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Lesson Planning Form for Accessible Instruction Calvin College Education Program

Teacher

Alayna Ikerd

Date

Subject/ Topic/ Theme

Poetry- Finding patterns

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*

Learners will be able to:

Identify different patterns in poetry


Relate the patterns of poems to one another
Distinguish one pattern from another and that poems can have more than one pattern
Create their own poem with rhythm

Explain the types of patterns they see in a given poem with a partner

R
Ap
U
C
E

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

II. Before you start

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

of rhythm that they can use?


Provide Multiple Means of
Representation

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Provide Multiple Means of Action


and Expression

Provide Multiple Means of


Engagement

Provide options for perceptionmaking information perceptible


The information is displayed on the
whiteboard, as well as,
demonstrated through lecture and
example
Provide options for language,
mathematical expressions, and
symbols- clarify & connect
language

What barriers might this


lesson present?
What will it take
neurodevelopmentally,
experientially,
emotionally, etc., for your
students to do this lesson?

We will be interacting with an


online Ispy site on the projector to
create a riddle poem
Provide options for expression and
communication- increase medium
of expression

Provide options for recruiting


interest- choice, relevance, value,
authenticity, minimize threats
They are able to set up writing
stations (a 3 sided piece of
cardboard) that blocks out
distractions.
Provide options for sustaining effort
and persistence- optimize
challenge, collaboration, masteryoriented feedback

They are able to collaborate


with their peers to write an I-spy
poem, as well as, the rest of the
class
Provide options for comprehensionactivate, apply & highlight

They are given time to take


what we discussed and put it
into practice in their own
writing
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?

Provide options for physical actionincrease options for interaction

Provide options for executive


functions- coordinate short & long
term goals, monitor progress, and
modify strategies

Provide options for self-regulationexpectations, personal skills and


strategies, self-assessment &
reflection

They are able to see the work


that they got done that day, and
evaluate what strategies that
they need to continue
developing

Computer- for Calendar & ISpy website and riddle making game
Pencil and Paper
Go wind by Lilian Moore

Normal Classroom set upHow will your classroom


be set up for this lesson?

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

III. The Plan


Time

Components
Motivation
(opening/
introduction/
engagement)

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Describe teacher activities


AND
student activities
for each component of the lesson. Include important higher order thinking questions and/or
prompts.
Have the calendar time calendar pulled up so
the students can view it.
So, friends I know that it is not calendar time, but
I want everyone to take a look at the calendar for

just a minute. Can someone raise their hand and tell


me, what is the pattern that we have been looking
at in April?

The students should raise their hands and respond


with the correct pattern of shapes that they see on
the calendar.

Excellent! We can also see other patterns on the


calendar other than the pictures, the days of the
week always go in a pattern as well, can someone
tell me what order the seven days of the week
always go in?

A student should recite the days of the week.

Wonderful, thank you! That is a pattern; it has an


order to it. Patterns are really important in our
world, and we look at them everyday. Our day in
Room 9 even has a sequence and pattern to it! We
always come to school, Mrs. B always has music
playing, we always put away our folders, do our
morning jobs, sign in, etc. The reason that I wanted
to look at this is because poets think a lot about
patterns when they write, and today we are going to
learn how we can use patterns when we are writing
our poems too!
Development
(the largest
component or
main body of
the lesson)

Patterns are all about having an order, and keeping


things in that order. In poems we often find the
same thing, we find order. So I want to take a look
at a few poems with you guys this morning, and we
are going to see if we can find the pattern in them
together and then we are going to create our own.
Read Go Wind by Lilian Moore
One thing that I noticed about Lilians poem is
that she is addressing her subject and she is
writing to the wind, not just about the wind! But I

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want to take a look at the different patterns in the


poem, so I am going to read it again and I want you
all to listen to see if you can hear any patterns.
One pattern that I notice is in the first two lines
and the start of the third stanza, the same pattern is
used- even though there are a few small changes.
Go wind, blow. Push wind, swoosh. And Go
wind, blow. Push things-wheew.
Is there any other patterns that you guys see in this
poem?

The students should be listening quietly to the


poem again and looking for patterns they may see.

They should answer with either a comment about


the listing of things, the repetition of things, or the
rhyming of words.

Make sure to point out all of the patterns in the


poem that the students have not.
Now that I feel we have some practice with
finding patterns in poetry, I want to look at another
poem online, it is a riddle, and I want to see if we
can find the patterns in it and maybe create our
own together.
Pull up the ISpy poetry site on the computer and
project onto the smartboard
Read the ISpy poem on the Step 1 page under
writing ISpy riddle rhyme
Turn and talk with a partner about one pattern that
you see in this riddle poem.

The students should be talking with one another


about what they see in the poem.

Ask a student what patterns they see (will most


likely point out the rhyming in the poem)
Excellent! We can see that there are some rhymes
in the poem, with frog and dog, and bell and fell.
Another pattern that I see is that in one line almost
all of the words start with the same letter, like
button, barrel and bell. That would be considered a
pattern in poetry.
Lets write one of these I spy riddles together
Gather students suggestions and create your
own riddle poem together- should look
something like this.
I SPY a spider, a snake, a snail
Ten lizards, a ring, a whale

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Students should be talking about what they see in


the picture and what they could write in their own
riddle poem.

Many bugs, a beetle, a bone


A red, green and yellow scorpion all on its own
So poets, as you begin writing your new poems
today, I want you to ask yourselves, Should this
poem have a pattern? How should it go? Maybe
you could write another ISpy poem with things that
you see around the room and practice that pattern,
or maybe you want to write something like Lilian
Moore wrote, or you can create your own new
pattern. I will be coming around to see what you
are working on! You may head back to your seats
and start your writing.

Students should head back to their seats and begin


writing.

Walk around and ask students what they are


working on as writers today, and how they are
using patterns in their poems. Can you help
them with any patterns?
Find a student who has written a pattern and is
willing to share it with the class.
Class, one of our friends has been brave enough to
let us hear what they have written patterns today,
listen as I read the pattern they have been working
on.
Read aloud and praise the students good works.

Closure
(conclusion,
culmination,
wrap-up)

As poets, we are constantly reading and rereading


our poems. For the last little time we have left, I
want you to reread over some of your old work and
decide whether or not you hear any patterns in it, if
you do then put it in one pile and if you dont put it
in another and you can save it to add pattern to
another time!

Students should be reading their work to


themselves.

Give students a few minutes to read their work.


Boys and girls, that is the end of our writing time
today, so you all may put away your green writing
folders and sit quietly for the next part of our day.

Students should be putting away all of their writing


materials.

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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Riddle online interactive writing:


http://www.scholastic.com/ispy/games/riddle.asp
McCormick Calkins, L., & Parsons, S. (2003). Poetry: Powerful Thoughts in Tiny Packages (pp. 55-62). N.p.: Firsthand Books.

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