COOPERSTEIN, J.

LESSON PLAN TEMPLATE

Lesson Day Wednesday, December 6th
How will this lesson support the learning
goal? How do we incorporate rhyme scheme into writing?
(1c: Setting Instructional Outcomes)
(1 point) Why do we incorporate rhyme scheme into writing?
Taking the learning goal into consideration, what is
the objective(s) of this lesson that will support
progress toward the learning goal.

Objectives should be learner focused (not what the

teacher will do or accomplish), observable (use
verbs that can be measured), and target a specific
outcome. Please refer to the SLO User Guide for the
ABCD method or I CAN statements that can be
used as a guide.

Objective(s) Students will be able to incorporate rhyme scheme into their poetry by
(1c: Setting Instructional Outcomes) using either the alternate or couplet rhyme scheme.
(2 points)
Students will be able to incorporate simile, metaphor and personification
into their Winter poems.

PA Standards CC.1.4.4.Q
(2 points)
www.Pdesas.org/Standard/view or
https://www.pdesas.org/Page?pageId=11 Choose words and phrases to convey ideas precisely.

ISTE Standards (if applicable)

Technology Materials/Resources
(1d: Demonstrating Knowledge of
Resources)
(2 points)
What texts, digital resources, & materials will be
used in this lesson? How do the materials align with
the learning objective(s)? If appropriate, what
educational technology will be used to support the
learning outcomes of this lesson? How do the
resources support the learning objectives?
Cite publications and any web resources.
Anticipatory Set
(1a: Demonstrating Knowledge of Content
and Pedagogy)
(2 points)
____ minutes
How will you set the purpose and help students learn
why todays lesson is important to them as learners?
How will you pique the interest or curiosity
regarding the lesson topic?
Writers Notebook with Poem- I am using a poem that I wrote to
model my thought process of incorporating figurative language and
rhyme scheme into my poetry.
Document Camera- I will use this to project the pages of my Writers
Notebook onto the board so that all of the students can clearly see my
writing process. This is beneficial for visual learners in the class to see
what I am talking about as I describe it.
Students Writers Notebooks- Students will use information taught in
this lesson and incorporate it into the drafts of their winter poems in their
Writers Notebooks.
Who remembers what rhyme scheme is?
What are the types of rhyme schemes that we discussed? (ABAB
or AA BB)
Why do authors use rhyme scheme in their poetry?
On Monday, we began writing our Winter poems with figurative
language. Now that we learned about rhyme scheme, we are
going to incorporate it into our writing.

