Winthrop University

Richard W. Riley College of Education

READ 370 Planning Sheet

Name: Nadiya Lowe

Subject(s)/Content Area: Poetry

Grade level(s): Kindergarten

National/State Standard (as required by subject area):

Standard 5.1 Use voice inflection, expression, rhythm, and rhyme, when presenting poems, short stories, role-
plays, or songs
Student Learning Objective:
The students will be able to perform a poem using voice inflection, expression, rhythm, and rhyme.
Assessment Tool
Rubric for presenting poetry using the categories voice inflection, expression, rhythm, and rhyme (attached).
Mastery or Performance Level, Criteria
Mastery is 11/12 or 92%.

Whole Group Instructional Plan

Title of Lesson: Becoming a Copycat Poet

Lesson Duration: 10 minutes

Date Lesson is Taught: 3/20/19

Materials/Equipment:
 Smartboard
 Copycat poem on recycling

Academic Vocabulary, as applicable:

 Rhyme- when words at the end of the line of a poem sound similar
 Rhythm- a pattern of sounds or words in music or poems
 Voice inflection- change of voice when reading
 Expression- reading clearly with feeling

Instructional Procedure(s)
 Introduction
o I will call the students to the rug by saying, “class, class” and the students will say, “yes,
yes” and then I will tell them to meet me at the rug.
o I will tell the students that today we are going to practice being Copycat poets.
o Copycat poets are people who take poems or songs and change the words to make
their own poem.
  Body of Lesson
o I will tell the students that it is important to read the poems a certain way if they want to
be good copycat poets.
o You first must read with expression. Reading with expression is when you speak loudly
and clearly for everyone to understand you. You have to have feelings when you read
your poem. You are not reading like a ROBOT!
 I will say, “Now everyone yell read with expression!”
 Students reply, “Read with expression!”
o You must then have rhyming words in your poem. Rhyming words is when words at the
end of lines in the poem sound alike.
 I will say, “Now everyone say rhyming words.”
 Students reply, “rhyming words”.
o Then you must read with rhythm. Rhythm is a pattern of sounds or words in music or
poems.
 I will say, “Now everyone sing rhythm.”
 Students sing, “rhythm”.
o Lastly you must use voice inflection in your poem. Voice inflection is a big word, but it
just means changing your voice while reading the poem. If the poem is a happy poem
you should make your voice sound happy.
 I will say, “Now everyone whisper voice inflection.”
 Students whisper voice inflection.
o I will read them an example of a copycat poem (attached) that sounds like “Row, Row,
Row Your Boat” and tell the students that songs are just like poems.
o I will read the poem in a very soft and monotone voice.
 I will ask the students, “How did I sound?”
o The students will respond how boring it was and how they couldn’t hear me.
o Then I will tell the students how I am going to try it again.
 I will read the poem with expression.
o After I read my poem, I will ask them a series of questions:
 Did my poem rhyme?
 Did my poem have rhythm?
 Did I read with expression?

 Closure
o Tell the students that they can create their own poems using some of their favorite
songs or poems.
o Ask the students what they learned about copycat poets.
o Tell the students to look at the board and go to their appropriate reading group station.

Differentiation of Instruction
Accommodations/Modifications for Students – (Utilize the principles of UDL., ie. , IEP, ELL,
GT, Physical, Social Emotional, Speech, Disinterested, low performing students)
Student one has an IEP for behavior. Before the lesson starts, I will tell him to sit in front of me. I will
try to call on him for answers often to try and keep his attention.

Student two has severe learning disabilities in math and reading. I will read my poem twice and
explain the different criteria for performing a poem in depth.

References/Resources:
This whole group lesson idea was given to me by my host teacher.

An example of a copycat poem:

Save, save, save the paper
Throw them in the bin.
We can help to save the Earth
If we all pitch in.

Reflection of Lesson (To Be Completed after the lesson is taught)

Analysis of Student Learning

Students quickly learned how to become a copycat poet and how good poets should read their poems. They
were able to tell me that the first time I read my copycat poem I did not read it with expression. They told me I
needed to be louder and change my voice while reading the poem. I allowed the students a few seconds to think
of a copycat poem to share with the class and the students I called on were able to give me at least two lines of a
poem they made up. At the end of my lesson, I called on a student and he was able to give me definition of a
copycat poet. Other students gave me the definition of rhythm, rhyme, and reading with expression. Since this
was a whole group lesson it was hard to analyze student learning for each individual student but as a whole
class, they understood what a copycat poet is and how to be a good poet.

