Student: Carly Lewis School: Northview Elementary

Grade Level: Second Grade

Lesson Title: The Important Thing About…

Indiana Wesleyan University

Elementary Education Lesson Plan Template

2007 ACEI Standards

READINESS

I. Goals/Objectives/Standard(s)
A. Goal(s)—Students will create poems expressing the importance of different things.

B. Objective(s)—(specific terms)

1. Students will examine the free verse poem writing structure and create an original piece.
2. Students will use proper sentence structure to construct their poem.
3. Students will perform their poem in front of the class.

C. Standard(s):
IAS: 2.SL.4.1 Using appropriate language, recite poems and rhymes, and tell a story or recount an experience, in an
organized manner, with appropriate facts and careful attention to sensory details, speaking audibly in coherent
sentences and at an appropriate pace.

II. Materials & Management

A. Materials:
i. Notecards
ii. “The Important Book” & YouTube
iii. Slips of paper with every students name on them
iv. Poem outline
v. “poetry praise” lights and mini stage
B. Time: 45 minutes
C. Space: Classroom
D. Behavior: “Before we begin I want to go through my expectations for you throughout the lesson. I need each
of you to be seated, crisscrossed apple sauce with your hands and feet to yourself. There should be no talking
without raising your hand or when someone else is talking. You must all give me “five”, what does that
mean, can someone raise their hand and tell me what the first one is?” Keep asking from then on. (Eyes on
the speaker, be silent, stay still, hands in your lap, and listen). “I am really excited to share with you all today
and think you are going to have a lot of fun, think you can listen and give me five today? Give me a thumbs
up if you can do that.”
E. Technology: YouTube for video
III. Anticipatory Set
• Here, I will play the short video on YouTube of someone reading aloud the book, “The Important Book”.

https://www.youtube.com/watch?v=IS6F2EBWyk4

Ask students, “How did you like the story? What did you learn from it? What was your favorite part?”

Allow time for student response and discussion.

Purpose:

“Today we will be reading a story about the importance of things around us and writing our own poem in response. It is
fun to find the importance in the things that surround us, especially things we enjoy! We can learn to appreciate
and accept the people and places we encounter, even if they are different than us!”

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PLAN FOR INSTRUCTION

III. Adaptation to Diverse Students-- Demonstrate your understanding of the development and approaches to learning unique
to the students in this class as you describe the specific instructional opportunities provided in this lesson.
A. Remediation: I have a student who has ADHD. Paying attention in class is quite difficult for him. He also has a
hard time grasping the concepts unless it is explained to him in greater depth one on one; mainly due to the
fact that he does not pay attention in class. For him, I would go up and talk to him after giving initial
instruction, and explain it to him, providing him with more guidance. I would also put the teacher’s high school
aid with him to work one-on-one.
B. Enrichment: For my more advanced students, I will adjust the response activity so it fits their
cognitive ability better. For these select students, I will let them know they can write more than one poem,
or draw pictures to aid to their poem. They also know that they are able to help the students who may need a
little extra help. They do an excellent job at helping their fellow students.
(ACEI 3.2)

IV. Lesson Presentation (Input/Output)

(ACEI 2.4)

Instruction: Boys and girls we have been learning about poetry and sentence structure for the past few weeks. Today, we will
use that knowledge and we are going to form our own poems after carefully looking at examples from the book we just read.
First, can someone tell me what poetry is? What are different types of poems? Tell me what you know about poetry. Has anyone
ever written their own poems?

In a lot of poems there are use of describing words, does anyone remember what another word for ‘describing words’ is?

Adjective Definition: A word or phrase naming an attribute, added to or grammatically related to a noun to modify or describe
it.

Writing:

“We have learned a little bit about poetry, does anyone know what kind of poem we wrote before? There are many different
kinds of poems. (Sonnet, Limerick, Haiku, Narrative, couplet, and free verse). Today we are going to focus on free verse, like the
ones found in the story. Free verse poems have no rules toward them, it is a great way to express what you want in a creative
way. The only thing you have to do for this poem is use the prompt that is provided here.

So, right now we are going to work as a class to create a poem. For our past few lessons, we have been learning about the
world, and our neighborhoods and how they all connect to one another. As a class we are going to create a poem about what is
important about the world to us. Raise your hand and tell me why the world is important, we need our first sentence. Wait for
student response. Do this throughout the poem, asking for adjectives and forming the short poem.

Prompt: “The Important Thing About the World is…”

(ACEI 3.3)

V. Check for understanding. How do you know students have learned? What strategies will you implement if all students
have not met lesson outcomes? Employ one or more strategies to determine student learning.
Here, the students will be working on their individual poems. Pass out the outline paper so they have a general idea of what to
do.

Boys and girls, we are now going to work individually at our desks, writing a poem. Make sure to use proper sentence structures
and different describing words! Have fun with this too. Myself, or Mrs. Budde will be walking around if there are any questions.
Make sure we are at a 0, there should be no talking; this is independent work.

VI. Review learning outcomes / Closure

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As we finish up, can someone share what they learned today? What type of poem did we write today?

Follow up activity:

- This will be a time I like to call, “Poetry Praise” time. The students will have a chance to praise their student’s
poetry work.
- First, the students will each get up and present their poetry piece. I will set the classroom to give it the ‘poetry-
night’ type feel. There will be a spot light, and a mini stage the students will go and stand on (similar to what I
did in McCracken’s EDU 365 class).
- After each student has gotten up to share, I will pass out a ‘praise’ card to them (just a notecard), they will
choose a student’s name from a hat and have to write words of encouragement to them about their poem.
Make sure the students include adjectives (describing words in their comments to their peer, also make sure to
emphasize that only POSITIVE comments are to be written).
- After they complete this, they will place it in the student’s mailbox.

PLAN FOR ASSESSMENT

A. Formative: Questions, listening to student’s responses, walking around the classroom and observing,
creating a poem together in class, poetry praise time.
B. Summative: “The Important Thing About the World…” Poem
.

(ACEI 4.0)

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
a. Bloom’s Taxonomy
b. Gardner’s Multiple Intelligences
Include additional self-answer questions that specifically address unique lesson content and methodology.

7. Were the students able to understand the free verse poetry writing lesson?
8. What could I do differently to help them understand?

Revision Date: August 25, 2015

2007 ACEI Standard

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Name: ___________________ #: _______ Date: ____________

The Important Thing

The Important Thing About the World is that

_______________________________________________.

It’s like a __________________________.

You _____________________________________ and,

_____________________________________.

It isn’t ______________________.

It is _______________________________.

And it ________________________________.

But, the important thing about the World is that

________________________________________.