Lesson Plan 4
Lesson Plan 4
Lesson Plan 4
1. MATERIALS/PREPLANNING
Materials
Pencils and paper
Copies of poems (4-5 poems)
Copies of poem Chart paper
Computer with internet access (YouTube)
Overhead for video viewing
Vocabulary
Rhyme
Speaker
Mood
Meaning
2. OBJECTIVE
Students will:
o Identify the elements of a poem: form, rhyme scheme, author’s purpose, speaker and mood of the
poem.
o Identify author’s purpose in writing a poem.
State the Cognitive Taxonomy Level
Phase 1 – Understanding
Phase 2 – Understanding
Phase 3 – Analyzing
Phase 4 – Applying
List the standards met by this objective.
English Language Arts Standards – Grade 5
Reading
1.0 Word Analysis, Fluency and Systematic Vocabulary Development
1.1 Read aloud narrative and expository text fluently and accurately with appropriate pacing,
intonation, and expression.
1.4 Know abstract, derived roots and affixes from Greek and Latin and use this knowledge
to analyze the meaning of complex words.
1.5 Understand and explain the figurative and metaphorical use of words in context.
Reading Comprehension
2.3 Discern main ideas and concepts presented in texts, identifying and assessing evidence
that supports those ideas.
2.4 Draw inferences, conclusions, or generalizations about text and support them with
textual evidence and prior knowledge.
Literary Response and Analysis
3.1 Identify and analyze the characteristics of poetry, drama, fiction, and nonfiction and
explain the appropriateness of the literary form chosen by an author for a specific purpose.
3.5 Describe the function and effect of common literary devices (e.g., imagery, metaphor,
symbolism).
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3. ASSESSMENT
Informal- Teacher will assess student learning throughout the lesson by listening to student
discussions in their groups, their answers to the teacher’s questions of the class and asking for input
about generalizations.
Formal- Teacher will assess student learning formally by grading their graphic organizers and their
student journal written entries.
These assessment methods are appropriate for this lesson model and this lesson plan because they
assess for the learning objectives of students looking for similarities and differences in poems,
understanding parts of poetry, and forming generalizations based on observations.
4. LESSON OPENING/PURPOSE
“Students, today we are going to continue our study on poetry. This includes parts of poetry like
stanzas and lines, use of metaphors and similes to convey meaning, and determining the mood and
meaning an author is trying to convey through their writing and how their writing has meaning to us, as
readers. We are going to do this lesson because poetry is an influential genre of writing, and we will
use this lesson to prepare for writing our own poems later in the unit.”
6. LESSON BODY
Opening the lesson with this video recaps the basics of poetry that the students have
already learned, connecting to previous knowledge. It also prompts students to pay
attention to how words are organized in poems, how and what words rhyme, the poet’s
purpose in a poem, the mood of the poem, and what the poem means to the student’s
feelings or life. This video directly links to the steps that students will take in completing
this lesson.
Step 2 State Objectives for the Lesson (State the objective to students in a way that students
will know what they will learn. This helps them make connections with prior learning.)
“Students, today we will continue our study on poetry. After this lesson you (students) will
identify the elements of a poem: form, rhyme scheme, author’s purpose, speaker and mood of
the poem and you will identify author’s purpose in writing a poem. You will also make
generalizations about the form of poetry”.
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Step 3 Present New Material
Phase 1. Describe, Compare and Search for Patterns
-Teacher will introduce 4-5 poems to the class by sharing a summary of each. The
teacher will ask students, “Okay so from my summaries, choose a poem that sounds
interesting to you.” The teacher will then instruct students to break into groups based on
what poems they have chosen. Students with the same poems will be in groups
together. While in their groups, the students will each read the poem aloud. After
students have each read their poems, the teacher will pass out a handout with the
following questions:
1. How are the words organized on the page?
2. Do any words rhyme?
3. What was the poet’s purpose in writing this piece?
4. Who is the speaker in the poem?
5. What is the mood of the poem?
6. What meaning does the poem have for you?
Students will discuss and respond to these questions within their group. Next, the
teacher will hand out a second poem to groups. The teacher will instruct students to do
the above activity with the second poem.
After discussing both poems, students will return to their seats and be given a graphic
organizer to record the similarities and differences they observed in the two poems.
SLOs- Candidates earning a master of science in education will be scholar practitioners who in the context of the Christian
worldview:
1. Demonstrate advanced understanding of the trends, issues, and research associated with education in general and with their
respective specialization.
