LESSON PLAN

NAME: Colin Campbell SCHOOL: St Marys College

CLASS: Year 6 TIME: 9:00am DATE: 13 June 2017

LESSON RATIONALE What experience/lessons have the class had previously? How will this lesson build upon prior knowledge?

As part of the poetry unit students have been learning different forms of poetry. The main focus
so far has been grammar and word choice identifying and applying adjectives, verbs et al. This
lesson will focus on form and writing patterns or structure.

Experiment with text structures and language features and their effects in
LESSON creating literary texts, for example, using imagery, sentence variation,
OBJECTIVES: metaphor and word choice (ACELT1800)
These should outline
major skills,
knowledge and
qualities that learners This lesson will develop and explore forms focusing on four line poems using AABB
will develop.
and ABAB forms.
MAIN LEARNING OUTCOMES AND DIFFERENTIATION – ensuring progress for all students
These must be specific activities that are observable. How each one will be assessed must be stated in the ‘Assessment for Learning’ section.

Students will:
 Discuss and explore a topics and rhyming words
 Describe quatrain form
 Create a quatrain poem
 Understand the key characteristics of quatrain poetry.
 Improve on literacy through exploring rhymes and words choice
 describe elements of a quatrain poem using literacy associated with poetry.
 identify rhyming words and use ICT knowledge to explore rhyming words.

Differentiation:
 Through the self-assessment criteria students will be able to work at their own pace with at
least one achievable goal for every student.
 Success Criteria available (end of lesson plan)

KEY VOCABULARY:
What key terms are essential for
accessing this topic? What words Lines, Rhyming, Poetry,Form
are used differently in everyday
contexts? These words should be
defined for students.

Small group work planned for specific individuals by establishing clear

SUPPORT PLANNED
goal for the class which will enable small group focus.
FOR INDIVIDUALS:
What additional support will these
Gearing down - to identify differences between line A and line B
students receive in order to Gearing up – Create two quatrain poems with different forms going
achieve their potential?
beyond AABB and ABAB form.

Resources required:
However, plan for situations
where these are unavailable!
Smartboard, English workbooks, Poems, Stationary, Computers
 LESSON PLAN
TIME STUDENT ACTIVITY TEACHER SUPPORT/Resource ASSESSMENT FOR LEARNING
Setting up
5 mins
Before beginning the lesson have students distribute
whiteboards, markers and English books. Class has
assigned students for these tasks.
At same time, have a student distribute name cards which
can be held when asking a question to help with learning
students names.

Starter

Before beginning topic, have a brainstorm activity to get

students engaged

ACTIVITY – RHYMING SNOWBALL Teacher

 Have the class in two groups for this game  Smartboard
 Flipnote presentation Small group activity on rhyming
 Prepare scrunched up pieces of paper (snowballs) with a
 Scrunched paper with prepared words
word on it that can be used to make rhyming words. words
 When students are in their groups, explain rules.
 Goal is to get the highest number of consecutive rhyming Students
words by passing the snowball to another student.  Whiteboard
Students can pass, but after 3 passes they get a new  Books
snowball and start again.  Markers
 Use this as a way to get them thinking of rhyming words
but also sharing by hearing other suggestions. Person with
the snowball is the only one to talk so others can hear
words.
 LESSON PLAN
Main
35
mins First slide: POEM STRUCTURE
 Open questions about first slide
 What features do student notice? What specific things can
be observed focusing on the whole poem?
 FOCUS – RHYMES
 Discuss, we have already dealt with many other aspects of
poetry, but today the focus is on rhymes – not so much
alliteration and simile

Second slide: QUATRAIN

 More open questions. Have students heard of Quatrain
poetry? Why might it be called Quatrain poetry? (Italian class
is useful here)
 Direct conversation to key points:
o Types of Quatrain – ABAB, (most common type) Students: Self-assessment using established
 Self-assessment criteria assessment criteria.
 Workbooks
Second Slide: What is different?  Pens Small groups work with group
 Individual Whoteboards objectives
 Explore the new poem
 If first type was called/labelled AABB – How would we label
this one? USE SMARTBOARD TO NOTE DOWN ABAB AND
AABB
 What about it is different?

NB: This may require going between prior slide and this
slide.

Activity: Writing a Poem (and using Rhymzone)

 Students will write a Quatrain poem
 Walk, observe and assist students.
 Some will use computers, but stress that they need to
 LESSON PLAN
brainstorm first (rather than go straight to computers). The
computer is a tool to expand their knowledge.

Plenary
10 Discussion/Observation
mins ACTIVITY – Discussion

 Self-Assess - end main task

 Were there any challenges? How were they solved?
 LESSON EVALUATION SHEET

In what ways, if any, did the lesson deviate from the lesson plan?

How did students respond to the lesson content, activities and learning environment?

How well did students meet the learning outcomes and how did you assess this?

What learning and teaching strategies did you use and how did they affect learning?

What strategies did you use to maintain class discipline and motivation?
LESSON EVALUATION SHEET
Writing a Quatrain Poem– Success Self-Assessment
Criteria

I know that lines are used in poetry.

I can explain the ABAB rhythm pattern.

I can explain the AABB rhythm pattern.

I can use rhyme zone to find words that rhyme.

I can write more than one Quatrain poem that

follows the rhythmic pattern