SLO Lesson Plan Template 1

 COOPERSTEIN, J.
How will you build on students prior knowledge?
How will you introduce and explain the
strategy/concept or skill?
Provide very detailed steps.
Instructional Activities
(1a: Demonstrating Knowledge of Content
and Pedagogy; 1e: Designing Coherent
Instruction)
(15 points)
_____ minutes
Exploration (Model): How will students explore the
new concepts? How will you model or provide
explicit instruction? You MUST include a teacher
think-aloud using student-friendly language here.
Guided Practice: How will you provide support to
students as they apply the new concept? How will
you allow them to practice (with teacher support)?
Independent practice: How will students review and
solidify these concepts to be able to use this new
knowledge? How will you monitor and provide
feedback?
Provide very detailed steps and include teacher talk
where appropriate.
SLO Lesson Plan Template
Modeling:
I am going to show you a poem that I wrote about hot chocolate.
In my Writers Notebook you will see my revisions to add
rhyming and figurative language.
When I began, I did not have a rhyme scheme in mind.
Sometimes, that might make it more challenging to begin writing
when you limit yourself to a certain rhyme.
I just began writing to see what ideas would come out.
Talk through my thought process while writing.
The smell fills my nose immediately the word toes came to
mind and I thought about the warmth of the hot chocolate.
It warms my body down to my toes
I wanted to add figurative language to make my writing more
interesting sweet as a rose, the smell fills my nose, the
warmth dances from head to toes.
I take a sip Lip! It touches my lip burns my lip.
Now I need some kind of concluding statement to wrap up my
poem. This does not always have to follow in the rhyme scheme.
Hot chocolate is my favorite part of winter This is boring. I
think I could add some figurative language to make it more
interesting.
Winter is hot chocolate.
Read final product.
Guided Practice:
Turn and talk to the person next to you and determine what the
rhyme scheme of my poem is.
After discussing, student can come up label my poem and
explain why they labeled that.
Lets add movement to my poem. What movement will be my A
lines? What will be my B lines?
Practice independently with the person next to you and then we
will do it together.
Who can come up and highlight some of the figurative language
in my poem? When you highlight it, tell us what type of
figurative language it is.
Independent Practice:
Now, you are going to take the winter poem you have been
working on and incorporate rhyme scheme.
My poem has a couplet rhyme scheme (AA BB). Who remembers
the other type of rhyme scheme we learned about? (ABAB)
Try to incorporate at least one. If you want to challenge
yourself, see if you can use both rhyme schemes we learned
about.
At the end of writing, we will share some of our stanzas and the
class will decide which rhyme scheme you have used.
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 COOPERSTEIN, J.
Closure
(1e: Designing Coherent Instruction)
(2 points)
___ minutes
How will students share or show what they have
learned in this lesson?
How will you restate the teaching point or ask
students to do so and clarify key concepts?
How will you provide opportunities to extend ideas
and check for understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
(2 points)
What differentiated support will you provide for
students whose academic development is below or
above the current grade level?
What specific differentiation of content, process,
products, and/or learning environment do you plan
to employ to meet the needs of all of your students?
How will your lesson be supportive for all students,
including English Language Learners, and build
upon the linguistic, cultural, and
experiential resources that they bring to their
learning?
How will your lesson promote creative and critical
thinking and inventiveness?
Accommodations**
(1e: Designing Coherent Instruction)
(1 points)
What classroom accommodations do you plan to
employ to increase curriculum access for students
identified with special education needs or 504?
Describe how these accommodations align with the
current Individualized Education Plan (IEP) for
each student as applicable (avoid using actual
names of students).
Modifications**
(1e: Designing Coherent Instruction)
(1 point)
What curricular modifications and/or changes in
performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?
SLO Lesson Plan Template
Remember, sometimes authors dont chose a rhyme scheme
ahead of writing. Often, they begin writing and fit the rhyme
scheme in as they go.
Adding rhyme to your poetry gives it a fun rhythm and makes it
pleasing to listen to.
We will be using these rhyme schemes to write our Winter
poems.
Students who may struggle with writing will only be required to
write using one rhyme scheme instead of both.
These students can also use a thesaurus to find new words to
use.
Students who need a challenge can begin to incorporate rhyme
scheme into their whole poem. They will be encouraged to use
higher-level vocabulary in their writing.
When this poem gets to the publishing stage, students will
choose their mode of publishing (writing or typing).
Students with 504 plans for attention may sit at the back table or
in the hallway so that they do not become distracted by people
around them.
Some students have behavior hole punch charts for different
behaviors (calling out, general behavior, class completion). If
they meet their behavior they will receive a hole punch in their
card.
These students will also be provided with written information to
refer to while writing about the types of figurative language and
rhyme scheme.
No modifications are needed for this lesson.
If needed, students would only be required to choose one rhyme
scheme and one piece of figurative language to incorporate into
their poems, rather than both rhyme schemes and all three types
of figurative language.
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 COOPERSTEIN, J.
Assessment (Formal or Informal)
(1f: Assessing Student Learning)
(3 points)
How will you and the students assess where the
learning objectives, listed above, were met?
Each formal or informal assessment should describe
how it is aligned to the above objective(s).
Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on
the lesson. The reflection should go beyond simply
answering the question Was this a good lesson?
Below are some questions to assist you in your
reflective process (Danielson, 2008):
o What evidence did you collect to
demonstrate that your students have met or
are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they
reveal about the students level of
engagement and comprehension?
o What changes, if any, would you make to
the lesson if you teach this lesson in the
future? What misconceptions, if any, do
you need to clarify before teaching the
next lesson?
o Did you stray from your lesson plan? If so,
how and why?
o Comment on your classroom procedures,
student conduct, and your use of physical
space. To what extent did these contribute
to student learning?
o Comment on different aspects of your
instructional delivery (e.g., activities,
grouping of students, materials/resources
utilized). To what extent were they
effective?
SLO Lesson Plan Template
Informal:
While students are writing, I will ask them to describe to me
their thought process in incorporating a rhyme scheme. What
words did you start with? How did you decide what would
come next?
Formal:
Since this is an ongoing piece, I will not see if the students met
the objective after one lesson. Throughout this writing block and
in the next few days, I will check students Writers Notebooks
to make sure they are incorporating rhyme scheme and
figurative language correctly. True formal assessment will occur
after students have published their pieces.
I originally thought that this lesson would be focused on just
incorporating rhyme scheme into poetry. But, since figurative language
is also a requirement in this poem, I decided to incorporate that
throughout the lesson as well. Therefore, after implementing the lesson,
I added the objective of incorporating figurative language as well since
that was part of what was discussed. Since the students have already had
mini lessons on figurative language, I did not explicitly teach that again.
But, to reinforce what they had already learned and what they are
required to do, I felt it important to incorporate it into this lesson.
Since the Winter poem is an ongoing writing piece, I have not been able
to collect enough information to see if all of my students have achieved
the objective of incorporating rhyme scheme into their poetry. In order
to collect this information, I could have created a separate sheet for them
to write their stanzas that used rhyme scheme. I did not do this because I
did not want to separate this lesson from their Writers Notebook. We
have completed writing assignments like this before where students do
something on a separate sheet to turn in to us, but then what they write
on that separate assignment does not show up in their final published
piece of writing.
While I feel comfortable that the students understand rhyme scheme, I
believe that most of them still need a lot more support with figurative
language. In this piece of writing they are required to have at least one
simile, metaphor and personification. From conferencing with a few
students, I have found that they cant remember which is which. For a
small group of students, I believe that figurative language is still very
abstract and they do not truly understand it enough to incorporate it into
their writing. For those students that I conferenced with, I wrote in their
Writers Notebooks examples of each for them to refer to.
Because of the disconnect with figurative language, my mentor teacher
and I have decided that we will create an anchor chart that they can glue
into their notebooks explaining each type of figurative language. This
will serve as a guide for this writing piece and for pieces in the future.
From what I observed during our Writers Workshop time, students were
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COOPERSTEIN, J.

really making an effort to incorporate rhyme scheme. But, some of them

struggled by trying to force rhymes. I anticipated that this would happen
and offered them a thesaurus or we talked through some of their work in
order to find another solution. From conferencing with my students I got
the sense that they enjoyed the rhyming and that they think it adds more
to their poetry.

I believe that it was a good idea to teach this lesson the same day as I
taught a lesson on identifying rhyme scheme within a poem. This way,
the information was fresh in their minds and they went from identifying
the rhyme scheme to then applying it. I think that this made the students
more engaged and cut down on the questions asked about what rhyme
scheme is.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the
general curriculum. Both are essential to consider when planning an equitable educational experience for students with
disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge
content. With accommodations, a student receives the SAME education as other children, but the student can access
content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or
reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access
the material based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct
connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

SLO Lesson Plan Template 5