Lesson Plan Story Poem

Day: Tuesday Date: 20/10/2017 Time: 12:45pm Year: 5/6 Literacy group Red
Learning Area: English Topic: Poetry Story Poem

Curriculum content description:

o Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
o Understand the use of commas to separate clauses (ACELA1521)
o Understand how ideas can be expanded and sharpened through the careful choice of verbs, elaborated
tenses and a range of adverb groups/phases (ACELA1523)
Students prior knowledge and experience:
Students have a prior knowledge of narratives, procedures and auto biographies. In the first week of term four,
the students started the topic poetry. They are starting to gain the understanding of the verity of poems. The
students are familiar with their literacy group and the class literacy rotation.
Learning purpose:
The learning purpose is for students to gain an understanding of the text structure of a story poem. At the end of
the poetry unit the students will be selecting from poems they have written to create their own book.
Learning objectives: Evaluation:
On completion of this lesson, students will be able to: Monitor the students work by observations and
Recognise the structure of a story poem. questioning throughout the lesson. On completion of
Understand that a story poem must tell a story, fiction the lesson use the story poem records as a checklist
or non-fiction. and anecdotal notes.
Write their own story poem using setting, plot and
dialogue.
Preparation and Resources:
o White board
o White board markers x 3 different colours
o Investigating poetry (story poem) work sheet x 6 ( A3 x3)
o Example work sheet of investigating poetry (story poem)
o Literacy group book and writing book for each student within the group
o Students to bring their pencil case

Catering for diversity

Literacy groups are grouped based on ability. Students who need extra instruction are provided some one-on-one
time and feedback. Peer mentoring is used if students finish early. Collaboration within the group is encouraged
during the modelled session to provide scaffolding and support those unsure.
RED GROUP Complete the activity as a group. Provide scaffolding and assistance for each step of the story poem.
Within this group there is a student who is legally blind and another student with vision impairment. To cater for
these students the lesson must be conducted at their usual group of desks as this is where there assistive
equipment is. Their work sheet must be an A3, all writing is required at font size 48 and in a dark black colour.
There must be no glare and the white bored must be positioned where they are able to see and/or be able to use
their equipment to magnify what is written on the board or their work sheet.

Timing: Learning Experiences:

5mins Introduction:
o Work sheets and books are to be placed on the students desk prior to the lesson.
Example poem is to be on the white board.
o WALT We are learning to write a story poem.
WILF What Im looking for is for you to be able to write a story poem using a
setting, plot and dialogue.
o Introduce the topic of Story Poems to the students. Inform the students that they
will be typing this up on after morning tea.
Ask the students within your group if they know what a story poem is or if they
could guess what a story poem may be. If the students know what type of poem
this is then repeat their answer and give the students the information that they can
use rhyming words if they want to and the poem must have a beat. If not than go
over the main structure and that it needs to tell a story.
o Your story poem must tell a story with a setting plot and dialogue.
Hands up, who can tell me what a setting of a story is?
Hands up, who can tell me what the plot of a story is?
Hands up, who can tell me what a dialogue of a story is?
5 mins
Sequence of learning experiences:
I do
o Ill now read an example, I want you to listen for rhyming words, the setting, the
plot and the dialogue
When reading the poem, change the tone of voice for the rhyming words and read
it to sound upbeat and fun.
o After the poem has been read, ask the students what rhyming words they heard in
the poem.
10 mins Then ask the students for the setting, plot and dialogue.
o If the students require more scaffolding re read the example poem and stop when
you come to rhyming words, the setting, the plot or the dialogue and discuss it with
the group.
 We do (working as a group, get the students to raise their hand to answer or contribute
to the discussion. Place yourself in the desk next to Kali)
o Now check for understanding of rhyming words. Say one word to the group and
each student must give you a rhyming word back going around the group.
o We are now going to write a story poem together.
o To start off with, what do we need to include in our poem (wanting the students
to answer with rhythm, setting, plot and dialogue) Use this question to check for
understanding.
If you have an idea or would like to contribute, raise your hand
During this phase guide the students to find the answers on their own while
providing them with the basics in order to contribute.
o Then start to work through the story poem writing it on an A3 page in a black texta
as you go. While the group is coming up with the next line pass your copy of the
30 mins story poem template to Kali to allow her to place it under her device to allow her to
read what has been written and what is coming up next.
o After the students within the group have come up with the line allow time for them
to write it on their own template. (Cody and Itiana may work independently if they
show an understanding up to this stage. Still provide assistance and scaffolding
where needed.)
o As you work through the poem as a group, discuss what should be happening in the
specific part of the poem. E.g. the first line is about the setting.
o Work through the rest of the poem as a group.

You do
o Once the students have finished their poem allow some independent work. It is
now time to draw a cartoon strip to show youre story. I want you to show the
beginning middle and end
o Students are to glue their work sheet into their writing book.
5 mins
Lesson conclusion:
o When the group has finished their poem, talk about what they like about the poem
and what they could improve for next time.
o Introduce how they will be typing their poems in the next period.
After morning tea we will be going into the technology room to type up our
poems. You will need to take your writing book so you can copy the poem we have
just written.
o To assist the students with typing their poem a template has been attached.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)