Geneva College

Beaver Falls, PA
Geneva Lesson Plan
Name: Kacey Costal Date: February 11th 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  Use context within a sentence to determine the correct
homophone.
 Identify elements of poetry and their effect including
meter, rhythm, and rhyme.
IV. Materials  Grammar Day 2 Worksheet
 Ready Common Core Teacher Resource Book (300-
301, 304)
 Ready Common Core Student Book (300-301, 304)
 Pencils
 Poetry Elements Scavenger Hunt Sheet
 Poems for Scavenger Hunt (from various authors)
V. A. Introduction  The day should begin with the grammar day 2.
 The teacher may begin with review by asking, “What is a
homophone? Can you give me an example of one?”
 The whole group should then fill out day 2 together. A
student may volunteer to answer. If the student answers
right, the teacher should ask what the other homophone
means and if they could use it in a sentence.
 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.
B. Procedures  The students should be directed to open their ready
common core books to page 300.
 “Today we are going to read another narrative poem.
What is a narrative poem? Yes, it is a poem that tells a
story.”
 “First, I am going to read the poem to you. Then, we are
going to all read the poem once again together. I want you
to listen as I read to how it sounds. I am going to tap
along with the poem so I can hear the rhythm. When we
read it together, we can all tap together.”
 “Before we read it for a second time, try and listen for a
pattern of rhyming words. If you see it as we are reading
circle any word at the end of the verse that rhymes with a
word at the end of a different verse.”
 After the poem is read aloud, the teacher should monitor
their comprehension through questioning. “Who is the
main character in this poem? Who do you think is the
narrator of this poem? Why do you think this? What is the
poem mostly about?”
 The teacher should then direct the students to the
following page with the chart. The teacher should use a
think aloud to model how to fill in the chart.
 The teacher may say, “The chart first asks me to describe
the elements of poetry that we hear. The first one, pattern
of rhyme is filled in for me. Now I need to describe it. I
know where I can look to find the definition. It was in our
reading from yesterday, so I can look back. Now I will
put it into my own words to describe it. The effect box is
already filled out for me, I should read it to see what it did
for the poem.”
 The teacher should then guide the students to fill out the
other two elements of poetry we hear. Once the elements
are filled in, the students should independently find the
description of each element.
 The teacher and students should then discuss the chart
when it is completed. The teacher may ask questions such
as, “What kind of feeling did the rhythm create in the
poem we just read? It was exciting and quick because of
how Willie was described as walking. It even made me
feel dizzy thinking about how fast he is going.”
 “Let’s turn to page 304. Who can read the prompt for me
under the short response?”
 “The prompt is asking us to talk about at least one of the
elements we discussed from our charts. You need to first
describe the element and what effect it had on the poem.”
 The students should complete this independently.
 Once the students complete their response, they may put
their books away.
 The teacher should introduce the following activity:
elements of poetry scavenger hunt.
 “We are going to do a scavenger hunt. I have placed ten
 different poems around the room. You are going to use
this sheet to help you find different elements within these
poems.”
 The teacher should go through and read the questions to
ensure students understand what the question is asking
and how they will find it within a poem.
 The students are allowed to pick a partner or work alone
for this activity.
C. Differentiation  Product: For the poetry scavenger hunt, I allowed
students to work with a partner or by themselves.
D. Closure  To close, the teacher should ask about what the students
found during the poetry scavenger hunt.
VI. Assessment  The students were informally assessed through their
ability to orally answer questions about homophones.
 The students were also informally assessed throughout the
lesson with questioning, the chart, and short response on
the elements of poetry.
 In addition, the students demonstrated what they know
about the elements of poetry through the scavenger hunt.
 As I was monitoring the student’s understanding, I expect
the students to get at least six out of the eleven questions
correct to be sufficient. This is just about fifty percent
because this is still the student’ second day interacting
with the material. However, the students should be
progressing with it.
 If the students are not meeting this, I will bring additional
material in for the students to receive more practice with
the material.
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 did with
the scavenger hunt. This was something I created entirely myself,
so it excited me to see how the students would do with it. I was
ecstatic to see the students excited for a chance to get out of their
seats. Calling the activity, a scavenger hunt definitely motivated
the students a bit more. It was a challenge they were ready to take
on. I think what went well was definitely finding a way that the
students could interact with the poems in a more engaging way. I
also used the poems that I found last semester in my elementary
block, which I thought was a great source. I had the poems
already on a document along with pictures, so they were
presentable ready. If I could change anything about this lesson
would be to use a different poem than the book provided. I think
there is a better poem I could have used to show the elements of
poetry that we hear. A poem that had more obvious of a rhythm
as well as more feelings conveyed within the poem to help the
students feel a certain way. The topic was just about walking a
dog quickly, which I thought did not provoke various feelings for
the students.