Wayne State University

College of Education

Teaching Intern (s): Jessica Arias

School in which the lesson is being taught: Riverside Elementary-Middle School

Grade level of students for whom the lesson was developed: 5

Subject/content area(s) for the lesson: ELA

Title of the lesson: Favorite Poem Presentation

1. Learners & Learning Environment:

a. Engaging and Supporting Diverse Learners (UDL) (InTASC 1,2,3):
1. Students will have the choice to pick any poem as long as it is school
appropriate. If a student has anxiety when it comes to presenting in
front of the class, they will have the ability to sit or not speak, but
will be given extra credit and extra support to encourage them to
present. If students are not too familiar with computers, their peers
and I can help.
b. Materials and Digital Tools Needed (InTASC 7,8):

i. Laptops/computers
ii. Internet
iii. Google slides
iv. Poems
v. Projector

2. Outcomes & Assessment:

a. State Standards and Student Outcomes – Learning Goals (InTASC 4,5,6):
 i. 3-5.TC.5. Know how to exchange files with other students using technology (e.g.,
network file sharing, flash drives)
ii. CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text,
including figurative language such as metaphors and similes.
iii. 3-5.CI.1. produce a media-rich digital project aligned to state curriculum
standards (e.g., fable, folk tale, mystery, tall
tale, historical fiction)

 Students will be able to find a poem and include examples and

summarize why it is their favorite poem.
 Students will be able to create personal connections with poetry
 Students will be able to apply their information onto Google slides
 Students will be able to present their information in front of the class

b. Assessment and Evaluation – Evidence of Student Learning (InTASC 1):

i. Will assess students by observing whether or not they can find a poem and
explain the components that make it their favorite.
ii. Will also assess by observing if they are able to create a Google slides with
media related to their favorite poem.
iii. Will assess students on how they present their presentation

3. Instructional Practice:
a. Introduction – Engaging Students, Activating Prior Knowledge and Setting Lesson
Goals (InTASC 7,8):
i. Students will be asked if they can think of a favorite poem. ‘Curled Kitten’
by Amy Ludwig VanDerwater will be my example and I will explain why I
chose the poem. The first goal is to search for a favorite poem. When a
poem is found, students will discuss in their groups the reasons why it is
considered their favorite poem. Students are told that they will be inserting
their information on slides and presenting.
 b. Instructional Procedure: Engaging Students in Actively Constructing Deep
Understanding (InTASC 7,8):
i. My example of a poem will be “Curled Kitten” by Amy Ludwig
VanDerwater. After I read it, I will explain why it can be considered my
favorite. I will explain on my presentation that I have personal ties to the
poem, since it reminds me of my cat. Pictures of my cat will be shown. I will
walk around and see if students need advise or help.

c. Technology as a Tool for Effective Teaching & Learning (InTASC 7,8):

i. Students will form small groups in order to search for a favorite poem on
the Internet. When a poem is found, students will use Google slides in order
to work together to create a presentation. On that presentation, students will
include examples of why that poem is their favorite, with reasons such as
figurative language or personal ties.

d. Closure – Students Summarizing and Synthesizing Their Learning (InTASC 7,8):

i. Students will present their information on a google slide. The audience, after
listening to the poem, will write down on a piece of paper why they like the
poem.

4. References & Resources:

a. https://www.michigan.gov/documents/mde/MDE_ELA_Standards_599599_7.pdf
b. http://www.michigan.gov/documents/METS_3-5_129585_7.pdf
5. Professional Responsibility: Teacher Reflection (InTASC 9): DO NOT COMPLETE