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LESSON PLAN

Grade: 5
Lesson Title: English Language Arts Poetry Structure
Lesson Duration (mins): 30 mins

Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.

The purpose of this English Language Arts lesson is to teach students the structure of poetry which allows students to
experience a various form of text. Students will be following along in a poetry booklet to engage with the lesson
material. The four sections that will be covered in this lesson are lines, stanza’s repetition, and rhyme scheme. This will
help students to understand how poetry is structured and created and the importance of using structure in poetry.

Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in
10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end
of the lesson/unit

GLO /GLE SLO/SLE


2.2 Respond to Texts
General Outcome 2 (Gr. 5)
Experience various texts
Students will listen, speak, read, write,
view and represent to comprehend and  experience oral, print and other media texts from a
respond personally and critically to oral, variety of cultural traditions and genres, such as
print and other media texts. historical fiction, myths, biographies, poetry, news
reports and guest speakers

Critical Questions
Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions.These can facilitate
dialogue, they can be used for formative assessment and can be used to facilitate pedagogical discussion with your students. Guiding
questions aim to provoke thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A lesson should
have several guiding questions.

Lesson Guiding Questions


What is a line?
What is a stanza?
What is repetition?
What is rhyme scheme?

Learning Objectives
Students will…
Understand the basic elements of poetry.
Be able to identify lines, stanzas, repetition, and rhyme scheme.

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Annotated Learning Resources List
These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.. If it a book, cite the book
and author. Provide 2 -3 sentences (annotated) to indicate what the resource is and why you have chosen it. How does it support your lesson and
student learning?

Resource #1:
Resource #2:
Resource #3:

you may have more than three resources

Material and Equipment


List: Art supplies, manipulatives, smartboard, online white board etc…

- projector
- booklets
- whiteboard markers

Lesson Procedures

Introduction (2 min.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each section

Focused imagining:
 I would like everyone to close your eyes and think about your favourite song? Now open your eyes and
tell me why it is your favourite song?
 Students might answer that they like the beat of the song or they like what the song is saying.
 Explain to the students that if the song didn’t have a structure to it, it wouldn’t have a consistent beat. It
wouldn’t be able to get a story or a point of view across.
 Explain that this is why it is so important to understand that poetry has a structure and to learn what that
structure is.
 Explain that songs are one type of poetry but there are many different kinds of poetry.

Today’s Lesson
 Explain that today we are going to be looking at the four elements of poetry structure. By the end of the
lesson we are going to be able to identify lines, stanza’s, repetition, and rhyme scheme.

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Body (22 min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this
lesson; will they be able to carry it out based on your descriptions and instruction?

Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson. Indicate timing of
each section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in your
lesson? Indicate differentiation and accommodation in the provided tables

Steps and Procedures Identify Teaching Strategies: ex. Direct


instructions, pair/share, jigsaw, whole group
Hand out poetry booklets 1-2 mins discussion etc. When will you use these and why?
 These poetry booklets will have everything that the students
will be needing for the next 4 classes. Explain to students that
when we finish todays class we need to put our booklets in a Assessments
safe place so we can find them tomorrow. Maybe take them Indicate what these will be and when you would
from the students use them.

Lines 2-5 mins Formative: Example: Observation/Anecdotal,


 Tell students to look on the first page of their booklet and Student/Teacher conferencing, check list etc..
follow along. When will you administer these and why?
 “A line of a poem is a row of text.”
 Explain that in the example provided, “flowers in the ground” Summative Assessment: Example Rubrics,
is one of the lines. quizzes test etc, projects
 Ask students why they think that lines might be important in a
poem? Why might it be important to separate ideas like that?

Stanzas 5 mins
 Tell students to now look at the second page in their booklet
and follow along.
 “A stanza of a poem is a group of lines. It is like the paragraph
of a poem.”
 Ask students if they can see how the stanzas are each
separated.
 Ask the class if anyone knows how many stanzas are in the
example bellow? (there are 4)
 Ask students why a poem might want stanza’s? How might
that be helpful – discuss

Repetition 5 mins
 Tell students to turn the page to the page that says repetition.
 “The repetition of a poem are the words or lines that are
repeated. They are usually repeated to show the importance
of those words.”
 A good example to think about repetition is in music. Most
songs have one line that is repeated throughout the song and
it is called the chorus. Who here can think of a song that has a
line that is repeated often? Ask if anyone wants to share that
song.
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 Explain that the chorus is repeated because it is the most
important part of the song. It is what the song writer wants
people to remember.
 Explain that the example bellow has an entire stanza that is
repeated. The first stanza and the last stanza are repeated.
 Read the poem out loud

Rhyme Scheme 5 mins


 Now everyone turn to the next page in the book
 Read the page out loud: “Rhyme schemes are the rhyming
patterns in poetry. They tell you which lines in a stanza
rhyme.”
 Read the first example AABB. Ask someone which word in the
first line rhymes with the word in the second line. Tell
students that this is why there are two AA’s beside the lines,
the first two lines rhyme. Explain that rhyme scheme is a way
of structuring rhyming. It is always a pattern.
 Explain that AABB means that the first two lines last words
rhyme and the last two lines words rhyme.
 Explain ABAB means that the first line rhymes with the third
line and the second line rhymes with the fourth line
 Explain that ABCB means that the first line doesn’t have
another line that it rhymes with. Ask students which line
rhymes with the second line? (Answer is the fourth line).

Differentiation
Provide at least one.

Provide an example of an alternative way to deliver information to students. Imagine that you have some students that struggle with writing, what ways can you
differentiate your instruction to support students learning?

The students in the class who are more self-directed and


strong readers will be given a separate poetry booklet to work
on and are able to work on their own during the course of the
lesson.

Consolidating and Closure: In this part of your planning you are providing time for ensuring that students learned
and understood what was intended in the lesson. If they haven't you will need to revisit your lesson plan or re-teach
(if necessary) Here you could provide an exit slip or walk through a guided whole group and/or small group
discussion. This part of the lesson can act also as a transition from lesson body into closure...cleanup and getting
ready for the next class. Don't forget to time this too and to indicate very clearly how you will facilitate consolidation
and closure. Provide Clear steps and indicate process. Often 5 mins is allotted for this section but that is not enough
time. To consolidate, clean up and get students ready for transition can take up to 10 - 15 mins depending on the
lesson

Our Turn! 5 mins


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 Explain that you are going to put a poem on the board and we are going to all work together as a class to pick
out all the four sections we have learned.
 The poem will be displayed on the projector. Ask students how many lines are in the poem? Write the
number on the board. Ask students how many stanza’s are in the poem. Write the answer on the board. Ask
students if there is any repetition, circle the repetition. Ask students which words rhyme, write the rhyme
scheme on the board.

Reflective Notes: You will only fill out this section after your deliver your lesson.

Twinkle, twinkle, little star,


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How I wonder what you are
Up above the world so high,
Like a diamond in the sky.
Twinkle, twinkle, little star,
How I wonder what you are.

When the blazing sun is gone,


When the nothing shines upon.
Then you show your little light,
Twinkle, twinkle all the night.
Twinkle, twinkle, little star,
How I wonder what you are.