Specially Designed Academic Instruction for English (SDAIE)

Teacher’s (Your) Name: Desirae Jellison Grade/Class/Subject: Third-grade Reading

Unit/ Topic: Poetry Lesson Title: Poetry

Lesson Objectives:
Content Knowledge: By the end of the lesson, students will be able to:

RL.3.5- Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as
chapter, scene, and stanza; describe how each successive part builds on earlier sections.

ELP.2-3.1 - construct meaning from oral presentations and literary and informational text through grade- appropriate
listening, reading, and viewing

Language Objectives: (Work out the language objectives by identifying the functions, forms, and vocabulary in the
workspace below; then state the language objectives here in the format: “By the end of the lesson, ELLs will do X function
using Y form with Z vocabulary”. Be sure to plan for the teaching and practice of both receptive (listening/reading) and
productive (speaking/writing) skills):

By the end of the lesson, level 4 ELLs will be able to identify lines, stanzas, and rhyming words in a poem and
locate information in the text using prepositional phrases/words (above, middle, top, end, under, after) with poetry
vocabulary.

Academic Vocabulary Cohesion Words

Specialized Vocabulary (vocabulary that may need to be taught or
(vocabulary that may need to be taught or
(new vocabulary to be explicitly taught that is emphasized that is critical to participation in
emphasized that link concepts in meaningful
critical to an understanding of the content) academic tasks, such as “categorize”, “list”,
ways, such as conjunctions and time markers)
describe”)
stanza
element
line
rhyme
 Lesson Sequence: This may be adjusted as necessary to accommodate unique lesson plan features. For each
step, explain what the teacher will do and the expectation of what the students will do.

MOTIVATION: Describe how you will build background and the specific learner strategies that you will
engage to ensure the participation of all students and the formative assessment you will provide to gauge
whether or not students are “getting it”.
The teacher will…(specifically what the teacher does) The students will… (specifically what the students
should do in response to what the teacher does)
The teacher will introduce poetry and will ask the students: Students will
 What do you already know about poetry?  participate by telling what they already know
about poetry
Also, to activate prior knowledge the teacher will show a
brainpop jr. video.

Formative Assessment (how you will gauge whether or not students are “getting it”):
Observation of classroom discussions

PRESENTATION: Describe the specific techniques you will use to make your presentation of new material
comprehensible to students, to provide opportunities for interaction through appropriate questioning, to
engage learner strategies, and to assess whether or not students are “getting it”.
The teacher will…(specifically what the teacher does) The students will… (specifically what the students
should do in response to what the teacher does)
The teacher will present the information using the The students will:
nearpod.com. This program allows for students to interact  Identify lines, stanzas, and rhyming words.
with the lesson using their iPads. During the lesson, the  Retell elements of poetry.
teacher will ask guiding questions.  Tell the pairs of rhyming words
 Do all poems have to rhyme?
 Retell the four elements if poetry.
 What do you notice about the rhyming words?

Formative Assessment (how you will gauge whether or not students are “getting it”):

During the Nearpod lesson, it asks students a question regarding the four elements of poetry. It is a multiple-
choice question and I receive the data immediately.
 PRACTICE/APPLICATION: Describe the activities you will use to allow for meaningful interaction targeting
the lesson’s objectives, the learner strategies you will engage, and the formative assessment you will provide
to gauge whether or not students are “getting it”.)
The teacher will…(specifically what the teacher does) The students will… (specifically what the students
should do in response to what the teacher does)
The teacher will read a poem to the students. Using the Students will:
gradual release model, the class and the teacher will work  Identify lines and stanzas
together to identify lines, stanzas, and rhyming words.  Tell the number of lines and stanzas
Also, the teacher will ask guiding questions that require  Refer back to lines/stanzas
students to refer back to the stanzas or lines.
Guiding Questions/Tasks
 In which stanza does the writer want to drive?
 Where in the text does the writer mention a job?
 In which lines does the writer realize that he is
thankful for what he has?
 Underline the lines in the poem that repeat what
the writer wants.
 Underline the lines in the poem that describes
what he would do if he had a car.
 How many stanzas does the poem have?
 How many lines does the poem have?
 Point to a stanza.

Formative Assessment (how you will gauge whether or not students are “getting it”):

Thumbs up or thumbs down if you agree or disagree. Based on this formative assessment, I can see the students
who need more practice or need more instruction.

EXTENSION: Describe the student-centered activities you will use for students to further apply language
skills toward greater mastery of the targeted content and language objectives, either independently or with a
group. This should be an opportunity for developing higher-order thinking skills and using language in
communicative ways.
The teacher will…(specifically what the teacher does) The students will… (specifically what the students
should do in response to what the teacher does)
The teacher will: The students will practice the new skill independently.
 Monitor student work  Read a poem
 Pull students for one-on-one instruction  Answer questions by referring back to the text by
identifying stanzas and lines.
Summative Assessment (Describe the ways in which you plan to determine whether or not students achieved the objectives
for the lesson. Be specific in terms of not only what the students will do to demonstrate their knowledge and skills, but how you
will evaluate what they produce.):

I will not use a summative assessment at the end of this lesson. At the end of the poetry unit the
students will demonstrate their knowledge and skills on a poetry summative assessment. I will
analyze the data by reviewing the questions that they students missed. I will record which
students missed questions about stanzas, lines, rhyming words, etc. I will use this data to create
small group lessons focusing on skills not mastered.