Lesson Plan Template ED 3501 Curriculum Overview Lesson

Poetry In
The World
Teacher:
(1 of 3) ELA Date:
Grade 2
Lesson Title/Focus

Brandy
Old
October,
2015

LEARNING OBJECTIVES

GLO 2: Students will listen, speak, read, write, view, and represent to comprehend and
respond personally and critically to oral, print, and other media texts.
SLO 2.2: Respond to texts.
SLO 2.3: Understand forms, elements, and techniques.
GLO 3: Students will listen, speak, read, write, view, and represent to manage ideas and
information
SLO 3.3: Organize, record, and evaluate
GLO 5: Students will listen, speak, read, write, view and represent to respect, support
and collaborate with others.
SLO 5.1: Respect others and strengthen community
SLO 5.2: Work within a group
Students will:
1. Identify rhyming words
2. Recognize the formatting and elements in a poem
3. Distinguish the meaning of a song with support from personal experience
4. Demonstrate respect while in a group

ASSESSMENTS
Observations:

Key Questions:

Products/Perform
ances:

Students are able to identify and discuss rhymes

Ensure students are working cooperatively in groups during the discussion
Students are actively participating in group presentation
Ensure students are talking about how poems look and are written in their
groups (provide cues for students that are off task)
Monitor the group is labelling poems with rhyme schemes properly (provide
cues if not)
What is a rhyme?
What makes up a poem?
Are songs poems? How do you know?
What is a rhyme scheme?
How could we describe this poem if we were to only use its rhyme
scheme?
Do all songs mean the same thing to everyone?
What does the song mean to you?
Does everyone have a job at your table?
How can you make sure that everyone is doing their job, and only
their job, at your table?
Are you letting everyone have a turn to speak and listening to their
ideas at your table?
Students will present their insights in a journal format

LEARNING RESOURCES CONSULTED

Adapted from a template created by Dr. K. Roscoe

MATERIALS AND EQUIPMENT

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Alberta Program of Studies

https://education.alberta.ca/media/450
519/elak-9.pdf
Megan Davis (PD Session) Yoga Inside
and Outside the Classroom
Currlab
Learn Alberta

Smart Board
Im A Little Teapot teapot
https://www.youtube.com/watch?v=b14OeT1gNFo
Johny, Johny bag of sugar (sealed!)
https://www.youtube.com/watch?v=olWG6jiMV0g
Jack and Jill crown
https://www.youtube.com/watch?v=4hiVU7vJXGc
A Wise Old Owl stuffed owl toy
https://www.youtube.com/watch?v=MYNJyg78Jmc
Its Raining, Its Pouring umbrella
https://www.youtube.com/watch?v=Zx3GhruZM7w
London Bridge sticks and stones
https://www.youtube.com/watch?
v=JUke3Hnv8o4&list=RDZx3GhruZM7w&index=2
This Old Man shoe
https://www.youtube.com/watch?
v=RKaxRYJ5AMY&list=RDZx3GhruZM7w&index=3
Laptops for all student groups need to be available
the laptops need to be equipped with bookmarks
for each of the nursery rhymes for the groups to be
used
Objects representing each nursery rhyme (see
green beside each title)
Enough pencils or treats for each table (one per
student)
https://pixabay.com/en/umbrella-brolly-blacksilhouette-163616/ (URL for umbrella picture)
https://pixabay.com/en/photos/teapot/ (URL for
teapot picture)
https://pixabay.com/p-14191/?no_redirect (URL for
sticks and stones)
https://pixabay.com/p-296810/?no_redirect (URL for
crown)
http://emptypulchritude.deviantart.com/art/SugarCubes-in-Burlap-Bag-318177131 (URL for bag of
sugar)
https://pixabay.com/en/owl-twig-branch-night-birdeyes-295356/ (URL for owl)
https://pixabay.com/en/stiletto-high-heel-shoefemale-307460/ (URL for shoe)
SMART Board Im A Little Teapot lyrics
Nursery Rhyme Object Pictures Slide
Lyrics sheets for each song with space for rhyme
scheme

