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KaylieQuimby1

PoetryReadingLessonPlan
Subject:Reading

Activity:PoetryReading

th
Setting:4
gradesmallgroup

Date:10112016

#ofStudents:7

Time:11:30am12:00pm(30minutestotal)

StatementofObjective:
*Observable/Measurable(A,B,C,D)
*GLCE/IEP

ABCDobjective:
Eachstudentwillorallydefinepoetryanditsimportance.Eachstudentwillalso
readpoemsorallyanddiscussthepoemsoverallmessagewithapartnerandthen
asanentiregroup.
IEPgoal:Studentswillreadonlevelproseandpoetryorallywithaccuracy,
appropriaterate,andexpressiononsuccessivereadings.

Accommodations
Objectivesarewrittenon
thewhiteboard
(Multisensorysupport)

CommonCoreStandard:

Identifyanddescribethestructure,elements,andpurposeofavarietyof
narrativegenreincludingpoetry,myths,legends,fantasy,andadventure.
(R.NT.04.02)

Connectpersonalknowledge,experiences,andunderstandingoftheworld
tothemesandperspectivesintextandoralandwrittenresponses.
(R.CM.04.01)

Fluentlyreadbeginninggradeleveltextandincreasinglydemandingtextas
theyearproceeds.(R.WS.04.06)

Beenthusiasticaboutreadinganddosubstantialreadingandwritingontheir
own.(R.AT.04.01)
(ICANdefinewhatpoetryis.ICANreadapoemandexplainitsmeaning.)

Materials:
*Preparedandorganized
*Availableforall
Opening:
*Gainattention/motivate
*Activatepriorknowledge
~Link/relate;assess;preparefornew
Learning(e.g.vocabulary)
*Stategoals/setpurpose
~Explaintask:why,what,how,andwhen
Forstrategies
*Cleardirections
Time:510minutes
Presentation:
Teacher:
*Varietyoflearning(T/S,S/S,S/T)
*Organizationalframework
~construct,clarify,andlinkconceptsina
meaningfulcontext
*Presentvisually,verbally,kinesthetically,
realworld(e.g.LESH)
*Modelandthinkaloudtomakevisible
~languagepractices/processes
~learningstrategiesandadaptations(how,
whenandwhy)
~organization,relationships,andclues
*Transferofcontrol
~studentsexplain,justify,clarify,etc.
*Cleardirections
*Checkforunderstanding
~appropriatefeedback:praise,prompt
probe/question(inZPD)

Poetrybook:WheretheSidewalkEnds,byShelSilverstein
Objectiveposter
Whatispoetry?poster
BeingReadyposter

1)Welcomestudents.
2)Brainbreak
3)ReviewBeingReadylookslike(Activatepriorknowledge)
4)Reviewparticipationscorecards(Activatepriorknowledge)
5)Introduceobjectives.
Havestudentsrepeatobjectiveorally.(Activeparticipation)
6)Questions?

1)Reviewwhatpoetryis.
Poetry:isagenrethatattemptstostirareadersimaginationor
emotions.
Thepoetdoesthisbycarefullychoosingandarranginglanguagefor
itsmeaning,sound,andrhythm.Somepoemsaresimpleandfunny.
2)Reviewwhatwasdoneyesterdaywithpoems.
Studentthoughts?
Talkaboutexitticketanswers.
3)Finishreadingpoemsentitled,IDrankaMagicPotion(p.26)(freeform
poem)
DROPREAD
4)Partnerwork:Practicereadingpoemswithpartners.
Gooverwhatpartnerworklookslike.
Whenstudentsaredone:discussthepoems(likes&dislikes)
ReadpoemsA&B.
Havestudentscompareandcontrastpoems.
5)ModelaThinkaloudabouthowyouchoseyourpoems.
4)Read2poemsfromWheretheSidewalkEnds.
Modelreading:HectortheCollector(p.46)(Narrativepoem)

Posterswillbeusedas
visualsupport

Brainbreakscanrefocus
studentswithattention
difficulties.(Kinesthetic
support)
BeingReadyposterhung
asareminder(visual
support)

Poetryreadingmodeling
(multisensorysupport)
Providedmanyvisual,
verbally,andkinesthetic
supports.(Goals,Being
Ready,Whatispoetry?)

KaylieQuimby2
~assess/errordrill
~monitorandadjustinstruction
Students:
*Participation
~overtandactive
~instructionaldialogue,thinkaloud,
explain,justify,evaluate,etc.
GuidedPractice:
*Activityrelatedtopresentation/objectives
*Activestudentparticipation
~providerationaleforassignment
~multisensoryandrealworld
~instructionaldialogue
*Transferofcontrol
~studentsexplain,justify,clarify,think
aloud
*Checkforunderstanding
~ensurehighsuccessrate
~appropriatefeedback:praise,prompt,
probe/question(inZPD)
IndividualPractice:
~assess/errordrill
~monitorandadjustinstruction
*Management/monitoring
~scan,circulate,assess,support,praise
Time:1015minutes
Closing:
*Adequatetime
*Studentssummarizecontentand
accomplishments
*Assess/identifynewgoals
*Linktofuturelearning
Time:810minutes

DROPREAD
Whatwasthepoemabout?
Whatdidyounoticeaboutthepoem?
Whatdidyoulikeaboutit?
Howdiditmakeyoufeel?
Modelreading:LazyJane(pg.87)(Freeform)
DROPREAD
Asksimilarquestionspoem
5)IntroducePoetryCafe
6)Individualwork:Studentsneedtochooseonepoemfromthedifferentpoem
optionstouseforPoetryCafonThursday.(DRAWNAMES)
7)Havestudentspracticepoemsandstarttodrawoutapicturethatgoesalong
withtheirchosenpoem.
Notes:
Informalassessment:

Teacherscansgroupforactiveparticipation&directionfollowing.

Askstudentstojustifytheirconnection.
Redirectbehavior:

Movingattentionawayfromdistractionandbacktopageor
worksheet.
Positivebehaviorreinforcements:

PantherPrideslips,reinforcementofdesiredbehaviors,praise.

Activeparticipation(scorecards)

Whereverthestudentsareinthebookorworkbookhavethemstop(11:50am)
(Adequatetime)
1)Askquestions(Checkforunderstanding&Transferofcontrol):
1.
2.
3.

Whatdidwedotoday?
Whatispoetry?
Whocanstatethegoalfortodayagain?

3)THURSDAY:Wewillbepresentingourpoemstothegroupwiththepictures.
4)HW:Practicereadingpoemsoutloudandtoafriendorfamilymember.
Makeapicturetogoalongwithyourpoem.
ExitSlip:
1.
ShowMs.Quimbythepoemthatyouselected.
2.
GivestudentsthereminderslipforthePoetryCaf.
Turninslipsbeforeleavingtheroom.

Reflection:
1.
2.
3.
4.
5.
6.

Wasmyfeedbackforstudentspositiveandspecific?
DidIleaveenoughtimetohaveanadequateclosingformylesson?
DidImakesureeveryonewasactivelyparticipatingthroughouttodayslesson?
Weremystudentsabletoidentifywhatourgoalwasforthelessonduringtheclosing?
Weremystudentsabletosuccessfullymakeoneconnectionbetweentodaystextandtheirownlifeexperiences?
Weremydirectionsclearanddirect?