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Elementary Education Lesson Plan Template Grade Level: 3rd Topic: Poetry Rationale: (Why are you teaching these

Elementary Education Lesson Plan Template

Grade Level: 3rd Topic: Poetry

Rationale: (Why are you teaching these objectives? Why did you select the instructional strategies that you did?)

  • - I am teaching these objectives because the students are currently working on a poetry unit and have been working on the structure of poems (Haikus, Limericks, etc.) These objectives will help to tie the unit to SOL standards by focusing on author’s intent and writing based on a central idea.

  • - I chose to model the use of main ideas and supporting details through the reading of Jack Prelutsky’s poem “When I grow up” because Prelutsky’s poetry is engaging and light- hearted. Using his poems can keep the students engaged and interested in the topic.

  • - I chose to use the fill-in-the-blank format because the students are still working on developing their understanding of poetry structures. Removing the stress of formatting the poetry structures will free the students up to work on their understanding of the ideas and supporting details.

Enduring Understandings: (What big idea(s) will students understand as a result of this lesson?)

  • - Poets use their poems to convey a central idea to their readers.

  • - Poems are written in many different forms and for many different reasons

Essential Questions: (What question(s) will students grapple with as they learn through this lesson?)

  • - What is the poet trying to make the reader feel?

Primary Content Objectives:

Students will know: (facts/information)

  • - Students will know that there is no one rule for how poems should be constructed.

  • - Students will know that poetry is used to convey a central theme/idea.

Students will be able to do: (skills and behaviors)

  • - Students will be able to use the structure of a poem to convey their own ideas.

  • - Students will be able to identify the main idea in a poem.

  • - Students will be able to include supporting details to support their ideas.

Related state or national standards: (Examples include State Standards of Learning, Common Core State Standards, Next Generation Science Standards or National Curriculum Standards for Social Studies)

  • - Virginia English SOL 3.9: The student will write for a variety of purposes. e) Use strategies for organization of information and elaboration according to the

type of writing f) Include details that elaborate the main idea.

Assessment: (How (and when) will students be assessed? What evidence will you collect to determine whether students have met the lesson objectives? Will the assessment(s) be a pre- assessment (diagnostic), formative (ongoing feedback) or summative?)

  • - The students will be asked to write their own fill-in-the-blank poem based on the structure of the poem “If I Were in Charge of the World” by Judith Viorst. This poem can be used as a formative assessment of the students’ ability to organize their information and provide elaborating details to support the main idea (if I were in charge).

  • - There will also be plenty of opportunities throughout the lesson while the students are working for the teacher to informally assess the students’ understanding by observing the students working and asking questions directly to individual students about their understanding.

Materials and Resources: (List here all materials that you will need in order to successfully teach this lesson. Include technology and website links, texts, graphic organizers, student handouts, physical manipulatives, etc.)

  • - Worksheet (attached at the end of this document): “If One for each student

o

__

was in Charge of the World”

  • - One copy of Judith Voirst’s poem “If I Were in Charge of the World”

  • - A Pizza the size of the sun by Jack Prelutsky

Key Vocabulary and Definitions:

  • - Supporting Details: Pieces of information that has been included to help the reader understand the main idea.

Lesson Procedures:

  • 1. Introduction and goal orientation (minutes 0-1):

    • - You have spent the last few weeks working on the structure of poetry: how to create a haiku, rhyming, couplets, and limericks. Today we are going to focus on the content and ideas that poets put in their writing, why they write the poems.

      • 2. Connecting to prior knowledge and experiences: (Questions or activities that help students make links) (minutes 2-15)

        • - If you like listening to music raise your hand. What is it about music that you like? Make sure students aren’t calling out, call on students who are raising their hand and explain they are being called on because they did not call out. The lyrics in songs can be seen as poetry put to music. Why do you think musicians write their lyrics? (Money, express their emotions, entertain) Just like musicians, poets try and express themselves through their poetry. I am going to read you a poem by a man named Jack Prelutsky. Listen to this poem and think about what Mr. Prelutsky is trying to express and think about why he might have written this poem. Read “When I grow up” What is the main idea in Mr. Prelutsky’s poem? (He can do anything he wants when he grows up, He doesn’t know what he wants to do when he grows up) How do you know this was the main idea, what did Mr. Prelutsky write that supports this idea? Why do you think Mr. Prelutsky wrote this poem? (Entertain people, to encourage people, to tell people about himself)