PROCEDURE
Attention
Grabber

Transition to
Body

Introduction
Different objects found in nursery rhymes will be displayed on
pods of desks. Pictures of the corresponding objects will
displayed on a powerpoint. Students will go the desks of the
object they chose.
Questions: Are songs poems? Why or why not? Discuss
at your pods.
Commonly known rhyming words will be on display. As
students enter, they will line up at the back of the class. As
they enter the classroom, they will be able to select the
rhymes and place them together. If there are left over words,

Adapted from a template created by Dr. K. Roscoe

Time

5 min

5 min

Learning Activity
#1

Assessments/
Differentiation

Lesson Plan Template ED 3501 Curriculum Overview Lesson

the students will discuss why they didnt rhyme and present
words that do rhyme with them. Students will sit in a circle at
the front of the room.
Questions: What is a rhyme?
What makes up a poem?
Discuss these at your pods.
Body
Time
Exemplar nursery rhyme (Im A Little Teapot) listened to as
class. Lyrics will be displayed on the smartboard and students
will have an opportunity to highlight the rhyming words. After
rhyming words are highlighted, teacher will ask:
Question:Are there any patterns in the rhyming words?
Do the same sounds appear at different parts of the
songs? How could we describe this poem if we were to
only use its rhyme scheme?
Rhyme scheme will then be introduced. Teacher will let students
mark the rhyme scheme on the board. (See master handout).
Students will then discuss at their tables what they think the
song is about. As a class, we will discuss their answers. We will
then discuss that each group will be required to present their
findings about the songs. Agenda will be posted. They will told
10 min
the order in which they will complete their tasks. The desks will
be assembled in groups with the objects on the center of the
tables. The students will be told they can do a gallery walk (aka
walk around the room to see all of the objects on the tables)
and pick a table. There will be treats or fun pencils at each seat
in the group. The teacher will inform students that if there are 5
pencils at a table, only 5 students can sit at the table. Remind
the students to be respectful of one another. Ask them to find
their seats like they were frozen (i.e. REALLY SLOWLY) or play a
game to find their seats.
A list of group member tasks will be presented. Once students
understand their tasks they will number off their tasks.
Question: Does everyone have a job at your table?
Assessment: Teacher will assess which students choose to
participate in the class discussion. Teacher will also look at the
groups of students. Is there one student at a table alone? Is
there a table full of friends who are unproductive? Re-arranging
of the groups may be needed. Be sure to ask an open
suggestion of students who would volunteer to fill seats before
singling out the group (or asking someone in the group to relocate to a new area). Teacher will also ensure that all students
recognized that lines in poems do not end like a sentence by
asking the key questions above. By labelling the rhyme scheme
of a poem, the students are understanding that the form of a
poem can be described by rhyme scheme. This is also assessed
by asking the key questions above.
This addresses the need to work well in groups and respect one
another. By providing students with wait time and asking a few
students key questions, the teacher is able to formatively
assess that the class as a whole has an understanding of the
elements (rhymes) and forms (rhyme scheme) of a poem.
Differentiation: Attention to students who have learning
disabilities. If they can be incorporated in the group then no
differentiation will be needed. If the students struggle with
group work, a smaller table with pairs will be available for work.
The use of an EA to assist the students in a group (if a student
has a disability) will be used for this lesson. Specific learner

