RU Teacher Education Lesson Plan Format

Candidate Name: Thomas Ordway Date: March 15, 2019 Grade Level: 6th Grade Language
Arts

Lesson Title/Topic: Free Verse Part 2

Standards:
6.4 The student will read and learn the meanings of unfamiliar words and phrases within authentic texts.
f) Extend general and specialized vocabulary through speaking, listening, reading, and writing.
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
6.7 The student will write narration, description, exposition, and persuasion.
c) Organize writing structure to fit mode or topic.

Specific Observable (Measurable) Objective(s):

Students will:
 Participate in a fishbowl discussion
 Participate in brainstorming ideas as I model for the class how to write a free verse poem
 Create a brainstorm word bank in preparation for writing their free verse poem
 Write their own free verse poem

Essential Vocabulary:
Poetry
Fishbowl discussion
Free verse poetry
Figurative language

Assessment:
I will informally assess the student’s ability to participate in a fishbowl discussion of a free verse
poem in spoken word format. I will look for the following as evidence that students have attained
the objectives: 1) students participate at least one time through vocalized response.

I will informally assess the student’s ability to participate in the creation of a class-made free verse
poem. I will look for the following as evidence that students have attained the objectives: 1)
students participate at least one time through vocalized response.

I will informally assess the student’s ability to brainstorm and begin writing their free verse poem. I
will look for the following as evidence that students have attained the objectives: 1) student’s
participating in writing down word bank for their poem and 2) a free verse poem that consists of at
least 15 lines.

Student Considerations:
Students with a lessened workload IEP will only be required to write a six line free verse poem.
Also, a paraprofessional and myself will be going around helping any students who seem to be stuck
at any point in the poetry writing process.

Instructional Resources, Materials, and Technology:

Projector, slideshow, half sheets of paper, Ted Talk poetry slam video on immigration, ELMO, three
stand alone chairs.

PROCEDURES:

The Beginning (a.k.a. Anticipatory Set): (30 minutes)

Students will walk into class and will be told to pick up a half sheet of paper before sitting
down. Once all students have settled in, I will announce to students that they will be
watching and listening to a free verse poem in a spoken word format. I will also tell them
that the poem they are about to hear will bring up some controversial topics that I know
they will want to comment on (immigration) and that they will be able to in a discussion
format that I have chosen.

Students will watch the video twice. On the first watch they are soaking it in and enjoying it.
On the second watch, they are trying to answer the following question on their half sheet of
paper: What is this girl trying to tell her audience? Do you agree with her? Why/Why not?

Once students have completed answering these questions and turned them in, I will begin to
explain the rules of fish bowl discussion. Students will have an opportunity to speak their
piece on immigration, but only while sitting in one of three chairs at the center of the room.
Those who are not sitting in those chairs must listen patiently. If a student wishes to sit in
one of those chairs, they must walk up behind the person sitting down, tap them on the
shoulder, and wait patiently until that person decides to get up and leave.

If student discussion dies down, I will step in and point out something considering in regard
to immigration.

The Middle: (30 minutes)

Next, I will announce that before writing our own free verse poems, I will model
brainstorming and creating one with the class.

For the sake of time, I will give the class the topic of Spring. Then, using the ELMO, I will ask
students to give me images, objects, and ideas that they’re reminded of when they think of
Spring. I will call on raised hands and write down what is said on the displayed paper. Then,
after I have about 15 or so different words, I will decide on my own which three or four of
these words would work well in a poem. Then I will ask students to think of individual lines
that I may place in my poem. Especially at the beginning, I may help them out by writing my
own lines. However, I will be looking for classroom participation so that I know students are
understanding the freedom of free verse poetry.
 After writing about 12 or so lines, I will read my poem out loud and then tell students it is
their turn to write.

The End (a.k.a. Closing): (30 minutes)

Students will be told that they have the rest of class to work on a minimum 12 line free verse
poem about a topic of their choice. Students who are having a hard time picking a topic will
be offered the topic of Spring so that they can at least begin writing something.

Teacher Reflection on Practice (following the lesson):

1. What evidence did you collect to show your students attained today’s objective(s)? Please
explain how you know which students did and did not master your objectives. Use formative
assessment data to support your claims regarding the portion of students who did and did
not master the learning objective(s).

2. Based on the result of your assessment, what will you do tomorrow? Can you go ahead as
planned or will you need to reteach concepts from today’s lesson? (Explain how you will
reteach and/or connect and feed forward.)

3. If you have to teach this lesson again, what might you do the same and what might you do
differently?