Professional Documents
Culture Documents
Grade: 6
I. Objectives
How does this lesson connect to the unit plan?
This lesson is our second day of writing poetry in the unit. So far students have only worked with Haikus, which are the most simple
and basic form I will be teaching them. Today they will work with two different types of poems, emotion simile poems and couplets.
These poems are still more formulaic than the poems we will be working with in the next lesson, narrative and free verse, but give
them a little bit more freedom for expression than the Haikus did.
Learners will be able to:
Write couplets, triplets, and quatrains that have a similar amount of syllables in each line,
correct rhyme scheme, and a unifying theme or topic.
Write similes comparing abstract nouns (ideas or emotions) to concrete colors, sounds, tastes,
smells, sights, feelings.
Talk about feelings and emotions they feel using figurative language.
cognitiveR U Ap An E C*
physical
development
socioemotional
RU
Ap C
An C
X
Common Core standards (or GLCEs if not available in Common Core) addressed:
ELA W.6.3 Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.
ELA W.6.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a
day or two) for a range of discipline-specific tasks, purposes, and audiences.
ELA L.6.5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Students should already know what a simile is. I assume that they have experience with and basic
understanding of emotions such as anger, sadness, happiness, etc. They should already know what
rhyme is and know how to rhyme words.
Pre-assessment (for learning):
Formative (for learning):
Outline assessment
activities
(applicable to this lesson)
As students work on their emotion poems and their rhyming poetry, I will be walking around checking
on them and seeing how they are doing. This will give me a good idea of if they are understanding
how to write these types of poems, or if they are struggling with any aspects of it.
Formative (as learning):
I will tell students as I come around and read their poetry if they are doing a good job, and if they are
doing something wrong I will point it out and help them correct it.
Summative (of learning):
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Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
Students will be sitting at their desks, and can stay there for the whole lesson. The bag with the objects
will be in the front of the room, so when it is time students can come up and draw an object out if they
choose to. They sit in groups, so they will be in groups already when we share our poetry at the end of
the lesson.
Components
8:20
Motivation
(opening/
introduction/
engagement)
8:25
8:30
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Development
(the largest
component or
main body of
the lesson)
8:33
8:40
8:55
Closure
(conclusion,
culmination,
wrap-up)
Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)
9-15-14
This lesson was much shorter than I thought it was going to be. It only ended up taking about thirty minutes instead of the whole
forty-five to fifty minutes, but luckily Mrs. Deja had some homework to go over with them anyway so that worked out pretty well. I
think I underestimated the amount of time they would need to write poetry. I think I also thought that they might continue on and
write more couplets/triplets/quatrains in their notebook, when really at this level they will probably only do what you directly
instruct them that they have to do. Tomorrow I would like to have another more interactive, hands-on activity incorporated
somewhere because today was a pretty basic sit at your desk and write sort of day. However, having them each share a poem at the
end was a good way to let them interact with each other in some way and I think they seemed to enjoy that part of the lesson.
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