Adapted from a template created by Dr. K. Roscoe

Learning Activity
#2

Lesson Plan Template ED 3501 Curriculum Overview Lesson

programs will be included and students will be aware of them.
Brain Break (Breathing Practice from Megan Davis) 1) 3 Part
5 min
Breath After students spend a few moments observing their
breath, have them let their belly fall out on an inhale belly
breathing is a great practice to reduce anxiety, panic, or stress.
After a few rounds of belly breathing, have student extend their
inhales into their lungs, slowly filling the chest from the bottom
up until the collar bones lift. 3 Part Breath = belly, lungs, collar
bones. On the exhale, students simply reverse this process; the
collar bones relax, the lungs empty, the belly draws in. Repeat,
and extend the length of time as students become more
familiar with this breath.
2) Ujjayi Breath - After students spend a few moments
observing their breath, have them practice the 3 Part Breath.
Students can choose to slightly constrict the back of their
throats on the inhale and/or exhale to create a more audible
sound. You can introduce this breath by having students
breathe haa in order to naturally constrict the throat; then
have them close their mouths. This constriction on the inhale
and exhale recreates the sound of the tide coming in and going
out; students might recognize this breath as the Darth Vader
breath. This breath is great for auditory leaners. Repeat, and
extend the length of time as students become more familiar
with this breath.
3) 2-1 Breath - After students spend a few moments observing
their breath, have them practice the 3 Part Breath. Students
can then work towards drawing the exhale out to be twice as
long as the inhale. For example: 3 second for inhale, 6 seconds
for exhale. Repeat, and extend the length of time as students
become more familiar with this breath.
4) Spinal Breath - After students spend a few moments
observing their breath, have them practice the 3 Part Breath.
Students can then start to visualize the breath moving from the
tailbone to the skull on the inhale and the breath moving down
the spine in reverse on an exhale. If visualization is difficult for
students, you can suggest they imagine a milky white
substance flowing up and down their spine. This is a great
breath for visual learners.
Repeat, and extend the length of time as students become
more familiar with this breath.
5) Nostril Breath - After students spend a few moments
observing their breath, have them bring their right hand up to
their face. Students will plug their right nostril with their right
thumb. Students will inhale through the left nostril, then plug
the left nostril with the right pinky finger, and exhale out the
right nostril. Students then inhale through the right nostril, then
plug the right nostril with the right thumb, and exhale out the
left nostril. Repeat, and extend the length of time as students
become more familiar with this breath. This is a great breath for
fidgety students.
6) Hand Tracing Breath This breath is great for kinesthetic
learners or students who struggle with the previous breath
practices. Students hold their non-dominant hand up with the
palm facing their chest. Starting on either side of the hand,
students will use the dominant hand to trace up either the pinky
or the thumb of the non-dominant hand during an inhale.
Students will trace down the same finger on an exhale.
Students will repeat this tracing action for the entire hand, and
reverse directions when the entire hand has been traced.

Adapted from a template created by Dr. K. Roscoe

Lesson Plan Template ED 3501 Curriculum Overview Lesson

Repeat, and extend the length of time as students become
more familiar with this breath.
Assessments/
Differentiation

If a student needs a bathroom break, a chill time, or a drink

they are able to do so in this time.

Learning Activity
#3

Students will now have an opportunity to delve into their songs.

