30 Minute Language Arts Lesson Plan Essential Learning Target(s):

Teacher: Ally West  The student will be able to form

Grade: 6th grade concrete poem independently w
80% accuracy.
Date: This lesson would be completed  The student will be able to comp
on a Wednesday in a poetry unit. On and create a graphic organizer
Monday the teacher will introduce poetry (web) with 90% accuracy.
by showing students three different
types of poems (an acrostic poem, a
haiku poem, and a concrete poem).
Next, the teacher will explain the parts
of a poem (end rhyme, stanzas, etc.). On
Tuesday, the teacher will teach the
students about Haiku poems. Today, the
lesson will be on concrete poems.
Subject: Literature/Writing Essential Question(s):
Topic: Poetry – Concrete Poems  What is the purpose of a concre
poem?
 How do I form a concrete poem?
 What is a benefit of a concrete
Standard(s): By the end of the year poem?
the student will be able to read and  What is Concrete Poetry?
comprehend literature, including stories,
dramas, and poems, in the grades 6-8
text complexity band proficiently, with
scaffolding as needed at the high end of
the range.
Lesson Procedures: (30 minutes)

9:00-9:05: Introduce concrete poetry and show examples.

9:05-9:10: Create one concrete poem together as a model. (A holiday, food,
activity, etc.)
9:10-9:12: Students brainstorm topics independently.
9:13-9:16: Share ideas (topics) together by using Eyeball partners. Teacher will
say, “Share your ideas with your eyeball partner! Go!” Students will share their i
with the first person they look at.
9:17-9:20: Students chose a topic and complete graphic organizers (webs).
Teachers walks around and assists if needed.
9:20-9:28: Students create their concrete poem independently.
9:28-9:30: The teacher will ask for one person to show their concrete poem (2
students if time allows).

Students will turn in poems for a daily grade or take them home as homework if
completed. This will allow the teacher to check for understand as well.

Materials: Assessments: Homework Connecti

 Concrete The teacher will walk around If students do not comp
poem power- while the graphic organizers their Concrete poem
point (webs) are being completed. This during class time, they
 Dry erase will be an informal assessment. be taken home as
markers homework and returned
 Web The students will turn their next day for a grade
Organizer complete Concrete Poem in for a
handouts grade. This will be a formal *Note: If students do no
 Markers, assessment. well on the poems turne
colored then the next night’s
pencils, etc. homework may be a
 Construction/ concrete poem assignm
White paper This will be completed a
the teacher has reviewe
and asked for questions
about the Concrete poe
concept in class the nex
day.