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STANDARDS:
CC.1.5.6.G: Demonstrate command of the conventions of standard English when speaking based
on Grade 6 level and content.
CC.1.3.6.J: Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.
THEME: Poetry
LESSON TOPIC: Poetry Terms and Vocabulary
OBJECTIVES:
Language:
Students will be able to construct examples of poetry terms during guided practice.
Students will be able to read aloud their creative writing that emphasizes the new poetic
elements.
Content:
Students will be able to identify poetry terms in the provided poems.
LEARNING STRATEGIES:
Students will create and share their own writing containing poetry terms.
Teachers will model the poetry terms through examples and demonstrations.
Teachers will provide a scaffolded outline to the students to actively engage them.
Teachers will present the content through visual aids and a PowerPoint presentation.
MOTIVATION:
(Building background)
The teachers will begin the lesson by activating prior knowledge. They will ask the students what
information they already know about poetry and to identify any terms they recollect, specifically
simile and metaphor.
The teachers will also hand out the scaffolded outline, asking the student to follow along and fill in
the responses when appropriate. They will then begin the PowerPoint presentation, focusing
mainly on the recap of simile and metaphor to build confidence and knowledge.
PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
The teachers will then continue with the PowerPoint, instructing on the new topics of alliteration,
EXTENSION:
After reviewing the student-constructed examples, the teachers will then explain the final
extension project: students must create a full, five line poem that incorporates at least two of the
poetic element's learned in today's lesson. The teachers will provide assistance and feedback as
necessary.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)