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TCNJLessonPlan

3RPoemandwritingresponse

StudentName:GeorgiaRacanelli

GradeLevel:1st

SchoolName:HopewellElementarySchoolHostTeachersName:Mrs.Heiser
Guiding and/or Essential Questions:
How do we know when words rhyme?
How can we reduce, reuse, and recycle?
Pre-lesson Assignments and/or Student Prior Knowledge
Students will not have read the poem Reduce, Reuse, Recycle, and will not be familiar
with the content of the poem. However, students will have already been studying and reading
poetry in class. They will be familiar with identifying rhyming words and explaining why they
rhyme. Additionally, students will have already had lessons on reducing, reusing and recycling
and will be familiar with both the general concepts as well as ways to implement the 3 Rs in
their own lives.
Standards:

CCSS.ELA-LITERACY.RF.K.2.A: Recognize and produce rhyming words.

CCSS.ELA-LITERACY.SL.1.4: Describe people, places, things, and events with relevant


details, expressing ideas and feelings clearly ***CCSS.ELA-LITERACY.SL.1.5: Add
drawings or other visual displays to descriptions when appropriate to clarify ideas,
thoughts, and feelings***

ESS3.C: Human Impacts on Earth Systems Things that people do to live comfortably
can affect the world around them. But they can make choices that reduce their impacts on
the land, water, air, and other living things. (K-ESS3-3)

Learning Objectives and Assessments:


Learning Objectives

Assessment

Students will identify rhyming words within the


poem.

Teacher will assess for correct identification of


rhyming words by having each student share a
pair of rhyming words they found in the poem.

Students will identify two ways to reduce,


reuse, and recycle and illustrate one of those
way.

Teacher will assess student work for correctness


(and logical answers by checking each students
worksheet. Teacher will assess student drawing
for accuracy by looking for details in the
drawings that were derived from their written
response.

Materials/Resources:
Reduce, Reuse, Recycle poem/ worksheet combination for all students
Highlighters
Pencils
Plan for set-up/distribution/cleanup of materials:
Students will come to the back table during centers when it is their turn to do reading groups, and
I will distribute their poems to them as they come. Students will bring their completed
worksheets back to their desks at the end of their teacher time.
Step by Step plan:
1. Students will be working in centers based on their reading groups (below grade level, at
grade level, and beyond grade level).
2. Each group will come to the back table when it is their turn for teacher time.
3. I will hand each student a sheet that has both the poem and the response on it.
4. Today we are going to read a poem called Reduce, Reuse, Recycle and its about all
caring for our Earth.
a. Im going to read the poem once, and then we are going to echo read it.
b. I will read the first time.
c. Before we echo read:
i. While we read, I want you to be thinking about some rhyming words.
ii. What are some ways we can tell that words rhyme?
5. Once we finish the whole poem, we will identify rhyming words.
a. Now I am going to give each of you a highlighter. I want you to go back to the
beginning of the poem, read it through again to yourselves and highlight all of the
rhyming words you see.
6. I will ask each student to share a pair of rhyming words.
7. We will have a discussion about rhyming patterns
a. Does there always have to be a rhyming pattern?
b. Do we see one here in this poem?
8. Now lets look at the other side of our worksheet. Think to yourself before you talk. It
asks how can we reduce, reuse, and recycle?
a. Students will independently complete the two ways they can reduce, reuse and
recycle. I will check it.

b. They will then complete their drawing in pencil first. I will check that its related
to their writing response and send them back to their desks to add more detail and
to color it.
c. If students do not finish, they will put heir worksheets in their yellow folder (work
in progress) and I will let them know that they can finish their drawings/color
them in when they have time during the day to do work from their yellow folders.
Key Questions (that you will ask):

Does a poem always have to have a rhyming pattern?


What are some ways we know words rhyme?
What are ways we can reduce, reuse, and recycle?

Logistics:
Timing: I will have 10-15 minutes per group

First reading of poem: 2 minutes


Echo read poem/ discussion about rhyming: 5 minutes
Completing response: 5-8 minutes.

Transitions

Students will be participating in centers and will rotate every 10-15 minutes
They will come to the back when its their time to be in reading group.
They will stay with me at the back table until it is time to rotate to the next center.

Classroom Management:
There will only be six students in reading group with me at any given time, and the students in
the class are generally well behaved and attentive. If a student is not paying attention, a simple
reminder will get them back on track.
Differentiation
All of the students in each reading group are at the same guided reading level. Depending on the
reading level, we may read the poem more than twice together, or round robin read instead of
echo read. Groups who might have more trouble thinking of two ways they can reduce, reuse,
and recycle will complete the response as a group rather than individually.