Course: Grade 2/3 ElA Date November 20, 2020

Instructor: Tanner Lesh

Stage 1: Desired Results

GLO(s):
2.3 Understand Forms, Elements and Techniques
SLO(s): Experiment with language
Learning
Grade 2 - demonstrate interest in the sounds of words and word combinations in pattern
Outcome(s)
books, poems, songs, and oral and visual presentations
Grade 3 - experiment with words and sentence patterns to create word pictures;
identify how imagery and figurative language, such as simile and exaggeration, convey
meaning

Students will:
Learning experiment with different language in poems
Objectives Understand how their spelling words can be used in a sentence
Apply their spelling words to be used in a sentence

Stage 2: Assessment Evidence

Summative Formative Poetry writing, imagery sheet

Assessment Assessment Student presentations

Stage 3: Learning Experience

Tech Resources Writing poems
to Do to Bring
Time Sequence and Description Notes

Introduction: Reading a super silly poem/song as a read aloud to the class

- Ask- “Do you think that was funny?”
5 min - “What did you notice: - students may notice rhyming, patterns, etc
- Point out exaggeration, comparison, funny combinations
- Let students know they will have to act very mature this lesson
because we are going to write super silly poems.

Part 1: Model writing super silly poems

1. Model: Have students pull out their spelling lists. Teacher writes the
poem on the board.
2. Students raise their hands and their spelling words and ideas of how Can repeat the process if
10 min to use one of their words. needed for
3. Use prompts like “what can we compare this to that would be really understandin1g.
funny?”, “what words rhyme with this spelling word?”, “how could
we make this seem way bigger?” (exaggeration)

Topic Page 1
Course: Grade 2/3 ElA Date November 20, 2020
Instructor: Tanner Lesh

Part 2: Writing your own poem, or 5

- Hand out individual story papers they have used before and let
students start independently writing their silly poems
20 min
- Remind them to use their spelling words while writing their poems
- Let students know they can draw a picture of what is happening in
their poem
Part 3: Sharing
- Students are aloud to share one poem with the class if they choose to Will need to remind
15 min - Point out good use of spelling words, comparisons (similes students not to talk while
specifically), exaggeration, rhyming and other fun uses of language. someone else is

Conclusion:
- Have all students seated and put their poems in their writing journals
5 min - Ask students. “What did you think of the activity”. “Do you have
any new ideas for your next poem now that you listened to other
people?”

Topic Page 2