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Interdisciplinary Educational Studies

Strong knowledge of subject matter, deep understanding of how children learn and grow in social contexts, and how to
effectively use teaching methods to teach in schools in neighborhoods near and far

Core Lesson Plan


Date: Subject: ELA (Poetry unit) Unit:

Class Description

Exceptional
Class Ethnicity English Proficiency
Needs/Disabilities
Total Asian: EO: IEP:
Students:
Gender: M- Black/African 504:
American:
F- Filipino: IFEP/RFEP: GATE:

Hispanic: Health Care


Plan:
Other: EL:

White:

Lesson Plan: For first grade

Estimated Learning Goals: (CDE): 10. With prompting and support, read prose and poetry
Time: of appropriate complexity for grade 1.
State Standard
The learner will…read grade-level poems.
TLW Objective
The learner will…create a similar poem.
Differentiation: Auditory processing disorder.
Seating the student close by, be sure to say when you
are saying something important like directions. If an
assistive tool is needed, allow them to use it. Lots of
images need to be used in a lesson, as well as
examples.

Kristen Walker, California Lutheran University, 2018


Assessments: One assessment can be simply monitoring when the
Formative students are putting together their poems. The
Summative assessment is the end result, but the process can also
be monitored as an assessment.
5 Anticipatory Set: Activate prior knowledge in close reading and the
idea that a story (in this case a poem) has a
minutes Activate
Hook
Prior Knowledge
beginning, middle, and end. Front load by bringing
back the concept of close reading and connect it to
poetry by introducing the different literary devices.
Use poem: 5 senses poem.
In Grouping Start as whole group lesson, eventually go to small
groups or individual assignment. Can be continued
groups Strategies: throughout the week, poetry can count as their
for 15 Whole group/small group/
collaborative/pairs/etc. writing assignments. Encourage the students to take
minutes their time on their poems.

15 mins Direct Instruction: Compare poems and stories with the students.
I do Poems are shorter, less words etc. Some rhyme and
max some don’t. Similar to story because it can have a
beginning, middle, and end. Brain storm with
students, move on to introduce what a 5 senses
poem is.
15 mins Guided Practice: We, as a class, continue the topic. Pass out template
We do to get them started on how a 5 senses poem should
be formatted.

15 mins Independent Individually or in small groups, the students will


complete the 5 Senses Poem template, and after they
Practice: will be moving on to complete their own 5 senses
You do
poems. This means getting out of their seats to
explore the classroom, maybe even take the class
outside to observe and feel different things outside.

Kristen Walker, California Lutheran University, 2018


5 mins Closure: Closing this out, explain that poems can be a way to
show the reader a glimpse into your mind through
describing what their senses pick up. Emphasize that
this is one type of poetry.

Kristen Walker, California Lutheran University, 2018