Lesson Plan

Grade/Subject: 4/5 Language Arts

Unit: Poetry & Parts of Speech Lesson Duration: 45 mins (x3)

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Students will listen, speak, read, write, view, and represent:
o 1: to explore thoughts, ideas, feelings, and experiences.
o 2: to comprehend and respond personally and critically to oral, print, and other media texts.
o 3: .to manage ideas and information.
o 4: to enhance the clarity and artistry of communication.
Specific Learning Outcomes:
Grade 4
1.2: Clarify and Understand use talk notes, personal writing, and representing to record and reflect on
ideas, information, and experiences
2.3: Understand Forms, Elements, and Techniques identify various ways that information can be
recorded and presented visually
4.1: Enhance and Improve use an increasing variety of words to express and extend understanding of
concepts related to personal interests and topics of study.
Grade 5
1.1: Discover and Explore read, write, represent and talk to explore personal understandings of new ideas
and information
1.2: Clarify and Understand use talk notes, personal writing, and representing to explore relationships
among own ideas and experiences, those of others and those encountered in oral, print, and other media texts.
3.3: Organize, Record, and Evaluate organize ideas and information to emphasize key points for the
audience
4.1: Enhance and Improve experiment with words, phrases, and sentences, and multimedia effects to
enhance meaning and emphasis

LEARNING OBJECTIVES
Students will:
1. Identify the characteristics and definition of a particular part of speech (ex/ proper noun, common noun, verb,
adjective, adverb, pronoun).
2. Represent the part of speech through acrostic poetry.
3. Use the writing process to create a rough draft, revise, and finish with a polished final product.
4. Use the examples, characteristics, and definitions to complete MadLib activities.

ASSESSMENTS
Observations:

Key Questions:

Written/Performance Assessments:
Formative: rough draft of acrostic poem
Summative: final, polished acrostic poem
Formative: MadLib activities

LEARNING RESOURCES CONSULTED

Resource #1: Alberta Program of Studies English Language Arts
Resource #2:
Resource #3:

MATERIALS AND EQUIPMENT

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Mad Libs
White Paper
Parts of Speech Posters
MadLib Word Pages
Visual Journals
Nice Journals
Lesson Plan
Whiteboard Markers

PROCEDURE
Lesson 1: Rough Draft
Review Parts of Speech

On the carpet

ASK:
o What is a proper noun? Common noun? Verb? Adjective? Pronoun?
o What are some examples of ? (x2)
Assignment

SAY:
o Today we are going to start a rough draft acrostic poem.
o Who can tell me what an acrostic poem is? (*Raise hands*)
o So what were going to do is pick one (1) of the different parts of speech (*write adjective, proper noun,
common noun, pronoun, verb on the board*) and write an acrostic poem about one of them. Notice that noun
alone is not an option, but proper and common have to be part of it. If you chose verb, I would encourage you to
do 2 poems just because it is a shorter word.
o I would like there to be:

A definition of what the part of speech is (ex/ an adjective is a descriptive word)

At least one picture related to the topic on your good copy

Examples of words and sentences that relate to that part of speech.

o I would also like you to try and write full, proper sentences instead of just one word for each letter. Commas/a
list of words is okay.
o (Decision: Grade 4s do 1, grade 5s do 2 OR if done before time is up, do 2. depends on time)
o You will have time tomorrow to do a good copy, so you will have the rest of class to come up with your
sentences and all class tomorrow to make a polished copy(s).
o The good copies will go in the Visual Journals
o Check with me or Ms. Barker when you are done and we can check spelling and tell you what to do next.
o Sample using CAT

One with a sentence

One with list of words separated by commas

One with sentence partway through

o On your way back to your desks, get out your nice journals (not your visual journals), if you cant find your
nice journal get a piece of lined paper for your rough copy.

DO:
o Circulate and check that students are on task, following instructions and not panicking about it being
PERFECT.
o If finished and checked for spelling, can start on rough copy depending on the timing.
Transition to Next Lesson:
Time to clean up and get ready for gym. Put your rough copies in your Language Arts folder, then get your outdoor things
for recess and line up at the door.

Lesson 2: Final Draft

Final Copy
Everyone take out your rough drafts of your acrostic poems in your nice journals
How many of you are not finished your rough draft?
o You can start finishing it up. Let me know when you are done and Ill check it and tell you what to
do next.
For those of you that are done, take out your visual journals and start your good copy. Remember, you need
one picture of something that your poem represents.
Use pencil lightly to outline your letters, sentences, words, and picture and THEN you can use pencil crayons
or markers to make it look nice and stand out.
Who can tell me some good ways to make your words pop/show up well on the page? (Ex/ marker outlines,
bubble letters).
Remind the students to make it look good and that that is why we did a rough draft first because they are
going in their Visual Journals and parents could look at them during P/T interviews.

DO:
o

Circulate and observe that students are on task, help correct and check spelling, etc., answer
questions, compliment specifically and constructively.
o Remind students of the amount of time that they have left, but not to rush through their good copy.
Transition to Next Lesson
If not done will have 15 minutes at the beginning of class tomorrow.
Those that are done = put away visual journals and do quiet choice time (reading, work on projects, etc.)
Last 2 minutes
o Clean up, discuss if they will have time tomorrow.
o After you hand it in, go get your recess things ready and line up for gym class.
Lesson 3: MadLibs!
Extra Time
Set the timer for 15 minutes and have students finish up their good copies.
For those that are done, quiet reading, cursive practice, etc.
After 15 minutes, if you arent done, it will be homework. If you are done, come to the carpet.
Ms. Barker will do the cheesy video for adverbs.
MadLibs
We are going to practice the parts of speech that we have been working on by doing MadLibs. Has anyone
done MadLibs before?
o If so, do you want to explain them to the class?
Demo using the Smartboard. Have students offer answers for blank parts of speech.
Its more fun when you dont read the story and you just write in the different parts of speech, THEN read the
full story. When you finish, depending on the time, you can come and get another MadLib from me, or you
can share your silly stories in pairs.
Transition to Next Lesson
Hand in your MadLibs to me.
Get your things ready for Recess and for Gym.