As they work the teacher will be walking around the room assisting the students in any ways needed. The
students may also use their thesaurus and dictionary for spelling help as needed.
9. As the student finish their poems, the teacher will be walking around with a red pen to correct their ROUGH
DRAFT.

10. The students will be given the chance to fix their errors. Once they raise their hands for me to checkt heir
work for any other errors of any kind, they will move to putting their FINAL COPY on loose leaf to hand in to
be graded.
11. Once they finish their FINAL COPY, they will raise their hand for the teacher to check and they may draw a
picture at the bottom if they like until everyone has finished.
CLOSURE:
1. The teacher will call on a few students who raise their hand to read their work, at least 3 students. The teacher
will ask the student who read aloud their poems: Why did you choose that topic? The answers will be based
upon what the students chose.
TECHNOLOGY COMPONENT: I used google to search for the poem used in the intro/motivation. I do not have a
technology component for the main lesson, but in the case that the web-chart was not in their Reading Street
workbook I would have made the web on Microsoft Word to create a worksheet and used the Smart-board in the
classroom to write the example on.
ADAPTIVE PROCEDURES:
1. I will be focusing 1:1 time with the student with an IEP for extra assistance.
2. My student with the IEP will be able to work in the resource room on her poem and use the chalk board in that
room to write her ideas bigger and with assistance from the Special Education Teacher along with myself in the room.
ASSESSMENT: I will be using a rubric from the Reading Street Grade 5 textbook. Rubric will be attached via copy
from textbook. Each number is 25 point (4/4 is 100). The students must receive an average of 3s on the rubric given
or 75% (3 /4 of 100).
SELF-EVALUATION:
This was the first lesson that Ive taught for a higher grade and I believe I did fairly well. The students were engaged
at all moments, and werent afraid to ask me questions about the topic or words they needed help with. One thing I
would have changed about the lesson was that I need to walk the room more. I also would prefer not to work with
rubrics because they are harder to grade off of in my opinion, but I believe with more help Ill learn how to use them.
Attached is my teachers reaction to my lesson.
RE-ENGAGEMENT:
If the students are having difficulty with the assignment, the teacher may change the directions to the students creating
poems using the same form rather than them choosing their own form of poetry to write.

ONLINE POEM FROMhttp://www.scrapbook.com/poems/doc/11816/113.html

POEM:
"Sisters for Life, Best Friends Forever"
You stick with each other wherever we go.
You have been playmates for as long as you know.
I hope this continues the rest of your lives.
Its not often one is born with a best friend for life.
Author: Linda De Los Reyes