Lesson Plan Day 3 (and subsequent days) Grade Level: 4th Grade Length of Instruction: 20 Minutes Standard(s) Addressed

(Common Core) CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic. CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely. Content Objectives Students will be able to follow a poems structure to compose a singular poem within the poems structural limits. Students will be able to create a poem that discusses key details on weather. Mentor Texts: NA Language Objectives Students will be able to write about weather descriptively in a single piece of writing. Students will be able to present their poetry orally to a partner. Number of Students: 15 Instructional Location: Classroom

Materials: Paper Pencil Coloring materials (crayons, colored pencils, markers) Add any relevant information that is essential to understanding the context of your lesson: Students have been studying weather in science class. The students have done simple studies on the four different types of clouds and how precipitation falls from clouds. Their knowledge of the clouds inspires this poetry activity. Prerequisite Skills: Students know poetry does not have to rhyme.

Strategy Focus: Poetry can take various forms. Shape poetry is a creative visual on how poetry presents itself in new forms. Vocabulary: Cirrus, Stratus, Cumulus, Cumulo-nimbus Shape Poetry

Students know there are multiple different types of poetry. Students know the four different types of clouds (cirrus, cumulus, stratus, cumulo-nimbus) Enduring Understandings (Big Idea): Explore creative writing of nonfiction and fiction texts through modes of poetry. Essential Questions: How does structure affect different types of poetry? What makes a poem? MINILESSON Setting the Purpose: What are clouds? What do the different clouds do in our atmosphere that affect our weather? Connect to prior learning: We have been talking about clouds and various types of weather in science. We are going to take that knowledge to make a type of poetry. Introduce and explain: -It is important to be able to explain different things your know about a topic. Retelling in a new way is one of the best ways to learn information. Strategy Teaching: What: Create a shape poem using a shape of one of the clouds (cumulous, cumulo-nimbus, cirrus, stratus). -Why: It will display the information you know about the type of cloud you choose. You will use descriptive details (senses) to explain your cloud. -When: In the classroom. How: I will show an example of a cloud shape poem I had created. I use different senses and descriptive details to show how a cloud works and affects the atmosphere. -Share examples- Personal example and examples of similar shape poems from online.

Active Engagement (Guide Practice) Students will do a practice shape poem about an object in the classroom as a practice piece collaboratively with group mates. * Participant Structures: group collaboration Link to Independent Writing You can use these skills in your own writing by focusing on the senses and descriptive words. The main thing we need to remember is to be creative and focus on key words to complete a piece of poetry. INDEPENDENT WRITING -Students will be independently be writing and creating their weather cloud shape poems. -Teacher will be aiding students and independently conferencing with students. SHARING TIME -Sharing time will be done orally with a partner. Each partner will be given an opportunity to read their poem. The partner will give feedback on the poetry. TEACHER-STUDENT CONFERENCES Hold conferences with students who are struggling with the idea of letting go of writing structure and focusing more on creativity. Will bring back a small group of students to work more in depth with this skill of writing.

Assessment(s): A completed shape poem that incorporates both science and writing with information on clouds and following the strategy of shape poetry. How might you extend this lesson? If students complete their cloud shape poem, they can be creative and write other shape poetry using objects that are meaningful to themselves. Discuss how you differentiated instruction for your learners during this lesson? The higher-level students I would require more detailed keyword information in their cloud poetry. The lower-level students I would require less detail and have more of an emphasis on making the poetry itself versus having it be an informational text.

Brief Reflection Notes: THEY DID AWESOME. It was wonderful to see how the students are really taking on the responsibility of their writing. The cloud shape poetry was magnificent. Some students had a hard time because they did not feel confident in themselves to build their own shape poem of the clouds. The simple task of drawing the initial shape set them back on feeling confident for the remainder of the activity. The majority of the class were enthusiastic to be able to incorporate their artistic skills and creativity into one writing project. Many students commented saying they never knew that writing could be like this. They were so stuck in the writing method of a Introduction, 3 supporting paragraphs, and a conclusion. This gives them the opportunity to better express themselves.