2. Evaluate and conduct research to improve instructional practices and institutional cultures.
3. Employ leadership practices to optimize educational and institutional outcomes.
4. Articulate worldview and perspectives for enhancing student learning.
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Reflective Statement for Integrative Lesson Model
Significance - Why is competence with this artifact significant for a professional educator? Using careful
analysis and evaluative thought:
Describe how this lesson model supports your professional development as an instructional designer
as explicated in Chapters 1 and 2 of text.
o This lesson model supports my professional development as an instructional designer, through
its requirement to work through the ADDIE instructional design model. I completed this design
model by first analyzing the integrative lesson model. I determined the instructional goals and
objectives of this lesson plan model, along with the goals and objectives that were to be met in
accordance with 5th grade Language Arts standards. I also identified elements like the physical
learning environment and availability of materials that would be required to complete this lesson,
including the use of computer and overhead by the teacher. I completed the design phase by
creating the actual lesson plan using the integrative model, while also using the lesson plan
format provided. Through the development phase, I created the instructional materials needed
for the lesson including, poetry handouts, and graphic organizer worksheets.
Explain how this lesson supports helping students reach levels of deeper learning. Use chart attached
for clarification on depth and complexity.
o This lesson helps students reach levels of deeper learning by requiring students to study texts,
poems, and identify parts of poetry, words used to create feeling or imagery, and patterns in
writing poems like lines and stanzas. The main objective of this lesson is to have students read
poetry from different authors, identify parts of poetry including imagery, note lines and stanzas,
and then make generalizations about how poems are formed and how words are used to invoke
meaning and feeling. Through this lesson, students will have a deeper understanding of the
details of writing poetry, along with a new skill of making generalizations through studying text,
comparing similarities and differences in texts, and deciding what parts of the form of poetry is
generally used when writing poetry. This lesson also provides complexity by having students
make generalizations through repeated observations of the poems learned in the lesson.
Provide examples and rationale for appropriate use of this teaching model and where it is suitable
throughout your curriculum. Indicate/discuss strengths/weaknesses based on theology/theory.
o This teaching model, because it focuses on students making generalizations, would be useful
across content areas and age groups, particularly in areas that require students to examine
facts or reading and in areas that students must learn conceptual knowledge.
Include information concerning Adaptations/Accommodations for Advanced, ELD and IEP learners.
(Pay particular attention to Advanced learners)
o ELD Learners
The teacher could provide differentiation in this lesson for ELD learners by providing
shorter/simpler poems for study with the poems written in both English and Spanish.
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This differentiation allows students to understand the poems, because they can study in
their primary language first.
o Advanced Learners
The teacher can accommodate advanced learners, by having them study more
advanced poems with deeper meaning, and differing poetic form. This allows these
learners to use even higher order thinking skills to complete the lesson.
Provide links to the Common Core State Standards that support the use of this model and explain
details concerning how this lesson actually does work to support the CCSS. .
o Several Common Core State Standards of Language Arts link to and support the use of this
model. I have provided 4 of these standards below. The integrative model, and this lesson plan
particularly, when implemented will have students demonstrate their ability to compare and
contrast varieties of English used in poems, interpret figurative language like similes and
metaphors, and recognize meaning of common idioms found in poems. The core of the
integrative model itself, includes guiding students to dig deeper and find meaning of in text and
make generalizations during their study, which directly correlates to common core standards.
CCSS.ELA-Literacy.L.5.3.b
Compare and contrast the varieties of English (e.g., dialects, registers) used in stories,
dramas, or poems.
CCSS.ELA-Literacy.L.5.5.a
Interpret figurative language, including similes and metaphors, in context.
CCSS.ELA-Literacy.L.5.5.b
Recognize and explain the meaning of common idioms, adages, and proverbs.
Resources/Technology- What technology did you select to support this lesson? Include interactive
applications and videos …any/all technology suitable.
Professional Actions/Areas for growth - What are your next professional steps in this area to keep moving
forward as a professional?
Discuss what went well and what changes you have made for improving learning.
o This lesson effectively scaffolds learning, and has students make generalizations by studying
poems, through reading a variety of poems and authors, and identifying patterns and use of
language to provoke imagery.
What would you do differently next time?
o I would incorporate more technology in this lesson through the use of an online activity that
would allow students to highlight rhyming words, number lines and stanzas and make
comparisons to different poems.
What more do you need to read or learn?
o I need to learn more about how to implement this lesson model in various content areas, since I
am a multiple subject candidate. I would like to learn more about how to use an integrative lesson in
subjects like Mathematics, History and Science.