Analysis of Student Engagement and Behaviors

Students were engaged throughout the lesson by raising their hand to answer questions, dancing along as I read
my poem and staying seated with their eyes on me during the lesson. Every question that I asked, multiple
hands went in the air to answer the questions. The students that were called on answered the questions
accurately. When I read my poem, students were swaying back and forth while dancing and laughing which
showed me, they enjoyed the poem. One student even commented on my poem saying, “I like your poem
because it is about saving the Earth”. Usually the students get up while on the carpet to use the restroom, but no
students got up. They kept their eyes on me and there were not a lot of interruptions.

Reflection of the Lesson

Overall the lesson went as planned. It took me a little longer than planned because I thought it would be a good
idea for students to practice being a copycat poet as a whole class. Students were able to answer my questions
and were engaged throughout the lesson. When I told the students that during private reading, they would be
able to write their own copycat poem some of the students ran to grab paper so that they could write. If I could
change one thing about my lesson, I would have posted the definition of rhythm, rhyme, and expression on a
flipchart for students to see visually. I did not appeal to my visual learners of the classroom during this whole
group lesson. My teacher gave me verbal feedback and she said that the students were very engaged, and they
understood the topic. She suggested that next lesson I use a flipchart or the smartboard with visuals for students
who need to see concepts to understand.

Observation Notes:

Teacher: You did a great job with your lesson. I can tell that your students were very engaged, and they enjoyed
your lesson. The only thing that would have made your lesson click with some of our lower students are visuals.
For your next lesson provide visuals on the smartboard or create a flipchart. That way students can see what you
are saying. A lot of our students are auditory learners, but some need those visuals.

Me: Thank you for your feedback. I will add visuals for the different definitions and add a visual with my poem
so they can see the concepts.

Small Group Instructional Plan – DAY 1

Title of Lesson: Writing their poem

Lesson Duration: 15 minutes

Date Lesson is Taught: 3/20/19

Materials/Equipment:
 Whiteboard
 Pencil
 Paper
 Copycat poem
Academic Vocabulary, as applicable:
 Rhyme- when words at the end of the line of a poem sound similar
 Rhythm- a pattern of sounds or words in music or poems
 Voice inflection- change of voice when reading
 Expression- reading clearly with feeling

Instructional Procedure(s)
 Introduction
o I will read my poem from the whole group lesson plan.
o I will ask the students what is a copycat poet?
o The students will tell me they are people who take poems or songs and change the
words to make their own poem.
o I will tell them that they are going to practice being a copycat poet.

 Body of Lesson
o We will brainstorm on a whiteboard songs and poems that the students can use to write
their poem
 Students will give me answers like “Twinkle, Twinkle Little Star”, “Row, Row, Row
Your Boat”, and “Oh, McDonald had a farm”.
 I will tell the students to choose one of the songs from the whiteboard to help
them write the poem.
 I will tell them to write the name of the poem/song on their piece of paper.
o Then we will brainstorm topics they can talk about in their poem.
 The students will give me answers like dance, videogames, food, LOL dolls, and
sports.
 I will tell them to write their topic of their poem on their paper.
o Then the students will begin writing their poem.
o I will meet with each student and ask a series of questions to guide them
  What poem or song are you using to write your poem?
 What is your topic?
 Does your poem rhyme?
 Does it sound like the song/ poem you copycatted?

 Closure
o I will have each child read their poem to me to make sure it meets the requirements of
the checklist (attached).
o I will tell them to give me their poems and meet me at the rug.

Differentiation of Instruction
Accommodations/Modifications for Students – (Utilize the principles of UDL., ie. , IEP, ELL,
GT, Physical, Social Emotional, Speech, Disinterested, low performing students)

No accommodations/ modifications needed for students in this group.

References/Resources:
This is an original lesson plan idea.
Checklist for the poem the students created
Yes? No?
Does your poem rhyme?
Does your poem have a topic?
Did you use a song or poem to
help you with your poem?

Reflection of Lesson (To Be Completed after the lesson is taught)

Analysis of Student Learning

All six of my students learned how to be copycat poet during this lesson and they created their own copycat
poem that had rhyme and rhythm. One student needed a lot of guidance when writing his poem, but he
eventually created a finished product of a copycat poem. Students needed help with spelling which is common
for Kindergarten. One student struggled with using the same rhythm as the poem he copycatted when he created
his poem. I helped him by singing the tune of the original poem line by line as he wrote his own poem.

Analysis of Student Engagement and Behaviors

The students were so excited about creating their own poem. They loved the idea of coming up with their own
topic and each student picked different topics. Allowing the students to have a choice, engaged them in the
lesson. The six students were focused and worked very hard to create their poems. After they created their own
poem, I saw them smiling as they read it to themselves. They were talking to the other students in their group
telling them what their poem was about which showed me how proud they were of their poem.