          • 3. Tasks and activities: (What challenging tasks and activities will students engage in as they construct knowledge, learn new skills or behaviors and develop understandings?) (Minutes 15-25)

            • - Now we are going to use the structure of a poem by Ms. Judith Viorst to write our own poem, focusing on supporting the main idea. I am going to give each of you the sheet that includes the structure you are going to be working with. I want you to take the sheet and return to your seat. Do not start writing your poem yet. I will read Ms. Viorst’s poem to give you an example of how you can support the idea. After I finish you may start brainstorming for your poems. Work on these on your own. If you have any questions you may raise your hand and I, or any of the other adults can help you. Read the poem then have the students get started

              • 4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include some form of assessment or exit slip) (25-30)

                • - As you finish you poems I would like you to turn one of your tablemates who is also finished and share your poem with them. See if you can spot the main idea and supporting details in your partner’s poem. After each partner has had a turn sharing their poem you may turn in your poem to either myself, Mrs. Irwin, or Mr. Phil.

Accommodations for individual differences: (How will the lesson be differentiated to support diverse learners? Describe additional supports that can be used for re-teaching if needed, and a

challenging extension for students for demonstrate mastery quickly or show evidence of a lot of prior knowledge.)

  • - This lesson can be differentiated in a few different ways. Students who are already ahead of their classmates may be given the freedom to use the main idea from Ms. Viorst’s poem (If I controlled the world) to try using that idea in their own poem without using the format provided. They can practice writing a haiku, or other style of poetry, incorporating that idea into the poem.

  • - The fill-in-the-blank format for using Viorst’s main idea allows students who may be struggling to focus on generating the details and main idea without getting lost in formatting their poem.

  • - One way to reteach this lesson is to have the students write a biographical poem. Biographical poems focus very clearly on the main idea (Describing the subject) and provide many supporting details for who the subject is. The students would be able to follow a relatively clear structure and use a personal subject to ensure the focus of the lesson is on the main idea and supporting details.

Behavioral and organizational strategies: (What behaviors will you model or discuss with students? What do you want to remember about organizing the lesson and materials? Use this section for reminders to yourself about behavioral and organizational strategies. For example, do you want to explicitly model how to work with partners in this lesson? Or demonstrate how to use mathematical tools?)

  • - One of the big reminders for behavior management is that the students need to be reminded of the expectations for responses. Encouraging a brief discussion about music and musicians could get out of hand if the students aren’t reminded of how they are expected to respond.

  • - As mentioned in the lesson plan, when asking for responses, highlight the proper response methods by emphasizing that students who are called on have raised their hands and aren’t blurting out.

  • - When reading the poem, make sure the students are focused and quiet before beginning. Remind the students how to be active listeners before starting.

  • - The transition from the rug to their desks can be a little chaotic. Clearly defining expectations, before starting the transition will help keep things smooth.

  • - While the students are working on their poems, circulating throughout the room and using a combination of proximity and verbal reminders will help keep students on task.

“If

_______

was in Charge of the World”

Inspired by Judith Viorst’s “If I was in Charge of the World”

Fill in the blanks with your creative details and descriptions from the point of view of being the one to make all the big decisions.

If I were in charge of the world I'd

_______________________________________________________________

__________________________________________________________________

If I were in charge of the world

There'd be ________________________________________________________

__________________________________________________________________

If I were in charge of the world

You wouldn't ______________________________________________________

You wouldn't ______________________________________________________

You wouldn't ______________________________________________________

Or _______________________________________________________________

If I were in charge of the world.

If I Were In Charge of the World

If I were in charge of the world I'd cancel oatmeal, Monday mornings, Allergy shots, and also Sara Steinberg. If I were in charge of the world There'd be brighter nights lights, Healthier hamsters, and Basketball baskets forty eight inches lower. If I were in charge of the world You wouldn't have lonely. You wouldn't have clean. You wouldn't have bedtimes. Or "Don't punch your sister." You wouldn't even have sisters. If I were in charge of the world A chocolate sundae with whipped cream and nuts would be a vegetable All 007 movies would be G, And a person who sometimes forgot to brush, And sometimes forgot to flush, Would still be allowed to be In charge of the world.

by Judith Viorst