GENEVA COLLEGE

BEAVER FALLS, PA

NAME: Emma Ferguson DATE: February 5, 2021

SUBJECT: ELA: Poetry GRADE LEVEL: Fourth

I. TOPIC AND GENERAL GOAL


POETRY: INTRODUCTION TO POETRY AND RELATED VOCABULARY TERMS. 


II. REFERENCE TO PA OR COMMON CORE STANDARDS


Standard - CC.1.2.4.F

Determine the meaning of words and phrases as they are used in grade-level
text, including figurative language.

Standard - CC.1.3.4.E

Explain major differences between poems, drama and prose and refer to
the structural elements of each when writing or speaking about a text.

Standard - CC.1.4.4.Q

Choose words and phrases to convey ideas precisely

Standard - CC.1.4.4.T

With guidance and support form peers and adults, develop and strengthen
writing as needed by planning, revising, and editing. 


III. LESSON OBJECTIVES - OBJECTIVES MUST BE WRITTEN USING OBSERVABLE VERBS

TSWBAT rewrite the vocabulary terms on the back of their paper. 


TSWBAT assist me in writing a poem of my own, shown by verbal answers.

IV. MATERIALS

POEM EXAMPLE


POETRY TOOLS PAPER

PAPER

PENCIL

V. A. INTRODUCTION

FIRST I WILL START BY READING THE POEM, “ALLIGATORS ARE UNFRIENDLY” BY

JACK PRELUTSKY. I WILL ASK THEM WHAT THEY NOTICE ABOUT THE POEM. I WILL
SAY THAT WE WILL BE DOING POETRY, LEARNING TO WRITE IT, USE THE DIFFERENT
PARTS OF IT, AND EVENTUALLY WE WILL DO A PROJECT AND HAVE A QUIZ.

B. LESSON DEVELOPMENT (ACTIVITIES, PROCEDURES)


1. I WILL HAVE THE STUDENTS GET OUT THEIR POETRY TOOLS PAPER. I WILL HAVE

THE STUDENTS READ THE DIFFERENT VOCABULARY WORDS ALOUD.

2. THE STUDENTS WILL COPY THE VOCABULARY WORDS ONTO THE BACK OF THEIR
POEM.

3. REREAD THE POEM FROM THE BEGINNING OF CLASS. HAVE THE STUDENTS TELL
ME (AND LABEL ON THEIR OWN PAPER) THE DIFFERENT PARTS OF THE POEM.

4. THIS IS WHERE I WILL EVALUATE HOW MUCH TIME I HAVE. IF I HAVE TIME,
CONTINUE ON. IF I DO NOT, I WILL END HERE AND HAVE THEM DO AR
READING UNTIL WE MOVE ON. 


5. HAVE THE STUDENTS PICK A TOPIC AND HELP ME WRITE A SHORT LYRICAL
POEM. 


6. HAVE THE STUDENTS PICK A TOPIC AND HELP ME WRITE A SHORT NARRATIVE
POEM. BOTH SHORT POEMS SHOULD ONLY BE ONE STANZA. 

7. THIS LESSON MIGHT RUN OVER INTO DAY 2. THAT IS OKAY. HOWEVER, IF WE
HAVE EXTRA

TIME THEY WILL USE THE EXTRA TIME TO BRAINSTORM IDEAS ON WHAT THEY WANT
TO WRITE ABOUT FOR THEIR POEMS.

C. EVIDENCE OF DIFFERENTIATED INSTRUCTION (CONTENT, PROCESS, PRODUCTS,

OR LEARNING ENVIRONMENT)

PROCESS: ALMOST ALL OF THE STUDENTS WOULD BE ABLE TO LISTEN TO ME SAY

THE VOCABULARY WORD AND WRITE IT FROM WHAT THEY HAVE HEARD. SO WHILE I
WILL BE VERBALLY SAYING THE VOCABULARY WORD WHILE THEY WRITE IT SO
THOSE THAT CAN, CAN WRITE IT, I WILL ALSO ALLOW FOR THEM TO HAVE THE
WRITTEN VERSION IN FRONT OF THEM. THERE IS ONE STUDENT IN THE CLASS IN
PARTICULAR WHO WILL LIKELY NEED THE PAPER COPY TO COPY FROM IN ORDER TO
GET THE ENTIRE DEFINITION.

D. CLOSURE (SUMMARY)

ONCE THE STUDENTS ARE FINISHED HELPING ME WRITE MY POEMS, BEFORE I

ALLOW THEM TO BRAINSTORM FOR THEIR OWN POEMS, I WILL HAVE THEM FILL OUT
AN EXIT TICKET AND EXPLAIN WHAT WE WILL BE DOING THE NEXT DAY (STARTING
ON A POEM THEMSELVES. I WILL NOT MENTION THAT THEY WILL HAVE PARTNERS
BECAUSE I WILL WANT THEM TO PICK THEM QUICKLY THE NEXT DAY WITHOUT
ARGUING OVER WHO IS WITH WHO).

VI. ASSESSMENT/EVALUATION

The exit ticket will tell me which topics I need to cover more closely the next day.

VII. MODIFICATIONS AND/OR ACCOMMODATIONS

ALL STUDENTS WITH IEP AND 504 PLANS ARE REMOVED FROM THE CLASS FOR ELA.

VIII.SELF-EVALUATION

This was my first lesson that I taught to my new classes at Riverside. I will say, I
only knew the kids for about two days when I taught this lesson. It did not go as
planned. My co-op had originally said that I would have thirty to thirty-five
minutes to teach this lesson, but I ended up only having twenty, which though off
what I was able to get through. I did manage to get through the vocabulary, and
writing one type of poetry with the students, but did not have time to write the
second poem or do an exit ticket before the specials teacher came in. I was able
to keep the class really engaged, and they were very excited to do poetry. I had
every student interact with me at least once, and noted that they seemed to
understand the concepts and that they were tracking with what I was saying. The
second class that I taught this lesson to, I was able to get through a little more
with them. In the second class, although I did not have time for an exit ticket, I
did allow them to begin brainstorming their ideas for their poems.

Cooperating Teacher Approval

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