TCNJ Lesson Plan

Poetry Center

Student Name: Sara Lesnik

School Name: Hopewell Elementary

Grade Level: 3rd

Host Teachers Name: Ms. Devereaux

Guiding and/or Essential Questions:

Why is it important to be aware of the movie in our heads?
What kind of language do poets use to create a picture in our heads?
How can we start to develop strategies to see the pictures in our heads?
Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)
Students have been working on a poetry unit for a couple of weeks. They have gone through
different poetry doors. They understand poems that are describing an object, ones that evokes
feelings, and ones that are wonderings. Students may have trouble understanding what a picture
in their head is. They may not understand that when something is read to them or when they are
reading something they picture something in their head. Students may also have trouble
describing what they see in their head when something is read.
Standards:
CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting)
Learning Objectives and Assessments:
Learning Objectives
Students will illustrate a poem of their choice
from the picture in their head.

Assessment
The teacher will assess for appropriate
illustrations that represent the poem.

Materials/Resources: (List materials, include any online or book references and resources)
Folder of poems
Graphic organizer
Crayons/colored pencils
Plan for set-up/distribution/cleanup of materials:

The materials for the center will be set up on the table before the students come to the
table. The students will look through the folder of poems and then place all the poems back in the
folder. The teacher will put all materials away after writers workshop.
Step-by-Step plan:
1. Lesson beginning: The teacher will ask the students to close their eyes and listen to the
example poem that the teacher chose. Then teacher will ask the students to make sure
they pay attention to the picture or movie in their head as she reads the poem. Next,
the teacher will ask the students what they saw as she read the poem. The students will
have a short discussion. The teacher will show the students what she drew and why she
drew it.
2. Next the students will be asked to find a poem from the folder that they think they can
illustrate. The teacher will instruct the students to read the poem and then think for a
minute or two about what the poem makes them think about and then draw it on the
graphic organizer. Students will have a couple of minutes to illustrate their poem.
3. Closure: After the students have had the opportunity to read and illustrate a poem they
will share their illustrations with the group.
Key Questions:
What line/lines in the poem make you think of this picture?
What do you think about when I read the poem to you?
What do you see in your head when I read the poem to you?
What words in the poem make you think about the picture you drew?
Logistics:
Timing: Given 20 minutes
Lesson Beginning: 3 minutes
Illustrations: 12 minutes
Closure: 5 minutes
Transitions: The teacher will assign the students to a center. The students will remain at
the center until it is time to clean up and go to an assembly.
Classroom Management: Class management is not really a problem for 3D. The
students may become chatty when they are working on their illustrations. As long as the students
are focused on the work they will be allowed to talk with the other students in their group.
Differentiation
Students may have trouble thinking about what they see. The teacher will assist the student with
different example. Students will be able to pick the poem that they understand and are able to
illustrate.