They will listen to their song and record the rhyme scheme on
the provided sheet. They will be asked to record their names on
the sheet as well. The papers will be left on the table while they
discuss their songs (they can refer to the lyrics if needed).
Is everyone doing their job, and only their job, at your
table?
Are you letting everyone have a turn to speak and
listening to their ideas at your table?
Remind students to fill out their rhyme schemes AFTER
they have listened to their song. They can listen to their
song as needed.
Differentiation: Students that have learning disabilities can be
presented with only one verse of the song. However, since this
is group work, the group should be able to work through the
whole song. If a student is overwhelmed by the words, placing
another piece of paper on the page to cover everything but a
few lines while listening can be used. For students that are
exceptional, they will be able move on to the second part of the
project (before the next brain break). Johny, Johny is a shorter
nursery rhyme, London Bridge is longer, but repetitive (for
learning disabilities) and This Old Man is a longer nursery
rhyme (for learning exceptionalities).
Assessment: (formative) monitor students abilities to work in
groups. If needed a mini-lesson on positive group behaviour can
be referenced. Continue to monitor room, ensure all groups are
on task. If they are having difficulty determining the rhyme
scheme help them by reminding them what rhyming words are
and to assign a letter to each word that doesnt sound the
same.
Attention is being paid to ensure students are working in
groups well together. This assessment is also ensuring that
students are able to construct a rhyme scheme together and
can categorize rhyming words in their own way.
Students will discuss the purpose of the nursery rhyme.
Questions: Why was it written? Did everyone in your
group have the same idea about the nursery rhyme?
How did they make you feel? What did it mean to you?
Students will present their findings about the nursery rhymes in
their poetry journals (or just journal entry) so that they have an
opportunity to reflect their ideas and not their groups ideas.
Remind students that they can use any of the breathing
exercises we did for our brain break to help them reflect
if needed.
Differentiation: Students that have a difficult time writing can
have an option to come and explain to me orally what they felt
and how they interpreted the nursery rhyme.
Assessment: (formative) Provide specific feedback for
students reflections (if orally, be sure to record these responses
for your records as well. Let students know they can have a
copy too)
This assesses the students ability to reflect on the meaning of
poems. It also allows students to connect the nursery rhymes to
their specific lives. They are interpreting the poem in their own

Assessments/
Differentiation

Learning Activity
#4

Assessments/
Differentiation

Adapted from a template created by Dr. K. Roscoe

7 min

8 min

Lesson Plan Template ED 3501 Curriculum Overview Lesson

way.
Assessment of
Learning:

Transition To
Next Lesson

Reasoning for the

instructional and
assessment
decisions. Relate
this to planning,
instruction, the
promotion of
students
learning, and the
establishment of
a positive
learning
environment.

Closure/Cliffhanger
Time
Exit slip: what I know, what I learned, what I still dont
understand
- During presentations note the understanding of rhyme
4 min
scheme within the group
- Assess journals: are they on topic and reflecting on a
personal level
Notify students that they will be learning how to write their
own rhyming poetry in a workshop next class. Transition time
1 min
(put away pencils, hand in journals, sit down and be ready to
listen)
Rationale
This lesson was built around nursery rhymes to introduce them to poetry in a
fun and accessible way. Many of the students will have previously been
exposed to nursery rhymes through daycare, preschool, media, and their
parents. In this way, students will be able to build on their prior knowledge
about poetry. Furthermore, by providing real life objects on the desks at the
beginning of class, the students are also able to recognize that poetry has a
place in the concrete world. This is an attention grabber because students
already know what these objects are, thus they will be curious to see how a
teapot could relate to English class and poetry. The class is focused on group
work and pods because the next lesson will have stations. This is a way to
scaffold their learning about group work and their visualization of how the
classroom will be set up for the next lesson. Moreover, the first nursery rhyme
is analyzed as a class in order to model for the students what their learning
activities are, what their learning will look like, and how to complete the task
successfully. Group work is focused on in instruction in order to encourage
asking for help from peers before seeking the teacher. A brain break was
planned because nursery rhymes are fun, loud, and busy. I planned for a yoga
brain break in order to slow down the childrens activity levels. Furthermore,
this is a great branch into having students thinking about their bodies, their
minds, and their own thoughts before asking them to reflect on the meaning of
the nursery rhymes. This is also giving students a model for how to reflect.
Assessment is formative because this is the first lesson about poetry.
Therefore, it is unfair to assume that after one lesson students will have
mastered the components of poetry. Furthermore, group work should not be
summatively assessed, it is not fair to give students a grade on how well they
worked together outside of feedback and encouragement to grow as a team
player. The handouts are different colours on each line to help children with
tracking.
Changes:
- The order of the lessons were changed (this one was originally
designed to be the second lesson)
- The grade level was changed from grade 3 to 2
- The group work was added as a stronger focus to lesson in
order to create a stronger group environment for students in
the upcoming lessons

Adapted from a template created by Dr. K. Roscoe