You are on page 1of 3

Teacher Education Lesson Plan Template

Teacher: Jasmine Erickson Date: March 20-23, 2018

Title of Lesson: Types of Poetry Guided Reading Cooperating Teacher: Ashley Downs

Core Components
Subject, Content Area, or Topic
Language Arts: Reading
Student Population
11 students
Learning Objectives
TSW identify different types of poetry.

Virginia Essential Knowledge and Skills (SOL/VBO)


SOL 5.5/ELA.5.5 The student will read and demonstrate comprehension of fictional texts, narrative
nonfiction, and poetry.
ELA.5.5.13 Describe the characteristics of free verse, rhymed, and patterned poetry.
Materials/Resources
Pencils
Post It Notes
More! Phonics Through Poetry: Teaching Phonemic Awareness Using Poetry book
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
Time
(min.) Process Components
*Anticipatory Set
 TTW tell students we are working on identifying different types of poetry.
*State the Objectives (grade-level terms)
 I can identify different types of poetry.

*Instructional Input or Procedure


 TTW ask: What are the different types of poetry?
 TTW ask: What are the differences between rhymed and patterned poetry?

*Modeling
 TTW read Joyful Finish (page 231).
 TSW stop, think, and paraphrase using post it notes.

*Check for Understanding


 TTW ask: what type of poem was Joyful Finish? If rhyming, what is the pattern?
 TTW ask: what is the main idea of the poem?
 TSW respond with answers. If incorrect answers are given, TTW tell students to ask their
peers if they have any other ideas.
 TW ensure all of the students understand the type of poem and main idea.
*Guided Practice
 TSW read Supperless Mouse (page 235).
 TSW stop, think, and paraphrase using post it notes.
*Independent Practice
 TSW identify the type of poem for Supperless Mouse. If rhyming, TSW give the pattern.
 TSW write down the main idea on a post it note.
Assessment
 TWC

*Closure
 TTW return worksheets to students and will correct any mistakes that are found.

Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).


 TTW differentiate by allowing lower level learners to work with a partner for the
guided/independent practice.
Classroom Management Issues (optional)
 None
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?
The students struggled with identifying the type of rhyming pattern, but by the end of the lesson they seemed
to have a better grasp on the strategies needed to be successful.
*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
References

Hajdusiewicz, B. B., & Grant, D. L. (1999). More Phonics Through Poetry: Teaching Phonemic Awareness
Using Poetry. Culver City: Good Year Books.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015