Kira Abney

EDU 220
STANDARD LESSON PLAN FORMAT
I. Describe the Class: This lesson plan is created for the 2nd grade level. There are 20
students total in this class. Three of those students have a learning disability.

II. Subject/Skill: The subject that this lesson plan focuses on is English Language Arts.
The skill that is being taught/assessed is interpreting poetry.

III. Objective(s): The student will be able to read a poem fluently and understand each
line.
The student will be able to distinguish the title, the author, words in the poem that
rhyme, the main idea, and a “simile” of that same poem.
The student will be able to draw a simple picture of what they imagine the poem to
look like.
The student will be able to work through these objectives as a class, part of a group,
and as an individual.
The student will understand at least 85% of the material, determined by assessment.

IV. Procedures:

Orientation- I begin by explaining to my students what poetry is and where they will
see it in real-world experiences. I will ask them if they have ever read a poem before,
and if so, what poems they have read.

Presentation/Structured Practice- I will project the poem, “The Old Man and the
House Mouse” by Kelly Roper onto the Smart Board. I will present to the students all
aspects of this poem. I will introduce where to find the title and author to start. I will
then read each line separately. Between each line, I will write the line down on the
board and share the meaning of what that author was trying to say. This poem has a
lot of similes, so I will explain in depth what the simile is trying to explain. After
reading the entire poem, I will then underline the words that rhyme, using a different
color for each set of rhyming words. I will then ask questions like, “What is another
word that would rhyme with this,” in order for the students to get more comfortable
with distinguishing rhymes. After, we will talk about the main idea of this poem. I
will teach the students what a “main idea” asks for, so they know how to answer
when that question is presented to them.

Guided Practice: This is where the grouping structures will take place and will be
explained later on in the lesson plan. (Number VI)
Kira Abney

EDU 220
Independent Practice: The student’s homework will then be handed out, which they
will have time to do before the assessment takes place about the next day. The
homework will be a piece of paper with the poem, “Ice Cream Headache” by Kelly
Roper printed out onto it. The paper will also have questions for the student to
answer. Such as, “Circle the title of the poem and put a star next to it. Now circle the
author, but instead, but a smiley face next to it.” I will also have the students explain
the main idea and an example of one simile they found in the poem. Next, they will
underline in different colors each word that rhymed, like was shown in the lesson.

V. Materials: The materials that will be needed are a Smartboard, projector, internet
access, a computer, access to both poems, and a homework page for each student. For
the students with learning disabilities, they will have text-to-speech software
available for them to use, as well as a magnifying glass. For the assessment, a printed
page of the poem along with the questions will be handed out to each student. (For
the grouping structure and assessment, colored pencils will be available for the
picture part of the assignments).

VI. Grouping Structures: The students will then be handed out the same poem from the
structured practice. I will have them answer the same questions in their assigned
groups so I can see where their understanding is at. However, as an addition to the
questions: “What is the title of the poem, who is the author, what is the main idea of
this poem, what is one of the similes, and underline the rhyming words,” I will also
have a blank box printed out on the bottom of the paper. This is where I want the
students to show creativity as a group and to draw what they think the poem would
look like. This will also test how well their understanding of the poem is. During this
activity, the students will not only have the help of me guiding each group, but also
the help of their fellow classmates.

VII. Modifications: In order to fit the needs of the students with learning disabilities, when
a printed text is in front of them, two of those students will have access to text-to-
speech software that they can listen to with headphones. The other student with a
learning disability will have a magnifying glass adjusted to him/her in order to clearly
read the poems being presented.

VIII. Assessment: With a realistic time period, the assessment will most likely be taken the
day after the lesson has been taught. With this assessment, they will be testing
everything that was presented and thoroughly taught to them. They will be handed out
a printed page with the poem, “The Cheater,” by Kelly Roper. I will ask them the
same questions that I have been guiding them to answer:
Kira Abney

EDU 220
1. What is the title of the poem?
2. Who is the author of this poem?
3. Underline each rhyming set of words
4. Identify one example of a “simile”
5. What is the main idea of this poem?
6. In the blank box, use the colored pencils to draw a picture of the poem.

They will have about 30 minutes to complete this assessment. After, I will examine
each students’ work and see if each student understood at least 85% of the material, if
not I will continue teaching about the introduction to poetry in even more greater
depth until they succeed this goal.