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1.NEWMEXICOACADEMICCONTENTSTANDARD(S):
CCSS.ELA-Literacy.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
CCSS.ELA-Literacy.L.2.1
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.
CCSS.ELA-Literacy.L.2.1.e
Use adjectives and adverbs, and choose between them depending on what is to be
modified.
CCSS.ELA-Literacy.L.2.6
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe (e.g., When other
kids are happy that makes me happy).
2. OBJECTIVE(S):
Objective(s) What Students will learn I Can . . . statement
Students will utilize their Students will demonstrate I can use my knowledge of
knowledge of English their command of word rhyming words to fill in the
grammar to complete a families and rhyming words blanks of a poem
poem by inserting missing words
into the poem As Soon As
Its Fall
Students will compare and Students will practice I can compare and contrast
contrast the ways in which comparing and contrasting animal fur and human
animals and humans stay by finding similarities and clothing
warm to help them better differences between animal
understand the poem coats and coats for
humans.
3. ESSENTIAL QUESTIONS:
How can using different points of view and different ideas to compare and contrast help
me better understand the message of a poem?
5. RESOURCES:
- Empty Venn diagram
- Document Camera
- Promethean Board
- The Snow-Bird by Frank Dempster Sherman
- As Soon As Its Fall by Aileen Fisher
- As Soon As Its Fall packet
- Pencils
6. LESSON COMPONENTS:
a. INTRODUCTION/ READINESS
-Students will gather on the carpet where they will receive a short review
over rhythm, rhyme, and rhyming patterns. They will be asked to share what
they have learned about the two elements of poetry before any information is
given in order to check for their understanding. Examples will be given as
necessary.
-The teacher will then read As Soon As Its Fall by Aileen Fisher to the
students, so they will be able to hear the poem once before working with it.
-Finally, the teacher will display an empty Venn diagram on the board and
work with students to find similarities and differences between an animals
fur coat and the coats that humans wear when it is cold, based on their
findings in the poem. The teacher will then give an oral example of a
paragraph students could write based on what is written in the diagram.
e. CLOSURE
-Half way through independent work the teacher will display the completed
poem on the board for students to check their work. Just before time is
finished, a few students who wish to share their paragraphs will be allowed to
do so, then the teacher will collect all papers.
f. ASSESSMENT
-Students will be assessed on their previous knowledge during carpet time,
then will be further assessed based on their worksheets.
-Students must get at least three of the four blanks on their poetry worksheet
correct (75% accuracy) and their paragraphs must contain at least three
similarities and three differences between animal fur and human clothing.
Paragraphs should have few grammatical and spelling errors.
-Students who excel in writing will be asked to write two paragraphs, instead
of one. This will help to challenge them, and will also prevent them from
finishing early and distracting others, which is often a problem in the
classroom.