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Planned Lesson Activities

Activity Name What, oh what is Poetry?


Approx. Time 83 min.
Anticipatory Set

Students fill out notecards with Two Truths and Lie to use as an
anticipatory set throughout the unit.
Students vote on an attention-getter for class: bell, clapper, or 4-3-2-1
Re-Norming expectations for Ms. Geiers classroom
Teaching/
Presentation:
(Direct
Instruction)

(Select the most
appropriate
teaching model;
see attached
teaching model
description form
for multiple
options.)
1. Input: Introduce the poetry unit goals and objectives and go over the
poetry unit overview
2. Modeling: Chalk Talk: For chalk talk, students write their answers to
questions on a sticky note and make sure that their answer does not
repeat a previous students answer, though they make ditto a
students answer by adding onto it with another sticky in agreement. I
will show students what a good chalk talk sticky note is vs. a bad
one.
Chalk Talk questions:
a. What do you think of poetry (how do you feel about it?) Poetry
is
b. Who is a poet that you know of/have read that you like?
c. Who is a poet that you know of/have read that you dont like?
d. What kind of poems have you written yourself?
e. What do you consider to be poetry? (Define it.) Poetry is
f. Where can you see poems in everyday life?
3. Checking for Understanding: As students are answering the questions
for Chalk Talk, I will circle around the room to see what answers they
are writing.
4. Questioning Strategies: Knowledge: define, name Comprehension:
discuss, describe, explain, tell
Teaching
Strategy: (Guided
Practice)
Workshop Model: Chalk Talk is in workshop model, where students get to
move around the room for the majority of the activity and students do the
heavy lifting of the learning. (Praise, Prompt, and Leave)
Teaching
Strategy:
(Independent
Practice)



Daily Journal Prompt: The daily journal prompt is time when students work
on writing stamina (a full 4 minutes of writing on either the prompt or a topic
of choice). Sometimes the journal prompts function as an anticipatory set for
the lesson.
Daily Reading: The daily reading time is when students work on reading
stamina (at least a full 6 minutes) and this time can be used to conference with
individual students about their reading and/or writing in class.
Pre-test: The pre-test is when I see what students truly already know about
literary elements and poetry, and what they still need instruction on. This part
of the lesson is necessary for the unit overall especially to see how students
improve by the end of the unit when taking the same test.
Closure Ticket out the Door: How are literary elements important in poetry? This wrap up
question for the ticket out the door will help to give a small formative assessment
to see what students already know about the connection to literary elements and
poetry.
Materials


Butcher paper
Pre-tests
Markers
Sticky notes
Journals
Free-choice novel
Differentiation


To modify: students who need help writing on their sticky notes for the chalk
talk can receive help; students who need help writing the answers for their
pre-test can receive help from a para in the classroom or myself.
To extend: students who feel confident in literary terms can write a short
poem on the bottom of their pre-test to demonstrate their understanding of 3
literary terms and receive an extra point on their pre-test.
Assessment


Students will be assessed formatively on the pre-assessment to determine
what literary elements they can list and recall. The pre-assessment also
examines what students can recognize and identify already. This tells me
what elements they need instruction on this unit because the goal is for
students to be able to be able to identify these elements in other writing and
more importantly to be able to use these literary elements in their own
writing (evaluation).