Professional Documents
Culture Documents
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the classroom ready for student use. Students will be using Google Docs to finalize their
poems they have created. The Google Docs will be then shared with the teacher to
provide feedback and support. The teacher has already created the students' log in
information with their usernames and passwords. The teacher will create a set of
directions on how to log in to the Chrome book, how to get to Google Docs and how to
share the document with the teacher.
3. Prepare the environment: The lesson will take place in the classroom. The students will be
sitting at their desk and working independently. To prepare the environment, the teacher
will have the Chrome Books on each students desk along with the directions on how to
get to Google Docs.
-As the students are writing their poems, the lights will be off, the students will be
working independently and soft, calming music will be playing in the background. The
students will be writing their poems as the teacher shows what the next line will be.
4. Prepare the learners: To prepare the learners, the teacher will introduce the topic and
preview the objectives with the students. During the beginning of the lesson, the teacher
will share examples of different emotion sensory poems with the class. The teacher will
share silly poems and share more deep poems so students understand what is expected
of them. The teacher will allow for small groups to brainstorm different emotions and then
the whole class will develop a larger list of emotions. This will allow for a large list of
emotions students can choose from when starting their poems. The students will receive a
document on how to log in to the Chrome Books and how to access Google Docs.
Require Learner Participation
Prior to this lesson, students have been exposed to different poems. They have looked at
different poems written by a variety of poets. The class has been taught the different
characteristics of poems: stanzas, lines, repetition, rhyming, beat, etc. They will use these
terms to help write their emotion sensory poems.
This lesson will take two days. The first day, during whole group instruction, the students will
listen to different poems as the teacher reads a variety of examples. The poems will be silly
and some will be more serious. After sharing the examples, the teacher will state the
objectives of the lesson. The class will then separate into small groups to brainstorm different
emotions. The small groups will compile a list of emotions. Then the whole class will come
back together to compile a larger list of emotions with all the groups ideas. Students will then
choose an emotion to write about. They will use their five senses to describe their emotions.
The first line of the poem, the students have to describe their emotion with a color.
(Happiness is yellow.) The second line, the students have to describe what their emotion
sounds like. (It sounds like people bursting in laughter.) The third line, the students have to
describe what their emotions smells like. (It smells like a brisk, crisp fall day.) The fourth line,
the students have to describe what their emotion tastes like. (It taste likes a hot fudge sundae
on a warm summer day.) The fifth line, the students have to describe what their emotions look
like. (It looks like children playing outsides, using their wild imaginations.) The last line, the
students have to describe what their emotions feel like and repeat the emotion in the last line.
(Happiness feels like a big family group hug.) The first time the students write their poems will
be the first draft. After the students have finished the poems, the teacher will revise the
poems for spelling mistakes. The students will then rewrite their poems as a second draft.
The second day, the students will compose their poems on a Google Doc. The Google Doc
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will allow for the teacher to make sure all students are on task and allow for technology to be
used in the classroom. The Google Doc will then allow the teacher to print the poems. After
the teacher has printed the poems, the students will publish the poems on construction paper
and add a picture to support the poem. Once the students are done, the students will share
their poems for the class, if they would like. The rest of the class will listen engagingly and
respectively to their classmate.
Evaluate & Revise
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Conventions
5
3
Present creative title Present some
related to the poem. creativity title related
to the poem.
The poem is written Most of the poem is
according to
written according to
directions.
directions.
Very creative and
Have creative ideas
has illustrations to
and one illustration.
accompany the
poem.
Strong grade-level
Some grammar errors
grammar (1-2
(3-8 grammar
grammar mistakes), mistakes),
capitalization,
capitalization,
punctuation, and
punctuation and
spelling
spelling.
1
There is no title.
Little or no
evidence following
poem directions
Little or no
creativity and no
illustration.
Many grammar
errors (9+ grammar
mistakes),
capitalization,
punctuation and
spelling.
2. Media Effectiveness
Student Survey:
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Lesson as a whole
3. Instructor Performance
Students will assess the lesson as a whole using a Google form survey. This
feedback will guide instruction for the lesson for the next year. The student
feedback will also guide re-teaching if needed. I will also have my supervisor
evaluate my performance. I will invite my supervisor into observe the lesson. I
have a supervisor assigned to me since I am a fellow in my school district. I am a
teacher hired by Minnesota State University, Mankato. My supervisor evaluated
my performance during my student teaching experience. I will invite her in since
she has observed me many times. I will schedule a meeting with her to allow
specific feedback, suggestions, and resources for when I teach the lesson again.
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