Lesson Plan

Day: M T W T F Date: 13/10/2017 Time: Year: 5/6 Literacy group red

Learning Area: English Topic: Poetry

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. The students are familiar with
their literacy group and the class literacy rotation. The students also have a sound knowledge of syllables.
This lesson is an introduction into poetry.
Learning purpose:
The learning purpose is for students to gain an understanding of the text structure of a cinquain 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 cinquain poem. questioning throughout the lesson. On completion of
Understand the number of syllables and words per line. the lesson have the students show you their poem
Write their own cinquain poem on a particular topic. which they have written into their writing book. Check
for the correct structure and make sure the poem is
coherent to their topic.
Preparation and Resources:
o White board
o White board markers
o Investigating poetry work sheet x 6
o Example work sheet of investigating poetry (Teacher to complete the work sheet prior to the lesson to
provide an example)
o Work book and writing book for each student within the group

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. As one student in this group is vision
impaired and one is legally blind two work sheets must be A3 size.
Timing: Learning Experiences:
5mins 1. Introduction:
o Work sheets and books are to be placed on the students desk prior to the lesson.
o WILF What Im looking for is for you to be able to write a cinquain poem using the
correct structure.
WALT We are learning to write a cinquain poem.
o Introduce the topic of cinquain poems to the students.
Have the topic written on the white board and ask the students within your group if
they know what a cinquain poem is. If the students know what type of poem this is
then re go over the structure (2 syllables, 1 word, title. 4 syllables, 2 words,
describing the title. 6 syllables, 3 words, expressing action/verb. 8 syllables, 4
words, expressing feeling. 2 syllables, another word for the title). If not then read
the example poem and go over the structure of the poem.
o Now check for understanding of verbs. Who knows what a verb is? allow this
students to answer and re say the answer so all students understand.
Now who can give me an example of a verb?
o Create a list of verbs on the white board to allow the students to refer to this
throughout the lesson.

2. Sequence of learning experiences:

I do
5 mins o Show the students the example prepared and read out the poem in the example.
Then read out the poem written in do your own.
o Read the poem in do your own again, this time counting out the syllables with
claps as you read to allow this students to hear the verbs within the words.
o Ask the students can you see a pattern with the number of syllables and words?
Syllables go up by 2s and there is one extra word in each line.

We do (working as a group, get the students to raise their hand to answer or contribute
to the discussion)
10 mins
o Before going ahead and working on your own lets do one together first
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.
o Allow the students to choose a topic (this does not have to be a character out of a
book) this must be 2 syllables, 1 word, title.
o Then start to work through the poem starting with 4 syllables, 2 words, describing
the title.
o Work through the next three lines to finish the poem as a group.
o When starting a new line of the poem write the number of syllables needed within
that line. When writing a word, write the number of syllables above the word to
show a visual of how many more syllables needed for the rest of the line.
o Now lets rate our poem, 1 book is okay, 2 books is good and 3 books is great.
 Hands up for 1 book, okay. Hands up for 2 books, the poem is good. Hands up for
three books, the poem is great place a star in the book with the most votes.

You do
o It is now your turn to write a poem within your group. I would like you to write
your cinquain poem about a character from a book or story. It can be one you have
read in class or one from home
30 mins Group 1 Kali, Isabella and Itiana
Group 2 Cody, Oscar and Jaxon
Once you have finished your poem, rate it out of three books and draw a scene
from your chosen book.
o Allow the students to talk amongst their group code orange. EA to work with group
1 and teacher to work with group 2.
o Sit with the students to ensure they 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 work
book then write their poem into their writing book and draw a picture.

3. 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
5 mins be okay if you could read out one or two.
o I would now like you all to pack away your books into the trays, tidy your desk then
stand behind you seat ready to go to lunch.
o Once all books are in the trays and their desks are neat, start to dismiss the
students to lunch.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)