Lesson Plan Story Poem

Day: Tuesday Date: 17/10/2017 Time: 12:45pm Year: 5/6 Literacy group Purple
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. The students also have a sound
knowledge of syllables.
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, have the students show you their poem
or non-fiction. which they have written into their writing book. Check
Write their own story poem using setting, plot and for setting, plot and dialogue.
dialogue.
Preparation and Resources:
o White board
o White board markers x 3 different colours
o Investigating poetry (story poem) work sheet x 6
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.
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 Friday.
Have the topic written on the white board and ask the students within your group
if they know what a story poem is. 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.
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. They must be able to give you the two words that rhymed.
Then ask the students for the setting, plot and dialogue.
10 mins
We do (working as a group, get the students to raise their hand to answer or contribute
to the discussion)
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 Before going ahead and working on your own lets do half of story poem together
first. Work through the first 5 lines of the story poem as a group.
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. Encourage
all students to participate.
o Then start to work through the story poem writing it on the white board as you go.
Write the start of the sentences provided on the work sheet in red and the part the
students come up with in black.
o Work through the next four lines of the poem as a group.

30 mins You do
o It is now your turn to write your own story poem on your work sheet. Once you
have finished re write it into your writing book in cursive then you can draw the
comic on the bottom of the work sheet.
Remember it must tell a story. It can be true or fiction, have a setting, plot,
dialogue, and make sure your poem has rhythm. You may also use rhyming words.
o Allow the students to talk amongst their group in code orange (whisper) about
their work.
o Move around group to ensure the students are on task and provide feedback and
scaffolding where needed.
o When the students have finished their work sheet they are to glue it into their
literacy group books, write their poem into their writing book then draw the comic
at the bottom of the work sheet. Ensure their writing in their writing book must be
in cursive writing.

5 mins Lesson conclusion:

o Signal for attention (hands on heads), there is 2 minutes to finish off writing your
poems in your writing book.
o Once the 2 minutes is up signal for attention again. Now that we have all written
our poems into our writing book is there anyone who would like to read out their
poem? If the students feel uncomfortable in reading out their poem ask if it would
be okay if you could read out one or two.
o After one or two poems have been read out start to tidy away. I would now like
you all to pack away quietly, pack your books into the trays, tidy your desk then
stand behind you seat ready for French.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)