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Lesson Plan Template: MAT/Certification Elementary

Candidate Name: Megan Fondell

Host Teacher Name: Mrs. Conforti

School: Baranof Elementary

Grade Level: K

Date & Time of Lesson: 11/18/14 8:30-

Length of Lesson: 30 minutes

# of Students: 19

9:00
Content Area: Literacy

Topic (name) of Lesson: Lucky Hares


and Itchy Bears 2

Materials ( include technology): Lucky Hares and Itchy Bears by Susan Ewing, Poem
worksheets, colored pencils
Standards:

Writing Standard 2: Use a combination of drawing, dictating and writing to


compose informative/explanatory texts in which they name what they are writing
about and supply some information about the topic.
Reading Standard 4: Identify common types of texts (e.g., picture books, stories,
poems, songs)
Speaking and Listening Standard 5: Add drawings or other visual displays to
descriptions as desired to provide additional details.

STAGE ONE

STAGE TWO

Objective(s):
Students will
explore other examples of Alaskan
animals and be able to create
rhyming poems.

Student Assessment: Students will


choose an Alaskan animal to create
a drawing and rhyming poem of.

STAGE THREE:

Opportunities for Learning

Your lesson Design


Introduction or hook: Do you remember that fun book that we read
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about Alaskan animals? What was special about the words in that book?
Do you remember what the name is for writing that rhymes like that?
Today, were going to get a chance to draw our own pictures of our favorite
Alaskan animal and write our very own poem talking about that animal.
Process and products.

Differentiation or adaptations

1) Show students the book Lucky


1) The book Lucky Hares and Itchy
Hares and Itchy Bears again so
Bears will be on display at the
they remember and recall some
front of the room if students need
of the animals talked about in
more time to look through the
that book. They can choose one
ideas of animals
of the animals in the book, or a
2) If students need help finding a
new animal that is not in the
rhyming word, they will have
book.
assistance from an adult who will
2) Hand out poem worksheets to
give them examples of other
students. Explain that we are
rhyming words for them to
going to work on writing our
discover how it works.
poems first before we draw our
3) Students may need assistance
pictures.
writing the names of their animals
3) After students write their names
and the second sentence of their
at the top of the page, group read
poem on the page.
the I see part of the page.
Explain that they are going to fill
in the blank with the animal they
choose.
4) Next, they need to find a word
that rhymes with the name of
their animal. Demonstrate this in
the front with one animal before
they start their own.
5) Have students work on their own
rhyming words and second
sentence for the poem. They
may need some assistance from
an adult to create a sentence, but
they should try to come up with a
rhyming word.
6) After an adult has helped them
write their sentence on the page,
they can draw a picture of their
animal on the top of the page.
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Closure: If there is time at the end of class, have students share their
poems and pictures with the class. Did you like writing your own
poems? What was hard about writing your poem? Reading and writing
poems can be a fun way to talk about and learn different things.

How is this lesson sensitive to cultural and language issues?


Some students may not be as familiar with Alaskan animals as others,
but they will be able to use examples given in the book or receive help
from an adult coming up with an animal and picture. If students have
difficulty understanding the concept of rhyming words, they will be
given examples demonstrating what is rhyming. Students will be
assisted with the writing as needed by adults.

Personal Reflection: It was fun to follow up the dialogic reading lesson with this
poem activity for the students. They really enjoyed reviewing some of the
animals that we had read about from the book and also thinking of their own
Alaskan Animals that they could write about. It was a little difficult for them to
think of rhyming words on their own (especially for animals like octopus!), but
there were a lot of adult helpers in the room and they were able to help kids come
up with words and sentences that rhymed. I was impressed with some of the
poems that students came up with on their own, and most of them also did a
great job trying to write some of the words on their own as well. I was glad that
we had a little bit of time at the end of the lesson for students to share their
poems with the rest of the class. They liked seeing everyone elses pictures and
had fun hearing the other rhyming poems.
If I was going to teach this lesson again, I might assist with the rhyming words a
little more by giving examples of different Alaskan animals and then having the
students come up with rhyming words together for each animal and have these
displayed on the board. That way, if someone was stuck finding a rhyming word,
they could choose from one of the examples that we came up with as a class.

Attachments: 3 artifacts of student work

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