Lesson Plan

Name ___________Brianna LeMon___________ Title_______As Soon As Its Fall_______

Grade ___2___ Subject Area __________Reading___________ Length of lesson __30 min.__

1.NEWMEXICOACADEMICCONTENTSTANDARD(S):
CCSS.ELA-Literacy.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.

CCSS.ELA-Literacy.L.2.1
Demonstrate command of the conventions of Standard English grammar and usage when
writing or speaking.

CCSS.ELA-Literacy.L.2.1.e
Use adjectives and adverbs, and choose between them depending on what is to be
modified.

CCSS.ELA-Literacy.L.2.6
Use words and phrases acquired through conversations, reading and being read to, and
responding to texts, including using adjectives and adverbs to describe (e.g., When other
kids are happy that makes me happy).
2. OBJECTIVE(S):
Objective(s) What Students will learn I Can . . . statement
Students will utilize their Students will demonstrate I can use my knowledge of
knowledge of English their command of word rhyming words to fill in the
grammar to complete a families and rhyming words blanks of a poem
poem by inserting missing words
into the poem As Soon As
Its Fall
Students will compare and Students will practice I can compare and contrast
contrast the ways in which comparing and contrasting animal fur and human
animals and humans stay by finding similarities and clothing
warm to help them better differences between animal
understand the poem coats and coats for
humans.

3. ESSENTIAL QUESTIONS:
How can using different points of view and different ideas to compare and contrast help
me better understand the message of a poem?

How can I use my own word knowledge to help me write poetry?

4. LESSON SUMMARY:
Students will receive a short review on rhythm and rhyme in poetry, as well as on
rhyming patterns. They will then listen to their teacher read the poem As Soon As Its
Fall by Aileen Fisher, and will work as a whole group to complete a Venn diagram
comparing animal coats to the coats humans wear. Following the whole group discussion,
they will return to their desks where they will complete the missing blanks in As Soon
As Its Fall by using their own knowledge of rhyming words. They will also use the
Venn diagram, created as a class, to write one or two short paragraphs comparing and
contrasting human coats and animal coats.

5. RESOURCES:
- Empty Venn diagram
- Document Camera
- Promethean Board
- The Snow-Bird by Frank Dempster Sherman
- As Soon As Its Fall by Aileen Fisher
- As Soon As Its Fall packet
- Pencils

6. LESSON COMPONENTS:

a. INTRODUCTION/ READINESS
-Students will gather on the carpet where they will receive a short review
over rhythm, rhyme, and rhyming patterns. They will be asked to share what
they have learned about the two elements of poetry before any information is
given in order to check for their understanding. Examples will be given as
necessary.

b. DIRECT INSTRUCTION (I DO)

-Students will listen as the teacher orally creates their own poem. The
teacher will demonstrate their thought process in finding rhyming words
and using them properly in a poem, allowing students to give suggestions if
they desire.
c. GUIDED PRACTICE (WE DO)
-The teacher will display a version of The Snow-Bird by Frank Dempster
Sherman which contains blanks. The students will work with the teacher to
determine the rhyming pattern and to fill in the missing words in the poem.
This will serve as practice for the sheet they will fill out on their own.

-The teacher will then read As Soon As Its Fall by Aileen Fisher to the
students, so they will be able to hear the poem once before working with it.
 -Finally, the teacher will display an empty Venn diagram on the board and
work with students to find similarities and differences between an animals
fur coat and the coats that humans wear when it is cold, based on their
findings in the poem. The teacher will then give an oral example of a
paragraph students could write based on what is written in the diagram.

d. INDEPENDENT PRACTICE (YOU DO)

-Students will return to their seats, where they will complete the version of
As Soon As Its Fall which contains blanks, then they will write one or two
paragraphs about animal coats and human coats to demonstrate their ability to
compare and contrast.

e. CLOSURE
-Half way through independent work the teacher will display the completed
poem on the board for students to check their work. Just before time is
finished, a few students who wish to share their paragraphs will be allowed to
do so, then the teacher will collect all papers.

f. ASSESSMENT
-Students will be assessed on their previous knowledge during carpet time,
then will be further assessed based on their worksheets.

-Students must get at least three of the four blanks on their poetry worksheet
correct (75% accuracy) and their paragraphs must contain at least three
similarities and three differences between animal fur and human clothing.
Paragraphs should have few grammatical and spelling errors.

g. ADAPTATIONS FOR ENGLISH LEARNERS AND STUDENTS WITH

SPECIAL NEEDS
-Students who struggle with spelling and writing will be asked to join the
teacher at the back table, where they will be given help writing their
paragraph(s) and determining which words may fit in the poem.

-Students who excel in writing will be asked to write two paragraphs, instead
of one. This will help to challenge them, and will also prevent them from
finishing early and distracting others, which is often a problem in the
classroom.