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Teacher
Alayna Ikerd
Date
Grade: First
I. Objectives
How does this lesson connect to the unit plan?
Another lesson on poetry- we have been discussing choosing topics, turning big feelings into small details and different things, like line breaks. In this lesson we will
focus on identifying the rhythms that poetry has and learning how to apply that to our own writing.
cognitiveR U Ap An E C*
Explain the types of patterns they see in a given poem with a partner
R
Ap
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physical
development
socioemotional
X
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
CCSS.ELA-LITERACY.SL.1.1.A
Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion).
CCSS.ELA-LITERACY.SL.1.1.C
Ask questions to clear up any confusion about the topics and texts under discussion.
CCSS.ELA-LITERACY.SL.1.6
Produce complete sentences when appropriate to task and situation. (See grade 1 Language standards 1 and 3 here for specific expectations.)
CCSS.ELA-LITERACY.RL.1.4
Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Identify prerequisite
knowledge and skills.
The students should be able to already identify how to structure their poems and have some knowledge
of how to take big ideas and big feelings and create a focus in on a detail and create a poem from it.
The students also should have knowledge of topics that they can write their poems on- these are
already in their poetry notebooks.
They should be familiar with line breaks, finding rhythm in their words and other components of
poems, being able to use honest, precise words
The students should be familiar with the different types of poetic voices- addressing the subject,
speaking with feeling and lyrical expression and storytelling
Pre-assessment (for learning): Observe the students work and how it has been progressing through past
poems and writings that have been turned in
Formative (for learning): Listen to suggestions that the students give about the different patterns they see in
poems; listen as they create their own I-spy poem with a partner.
Outline assessment
activities
(applicable to this lesson)
Walk around and read what the students are writing and see how they are modifying and using the
techniques being taught to revise their own writing- Are they creating their own patterns in their
poetry, or is there no pattern presented in their work?
Formative (as learning):
Prompt the students during independent work time- what are you working on today as a poet?
What did you learn today and how are you using it in your writing time? What types of rhythms are you trying
in your poetry today?
Summative (of learning): Are they using rhythm in their poetry? Do they understand the different types
1-19-13
Computer- for Calendar & ISpy website and riddle making game
Pencil and Paper
Go wind by Lilian Moore
We will be on the carpet- teacher by the doc camera- for the teaching portion (30 minutes)
The students will be at their seats for the remainder of the time writing using rhythm/patterns in their
poetry
Components
Motivation
(opening/
introduction/
engagement)
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Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
This lesson went great! The students really grasped the concept of using patterns in their poetry to make them sound more poetic.
They were able to recognize that repeating a line, repeating the same first letter and using rhymes were all apart of patterns that poets
use, and they were able to utilize these different things into their own writing as well. We had many examples for students to share
wit the class of strategies that were present in their writing. Something that the students would have benefited from is if I cut out
magazines or pictures for them to create their own ISpy poems from. Many of them used objects around the classroom to write about
or just their own ideas, not necessarily following the ISpy type of poem, but it would have been beneficial for those who had a
tougher time getting started with what to write about if I had prompts to connect the lesson back to their seatwork and not leave it so
open-ended.
Website for the ISpy interactive site:
http://teacher.scholastic.com/writewit/poetry/jean_my_riddle.htm
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