Updated 9/6/174:55 PM

Danielson Aligned Lesson Plan Template for Formal Observations 

Name: Kendra Cruz Date:27Nov17 Subject:Reading Grade Level: 5th 

Interdisciplinary Connections:ELAR 

Lesson Duration: 45 minutes 

Relevance/Rationale:Students will understand the characteristics of poetry. 

Outcomes/Objectives:5.4 Students will analyze how poets use sound effect to reinforce meaning in poems. 5.8 
Students will evaluate the impact of sensory details, imagery, and figurative language in literary text. 5.2D 
Students will identify and explain the meaning of common idioms, adages, and other sayings.

ELPS:1E: Internalize new basic and academic language by using and reusing it in meaningful ways in speaking and
writing activities that build concept and language attainment. 2E: Use visual, contextual, and linguistic support to
enhance and confirm understanding of increasingly complex elaborated spoken language.

Use of Formative Assessment to Inform Planning: Using the poetry pockets to check students understanding of 
content. 

Class Information: Mrs. V comes in and provides assistance to E.

Technologies and Other Materials /Resources: ​Harriet Tubman poem​ ​Harriet Tubman paragraph​ and Poetry 
Pockets, ​https://www.brainpop.com/english/writing/poetry/
http://www.bbc.co.uk/bitesize/ks2/english/reading/poetry/play/ 

Academic Vocabulary: alliteration, free verse, imagery, metaphors, meter, onomatopoeia, rhyme scheme, rhythm, 
and similes 

Lesson Procedures:

Hook: Brainpop on poetry/ ​(Daily routine AOW)/ ​GOTS

Higher Level Questions: ​What did you notice about how I read that article? As I read this poem aloud what do you notice that is
different than previously? Turn and tell your partner what you noticed about how I read aloud that poem?

Guided Practice: 1)​Look at the article and a poem about Harriet Tubman. Have students pay attention to the difference between
the two examples. ​2)​Place the paragraph about Harriet Tubman on the overhead, and read aloud. ​Q1)​What did you notice about
how I read that article? ​(Students should respond that teacher read the whole paragraph together, stopping to pause at each
punctuation mark. Students may also comment on the appearance of the writing; it is in paragraph form.)​ ​3)​Have students look at a
poem about Harriet Tubman, and read aloud. ​Q2)​ As I read this poem aloud what do you notice that is different than previously?
Q3)​Turn and tell your partner what you noticed about how I read aloud that poem? ​3)​As students share out responses, add them to a
classroom chart. ​(Chart should include there is rhythm and rhyme within the reading.)​ ​4)​Have students turn and talk to their partner
about what they noticed about how the poem looks in comparison to the paragraph they read before. As students talk record their
answers on the class chart. ​(Guided Reading Groups Day)

Independent Practice: Students will work in stations related to the objective.

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Closure: At the end of independent reading time, the teacher may have students share out other aspects of poetry they have
noticed. These will also be added to the classroom chart. Teacher can monitor student responses to determine which
students need more practice with general characteristics of poetry.

Differentiation:​ Grouping students with different learning levels partners to support one another. For higher
students have them find other poetry features as well.

Assessment Criteria for Success:​ Walk around the room and observe students understanding.

Anticipated Difficulties: One person doing all of the work and time. 

Extension: Do mini lesson 

https://betterlesson.com/community/document/125112/characteristics-of-poetry?from=search​ for review 
Accommodations: Students with 504/IEP will be given extra time to work; if not possible I
will reduced the size of assignment for the student.