Reflection of the Lesson

This lesson went really well, and I was excited to see how excited the students were to create their own poem. If
I could change one thing about my lesson, I would have made the students write one line at a time to match the
poem they copycatted (Twinkle, Twinkle Little Star). I would have sung the song line by line and then have the
students write one line. As I conferenced with each student, I had to remind them of the tune of the song which
took more time than expected. My teacher was not able to observe the lesson because she was working with the
lowest reading group.

Small Group Instructional Plan – DAY 2

Title of Lesson: Acting out Poems

Lesson Duration: 20 minutes

Date Lesson is Taught: 3/21/2019

Materials/Equipment:
 Student poems
 Student iPads

Academic Vocabulary, as applicable:

 Rhyme- when words at the end of the line of a poem sound similar
 Rhythm- a pattern of sounds or words in music or poems
 Voice inflection- change of voice when reading
 Expression- reading clearly with feeling

Instructional Procedure(s)
 Introduction
o I will read my poem from the whole group lesson like a robot and ask the students a
series of questions
 Did I read with expression?
 Did I change my voice?
 Did my poem have rhythm?
 The students will answer no to these questions.
o I will read my poem accurately and then ask the students a series of questions
 Did I read with expression?
 Did I change my voice?
 Did my poem have rhythm?
 The students will answer yes to these questions.
 I will ask them should they read their poems like I did the first time or like I
did the second time.
o They will answer like I did the second time.

 Body of Lesson
o I will tell the students they will practice reading their poems with expression with a
partner for 5 minutes.
 They will be allowed to choose their own partners.
o I will emphasize that their partner’s responsibility is to tell them if they are reading it with
expression, rhythm and changing their voice.
o As they are practicing, I will listen to each group and give feedback.
o After they have practiced, the students will perform their poem to the group and their
assigned partner will record them using the student’s iPad.
o I will assess them while they are performing using the rubric (attached).
  Closure
o The students will listen to their performance on their iPad.
o I will meet with each student and go over the rubric that I scored the student on and tell
them what they did well and where they can improve.
o I will ask the students as a group, “How does a great poet read their poems?”
 The students will answer with expression, rhythm and by changing their voice
o I will tell them to put their poem in their cubby and meet me on the rug.

Differentiation of Instruction
Accommodations/Modifications for Students – (Utilize the principles of UDL., ie. , IEP, ELL,
GT, Physical, Social Emotional, Speech, Disinterested, low performing students)
There are no accommodations and Modifications needed for this group of students.

References/Resources:
This is an original lesson plan idea.
Rubric for Performance
3 2 1
Excellent Good Needs Improvement
Read with expression  You read clearly  You read clearly  You read like a
and with feeling and with feeling robot
the WHOLE SOMETIMES
TIME when when reading
reading your your poem
poem
Read with voice  You changed  Changed the  Did not change
inflection the loudness loudness and your voice at all
and softness of softness of your in the poem
your voice voice depending
depending on on what you
what you read read in the
the entire poem poem
SOMETIMES
Poem had rhythm and  Your poem had  Your poem had  Your poem DID
rhyme two or more one or less NOT have a
patterns of patterns of pattern of
sounds or words sounds or words sounds or
words

Reflection of Lesson (To Be Completed after the lesson is taught)

Analysis of Student Learning

Students learned how to read like good poets. All of my students scored in the excellent (3) category for each
section of the rubric when performing their poem. The students read with expression, changed their voice
throughout the poem, and their poem and rhythm and rhyme.
Analysis of Student Engagement and Behaviors
This was the student’s favorite part of the three-day lesson. When the students found out they were performing
these poems they were so excited. I was nervous about them performing because I thought they might be shy
but none of them were shy. By the looks on their face, you could tell they were ready to perform. As they
practiced performing, they were full of energy. The students were laughing and reading their poem with
expression as they practiced. One student sung her song just like “Twinkle, Twinkle Little Star” and the kids
clapped loudly for her. I recorded the students as they performed and let them see their performance at the very
end. They were excited to see their performances.

Reflection of the Lesson

I’m glad I was able to conference with each student and give them feedback on how they should read their
poem. I also allowed them to give me feedback on how I should read my poem to make them feel just as
important as the “teacher”. The more they practiced, the more confidence they built. They were allowed to
practice with at least 3 different people. If I could change one thing about this lesson, I would have changed the
location. We were in a small room, so It was hard for my students to hear each other and hard for me to hear
other students as they practiced. My teacher was not able to observe the lesson because she was working with
the lowest reading group.

Videos of student performing her poem (double click):