ESUELEMENTARYEDUCATIONLESSONPLANNINGFORMAT

NOTE:Notalllessonplanswillincludeallthecomponentslistedbelowandthecomponentswillnot
alwaysbeintheordershownhere.Ifacomponentisnotincluded,abriefexplanationshouldbeinserted
attheappropriatepointintheplanwherethatcomponentwouldnormallyfit.
1.ContextandLearningEnvironmentforthisLesson:
InternsName___AmyCarlson_____________________________
School_Timmerman_
____________________________
Host/MentorTeacher__HolliHoelting_______________________________
Subject:_English______________________
GradeLevel(s):__3rd_______TentativeDatetobeTaught:_October5,2015_____Now_________;
Time:_10:5011:15________

1. ThesettingWriteabriefdescriptionofthegrouporclassforwhomthislessonisplanned(number of
children,gender,childrenwithspecialneeds,anyspecialconditionsthatmightinfluencehowlessonis
taught,etc.: USD #253, Timmerman Elementary, Male: 51% Female: 49%, 425 students

in

rd

building, 25 3 grade students: 14 boys and 11 girls.

1.2.Materialsneededforthelessoninclude...(Listprintedandphysicalmaterialsyoulluse...)
MaterialsList:

2.

Examplecinquainpoem
25cinquainintroductionworksheets
Whiteboards
Dryerasemarkers
25practiceleafandpumpkintemplatestodraftpoemson(whitepaper)
25leafandpumpkintemplatesforfinalpoemtobewrittenon(coloredpaper:red,
orange,brown,andyellow)
Pencils
Blacksharpiemarkers

LessonGoals,Outcomes,Objectives:Describewhatyouexpectstudentstoachieve,including:
Lesson Goals/Big Ideas: Big Idea (Concept students will walk away from lesson with. Other
evidence of ideas will apply as well due to Inquiry part of lesson).

2.1.InstructionalObjectivesInclear,conciseABCDformat,listwhatstudentswillknowand/orbe
ableto dobytheendofthelessonwrittenindevelopmentallyappropriatetermsandcodedinparentheses
as cognitive,affective,and/orpsychomotorandbyBloomlevel:

Studentswillwriteafallthemedcinquainpoemwheredevelopmentandorganizationare
appropriatetothetaskandpurposewithguidanceandsupportfromadults.
2.2.RelevantLocalDistrictOutcomes,State(KSDE.org)and/orNationalStandards:

W.3.4 With guidance and support from adults, produce writing in which the development
and organization are appropriate to task and purpose.
W.3.5 With guidance and support from peers and adults, develop and strengthen writing
as needed by planning, revising, and editing.
3.Assessment:Howwillyoudeterminetheextenttowhichstudentshaveachieved?
3.1.Assessment/EvaluationIwillknowstudentshaveachievedthelessonobjectives
whentheywrite their cinquain poem and have received feedback from an adult to edit

their poem. Students will write their final draft of their poem on a pumpkin or leaf
template.
3.2Strategiesandtools/materialsusedtoassessstudentswillinclude:Blueprintdesign.Listof
terminology.
3.3 Criteria for Mastery and/or Rubric for judging/scoring student success Students

will be

assessed by their completion and participation in writing a cinquain poem.

4.Adaptations:Describematerialsand/orstrategiesyoullusetogearthelessonupanddowntoengage
studentswithspecialneeds,including...
1. Gearingdownforstudentswhomaystrugglewiththelesson,(e.g.,ELL,etc.)might
include:Allstudentswillbeprovidedsupportfromadultswhile

constructingtheirfallthemedcinquainpoem.Iwillprovidesupportby
assistingstudentswithspellingandpunctuationwhileconstructingtheir
poems.
If Jonathan or Christian are struggling to get started I will have these boys
come sit at the back table with me. I will encourage these boys to choose a
topic by suggesting ideas that we brainstormed as a class. I will provide
support to them throughout the construction of their poem giving
suggestions of adjectives, words ending in ing, phrases, and synonyms
relating to their topic.

2. Gearingupforhigherachievingstudentswhomayneedalternatechallengessuchas:

Studentswhohavetheireditingandfinalcopycompletewillbeaskedto

createanothercinquainpoem.Thesestudentsmaychoosetheirtopicfor
thepoem.Thispoemwillbecreatedforfun,sothestudentswillfollow
thecinquainpoemrulesandcreateoneoftheirchoice.
5.Integration:Explainyourcreativeuseofinterdisciplinarylearningexperienceswithinoracross
subjectareas:IwillbeintegratingReadingintothislesson.Thestudentswilldoaread

aloudaboutwhyleaveschangecolorpriortothislessonbeingtaught.Studentswillbe
requiredtopicksomethingtodowithfalltowritetheircinquainpoemabout.
5.5:iPadIntegrationExplainhowyouplantointegratetheuseofaniPadtoenhanceyourlessonplan
sciencecontentyouwillbeteaching.
6.References/ResourcesUsed:ListinformalAPAbibliographicalstyle;websitesinURLformat.

