Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kacey Costal Date: February 12th Time: 9:55-11:10
th
Subject: ELA Grade Level: 4
I. Topic & General Goal Grammar skill: Homophones
Reading skill: Elements of poetry (Lesson 19)
II. Reference to PA or CC.1.3.4. E Explain the major difference between poems, drama
Common Core and prose and refer to the structural elements of each when
Standards writing or speaking about a text.

CC.1.3.4.I Determine or clarify the meaning of unknown and

multiple-meaning words and phrases based on grade-level
reading and content, choosing flexibly from a range of strategies
and tools.
III. Lesson Objectives
IV. Materials
V. A. Introduction
B. Procedures
 Identify elements of poetry including verse, rhythm, and
meter.
 Refer to the structural element of poetry when answering
questions about a text.
 Grammar Day 3 Worksheet
 Lesson 19 homework
 YouTube video: Old Town Road by Lil Nas X
karaoke version
 Ready Common Core Teacher Resource Book (302-
303, 305)
 Ready Common Core Student Book (302-303, 305)
 Pencils
 The day should begin with the grammar day 3.
 The teacher may begin with review of the previous days.
 “Who can give me an example of a homophone? Can you
use both of those in a sentence?”
 “Who can read the first sentence for me and tell me the
correct homophone to use?”
 The teacher should continue to have students answer the
questions 1 through 9 aloud.
 Once the students have completed this, they can put their
grammar sheet away.
 The students may now have their restroom break as well
as a brain break.
 Before the main lesson begins, the teacher should go over
the student’s homework that is due today.
 For the first section on the homework, the students are to
complete three spelling activities. The teacher should go
 around the room to check they have attached three
different spelling activities. If the students have done so,
the students may write a plus three on their spelling
section. If they only completed two activities, the student
is only awarded two points and so on.
 Next, there is the grammar skill section. If the student has
completed this section, the teacher tells the students to
award themselves a point for this section. The teacher
should be walking around to monitor the students giving
themselves points to ensure the students are truthful.
 The teacher should then have students volunteer to answer
each question in the section. The teacher should
encourage students to correct their answers if they are
wrong. They are not penalized for wrong answers, but the
students get to keep their homework, which is a good
study guide for the students to use for the quiz the
following day.
 The same is to be done for the reading skill section. Each
student may be awarded a point if the section is
completely filled out. Again, the teacher should monitor
the students writing down their points for this section to
ensure they are being honest.
 The students may then volunteer to answer the questions
for this section.
 Lastly, the student should already have one point awarded
by the teacher for the vocabulary section. The teacher
always ends the previous week with the vocabulary
section as the teacher and students write sentences using
their vocabulary together.
 The teacher should then direct students to count up all the
points they have earned for this week’s homework.
 The teacher will call out the student’s name and record
the student’s points out of six.
 The students may then put their homework away.
 Next, it is time for the reading skill portion of the lesson.
 To review, the teacher should begin by playing the
popular song, Old Town Road, by Lil Nas X.
 The lyrics should be pulled up on the smartboard.
 As the first verse of the song comes up, the teacher will
say, “Songs are often similar to poems. This song
specifically has almost all the same elements as a poem.
What is one element you can find in the song that is just
like a poem?
 The students should be able to find a rhyming pattern, a
verse, a stanza, and a rhythm.
  The students should then turn their attention to page 320
of their ready common core book.
 “Today we are going to read another narrative poem.
What is a narrative poem? Yes, it is a poem that tells a
story.”
 “Our poem for today is called, A Tragic Story by W.M.
Thackeray. Do you know what tragic means?”
 “I am going to read the poem all the way through first.
Then you can each take a turn reading a stanza back to
me.”
 “Who would like to start us off by reading the first
stanza?”
 The teacher should ask comprehension questions during
the poem reading. After the first stanza, the teacher
should ask, “What is a sage?” After the second stanza, the
teacher should ask, “What does the sage want to do with
his pigtail?” After the poem is read through, the teacher
should ask, “What happened to his pigtail? Did he get it to
move?”
 The teacher should then tell the students to look at the
next page, where there are questions based off of the
poem.
 The students will need to answer 1 and 2 on this page.
 Next, the students will be given an extended response
question to answer based on the poem they have just read.
 The teacher will read the prompt for the students and
reiterate what they are to write.
 After ample time is given, the students may share their
answers with the class.
C. Differentiation  Product: The students are graded on the homework for
completion rather than accuracy. This is for the purpose
of removing the pressure and allowing students to try
their hardest without being discouraged by getting
answers wrong.
 Process: The students were given an extended response
that includes more explicit directions to provide support
for answering the question.

D. Closure  To close the students may share their extended response

answers to the class.
 This is a good review of what the students have learned
for the day.
VI. Assessment  The students were informally assessed through their
ability to orally answer questions about homophones.
 The students were also informally assessed through their
 ability to complete the homework for the week’s lesson,
which assessed their overall knowledge of vocabulary,
homophones, and the elements of poetry.
VII. Modifications and/or  The students with learning disabilities within the
Accommodations classroom are provided with the title 1 aide to be available
for extra support during the lessons.
The student who is partially deaf in one ear, requires a
microphone to be worn around my neck as I am teaching.
Co-Operating Teacher Approval Signature: Date of Approval:

_______________________________________________ ______________________

IX. Self-Evaluation I reflected upon this lesson based on how the students were
continuing to progress with the material. I noticed the students
were still struggling a bit to grasp the concepts of the elements.
This is why I included the popular song that I knew almost every
student would have known. I wanted to relate it to something
relevant to the student’s lives not only for the purpose of
engaging them with the material but to also help them make
connections to their personal lives. I was pleased to see the
student’s excited to listen to the song as well as find elements of
poetry. It was a simple way for me to quickly re-teach the
information. This is something I learned from Geneva that it
some students may need the same material to be taught in a
different way for them to grasp it. If I could change anything, I
actually would not. I was satisfied with not only how this lesson
went but also with the materials I used. I was happy to be able to
differentiate the short response to give the students more explicit
instructions.