Amanda Law

Lesson Planning
Waynesburg University

Pre-Instructional Planning:
The thought process that leads to the development of quality,
meaningful lesson plans

Guiding questions that will provide the framework for the lesson. (Respond to each question.)
Who will you be teaching? (Identify student grade level as well as academic functioning level and specific needs of individual students)
The general education teacher will be the sole educator during this lesson. The students are in 3rd grade.

Who (if anybody) will assist with the presentation of this lesson, and what will their role be?
N/A

What is the long range goal(s) that is tied to this lesson?

The long range goal of the lesson is to have students relate poetry, reading, and writing to themselves. The students will also be able to express
feelings through poetry.

What is the specific learning objective(s) for this lesson?

Given a list of 3rd grade level rhyming words, the student will write an acrostic poem with 9/10 points on a checklist.

What prerequisite skills/knowledge will students need to effectively access and participate in this lesson?
Students must be able to read and combine rhyming words. The student also needs to be able to write various words to complete the assessment
portion of the lesson.

When within the stages of learning will this lesson be presented? (Is it a learning acquisition lesson, learning fluency lesson, learning
maintenance lesson, or learning generalization lesson?)
This is a learning maintenance lesson. This lesson is to supplement the reading and rhyming already discussed in the class.

When will this lesson be completed? (Will it be a one-day lesson or a multiple day lesson?)
The lesson will be completed for 30 minutes a day over 5 days.

Where should this lesson be presented to ensure maximum student access and participation? (computer lab, classroom, science lab…) AND
what materials will be needed?
The lesson will be presented in the general education classroom and the computer lab. The materials necessary are paper, pencils, rhyming word
list, the use of the chalkboard, computer, and the coordinating book.

Why are you planning to teach this lesson? Why must this information/skill be presented to the students?
This lesson will be taught to extend reading and writing into a creative sense. The students will be able to incorporate their own personal touch to
their reading/writing.

How does this lesson relate to the PA Academic Standards?

1.3.3.D. 1.3 Reading, Analyzing and Interpreting Literature: D. Identify the structures in poetry (e.g., pattern books, predictable books, nursery
rhymes).
How does this lesson relate to the previous lesson? How does this lesson relate to future lessons?
This is the first lesson. The next lesson will depend on the success of this lesson. The students will continue to read stories and create rhyming
word passages.

How will you determine if students have met the lesson objective? (Think assessment)
The students will develop a poem with little teacher assistance and submit for grading.

How should this lesson be presented to ensure maximum student access and participation? (lecture, whole group activities, small group
activities, cooperative learning groups…)
The lesson is to be presented to the students in a whole group setting. Students will be able to view examples of poetry during this time. The
students will help create a class poem together. The final activity will be developed by the student him/herself.

Lesson Planning
Waynesburg University

Writing the lesson plan:

Translating thoughts into a plan of action
_____________________________________________
Pennsylvania Academic Standard(s) addressed during this lesson:
(Provide Standard number and statement)

1.3.3.D. 1.3 Reading, Analyzing and Interpreting Literature: D. Identify the structures in poetry (e.g., pattern books, predictable books, nursery
rhymes).

Lesson Objective(s)
(Stated in observable and measurable terms)

Given a list of 3rd grade level rhyming words, the student will write an acrostic poem with 9/10 points on a checklist.

Assessment Plan
(What will be done to determine if lesson objectives have been met?)

The students will develop a poem with little teacher assistance and submit for grading.

Materials:
The materials necessary are paper, pencils, rhyming word list, the use of the chalkboard, computer and the coordinating book.

Inclusion Techniques for Students with Special Needs:

Computer use
Use of dictation

Enrichment Techniques:
Students will be able to research the origin of the acrostic poem through the use of technology.

Lesson Differentiation (What modifications/accommodations will be made to ensure that ALL students have access to and
are able to participate in the lesson):
Students will be able to use peer help, word lists, teacher help, and extended time.
Lesson Presentation
Introduction/Motivational Activities/Anticipatory Set:
The students will listen to acrostic poems as teachers reads aloud. Students will view the making of an acrostic poem by the teacher. The students
will help the teacher create an acrostic poem, collectively.

Detailed Teaching Sequence:

(Provide sufficient detail that would enable a substitute to effectively present this lesson. Bulleted statements are preferred)

 Students will participate in introduction by teacher.

 Students will view sample acrostic poems.
 Students will help the teacher develop a class acrostic poem.
 Students will develop individual acrostic poem for class poetry booklet.
 Students will create an online booklet using Google Docs.

Guided Practice/Independent Practice/Assessment Activities

Guided practice will include the development of the classroom poem. Students will be able to contribute and discuss amongst each other about
the poem.
Independent practice will be when the students create individual poems to combine together in booklet.
Assessment Activity will be teacher observation and completion of the poem to make class poetry book.
The booklet will be transcribed to Google Docs to be shared online.

Closure:
The closure will include combining the poems into a class booklet and online booklet for viewing. Students will have an opportunity to share
their poem and discuss the process of developing their acrostic poem.