Cinquaintemplate
CinquainIntroductionworksheet
Slideshow:describingcinquaincomponents,examplecinquain,andbrainstorming
diagram

PlansApprovedforTeaching(forthoseprofessorsormentorteachersrequiringpriorapproval
BEFOREyouteachthelesson)
a.HostorMentorClassroomTeacher________________________________Date:_________
b.UniversityProfessor_________________________________________Date:__________
7.InstructionalDesignTeachingPlan
7.1.IntroductionDescribethingsyoulldotogetthelessonofftoanengagingstart,including):

a. AnticipatorySetDescribethefirstattentiongettingthingyouwilldoorsaytofocusstudents
anticipationforwhatscomingnext!:

Atthebeginningofthislesson,IwillreadanexamplecinquainpoemthatIwrote.
ThispoemwillbedisplayedontheSmartBoardwhileIreadit.Afterreadingthe
poemIwillaskthestudentsifanyoneknowwhatthistypeofpoemiscalled?

b.CommunicationofObjectivesWritewhatyoulldoorsayinageappropriatekidspeakto
previewforstudentswhattheywillbedoing,thepurposeofthelesson,(e.g.,Holdupaflashlightbulband
say,
Today,youllfindwaystomakethisobjectlightup!),etc.:

Today, you are going to learn how to write a cinquain poem. We will be looking at a
cinquain together and identifying its different parts. We will brainstorm different Fall
topics that you could use when writing your cinquain. You will then write your very own
Fall themed cinquain poem.
*7.2.InputIncludeanybackgroundinformationstudentsmayneedtoknowsotheycanengagein the
lesson:

First I will use the smart board and pull up a slide that has what each line of a cinquain
poem contains and an example poem. I will lead a discussion about how each line of a
cinquain poem is different. Students and I will discuss that a cinquain poem is one of
many forms of poetry. I will tell students that a cinquain poem is a five lined poem that
does not rhyme, but describes something.
Cinquain Poem
Line 1: Title (noun 1 word)
Line 2: Description (2 words)
Line 3: Action (3 words ending in ing)
Line 4: Phrase (4 or more words)
Line 5: Synonym for title (1 word)
Class, lets chorally read this example cinquain together. The cinquain titled Basketball
will be on the Smart Board.
Basketball
Intense, sweaty
Running, dribbling, shooting
Teamwork is the key
Sports

*7.3.ModelingWhereappropriate,describehowyoullshowstudentssomeperformanceorproductor
demonstrationyouexpectthemtopracticeduringthelesson.Includespecificexamplesandexplanation
youlluse:Usingmyteachersizewhiteboard:

NowIamgoingtoshowyouhowtowriteacinquainpoem.MytopicthatIamgoingto
writeaboutisApples.
Iwillwritemycinquainpoemonthewhiteboardwalkingstudentsthrougheachstepand
eachline.WhilewritingmypoemIwillsayIamwritingaboutapples,soIneedtothink
oftwowordsthatdescribeapples.WhenIamtryingtodecidewhatwordstouseIthink
aboutthefirstwordstocometomymindwhenIthinkofanapple.Iamgoingtousered
andjuicy.Ichosethesetwowordsbecausemostapplesareredandjuicy.Onthethird
lineIneedtothinkofthreewordsthatendining.Iwillneedtothinkofthreeactions
thatcanendiningthatcanberelatedtoapples.Iamgoingtousecrunching,
refreshing,filling.OnlinefourIneedtothinkofaphraseaboutapples.OnthislineI
wanttostatemyfeelingsaboutapplesinashortphrase.IamgoingtouseAhealthy,
yummysnack.OnthefifthandfinallineIneedtothinkofasynonymforthewordapple.
Iamgoingtousefruit.Ichosefruitbecauseanappleisafruit.
*7.4.GuidedPracticeDescribewhatyoullsayanddotoguidestudentstopracticedoingwhatyour
originalobjectivessayyouwantthemtoachieve.Includespecificexamplesandexplanationsyoulluse.
NOTE:Insertatthosepointswheretheyaremostlikelytooccuradditionalexamplesofteacherinput
and/or modelingthatyouconsideressentialtostudentsprogressinachievingthelessonsobjectives.:

I will lead students through the construction of a cinquain poem. I will give them the
choice of the title of the poem. I will call on students to suggest words for each line of the
poem using the cinquain outline. After creating our cinquain poem as a class we will read
through the poem together chorally.
I will lead a brainstorming activity where students will brainstorm topics they could use
for them cinquain. I will use the smart board to create a graphic organizer where I will
write these topics as I call on students for suggestions. Examples for fall themed
cinquain: leaves, pumpkins, spiders, scarecrows, bats, witches.etc.
*7.5.ChecksforUnderstandingHowwillyouquicklycheckeachstudentsprogress?Giveexamples
ofthe questionsyoullask,theresponses,performanceorproductsyoullbelisteningandwatchingforas
each studentexhibitsevidencetheyhaveachievedeachofthelessonsobjectives:

I will know students are ready to begin creating their cinquain poem after they have
participated in creating a cinquain poem together as a class, the introduction to cinquains
worksheet, and the fall themed brainstorming activity for their cinquain. Each student
will write their theme on their white board. I will walk around to see their topics and
approve them.

7.6.IndependentPractice/AssignmentDescribeextensionsorapplicationofearlieractivitiesstudents
willDOontheirownorinsmallgroupswithyourinitialdirections,perhapsmorebriefinputand/or
modeling(asneeded),butfollowedbylessguidancefromyou,mayalsoincludeinformaland/orwritten,
formativechecksforunderstanding,homework,projects,etc.:

Students will write their own Fall themed cinquain on their drafting sheet. Students will
conference with teacher to edit their poem before writing it on their final leaf or pumpkin
template.
7.7.Closure,WrapupExplainhowyoullengagestudentsinreflectingandsummarizingwhatthey
havepracticedandachievedduringthelesson:

I will lead a short discussion on what the students learned about writing a cinquain poem.
Students will be invited to share their poem with the class if they wish.

NOTE:Edityourplanforcorrectspellingandgrammar.Checkyourplanforclearlywritten,concise,
logicallysequencedactivities.Continueeditinguntilyouareconfidentaclassmateorsubstituteteacher
couldteachthelessonbasedonyourwrittenplan.Yourplanshouldbeeasilyreadableevenwhile
teaching.

*Lessoncomponentswithanasterisk(*)maybeinsertedrepeatedlyand/orblendedwithother
lessoncomponentsonanasneededbasis.