Name of Teacher Candidate: Sarah Lehman Date: 4-13-21

Grade Level: Third Grade (3rd)

Lesson Title: What is Poetry?

Curriculum Areas Addressed: Literature-Poetry

Time Required: 30 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group, Small Group & Individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
How is poetry different from other types of writing?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will compare poetry to stories/dramas using a graphic organizer.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
Stanza, line, verse, poetry, rhyme,
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Scene, chapter, act,
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Reading- Various books, poems, & dramas
Writing- Fill out a graphic organizer

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Graphic Organizer
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students will be assessed through their work in the graphic organizer, teacher observation, & verbal feedback.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
If the student completed the graphic organizer they will receive full credit.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Students will watch and listen to the song “How Far I’ll Go- Reprise” from the movie Moana.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 Ask the students “who likes music?” and have the students raise their hands.
 Ask the students “who likes poetry?” and have the students raise their hands.
 “Music is very similar to poetry. Today, we are going to learn about what makes poetry different from
the other types of writing we have been learning about. “

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
Each group of students will be given one poem, one story, and one play.
 Pass out the graphic organizer
 Give each student the poems “The Lady Susanna,” and “The Seasons.”
 Tell the students to look at the poem “The Lady Susanna” and write down their observations in the
graphic organizer.
Name of Teacher Candidate: Sarah Lehman Date: 4-15-21

Grade Level: Third Grade (3rd)

Lesson Title: Importance of Word Choice and Location

Curriculum Areas Addressed: Literature-Poetry

Time Required: 35 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole, Small Group, & individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

ELAGSE3RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at
the high end of the grades 2-3 text complexity band independently and proficiently.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) Why are the words and their location within
in a poem so important?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will examine the relationship between the poem’s words & locations, the feeling it exhibits, and its
overall message.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
poetry, line, idiom, imagery
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Diction, synonym, figurative language,
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Reading- Poems and Poem template
Listening- Listen to the poems being read aloud

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Poem template for students to fill in
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students are assessed through their Padlet (Checklist), verbal explanations, and teacher observation.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Check + Students wrote at least two adjectives and a statement.
Check Student wrote two adjective and no statement
Check – student wrote one adjective and no statement
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Students will look at and read aloud the reverse poem “Dyslexia” on the board.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 Ask the students “how did it make you feel to read the poem “Dyslexia?”
 Say “Today we are going to talk about how different words can make us have different feelings and how
the order we put the words in matters in a poem.”
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Ask the students “what are some examples of a feeling?”
 “Can our words have an effect on our feelings?” A character’s feelings?”
 Tell the students that they are going to use colors to show different feelings, like you might do within a
poem.
 Students will go onto Padlet. Each student will get to choose a color.
 Tell the students to write words/adjectives describing that color into the Padlet. (For instance, for the
color blue you could write sadness, ocean, sky, happy, etc.)
 Go over some student examples and how they may be changed to become a happy or sad color
depending on the adjective or object described.

 Transition back to the “Dyslexia” poem by saying “We just talked about the importance of individual
words within a poem, but what about the lines?”
 Ask the students “do you think the location of the lines in a poem matter? Why?”
 Give each group the poem, “Dyslexia” in pieces.
 Tell the students to try and re-organize the poem in a new way. This is done by having the students stand
up and move to create a line in order to show their pieces in a certain order.
 After five minutes, get the student’s attention and ask if any groups want to share what they have so far.
 Have each student hold a different piece of the poem.
 Then, give the student’s the first three lines, if they have not gotten it right already.
 Have the students with those lines stand up, go to the side of the room and hold up their paper.
 Ask the students to look again at the original poem and see if they notice anything based off of the first
three lines.
 If the students, are not understanding, have the next three lines stand up and go in order.
 If the students found out that the poem needs to be in reverse have the students move to put themselves
in order.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Have the students read their line to put the poem in reverse order. Then, have the student’s go back to their seats.
Ask the students, “How did the poem make you feel now that we read it in this order?” How did changing the
lines effect the poem’s meaning?” How do the different words change the overall message of the poem?”
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
https://www.boredpanda.com/dyslexia-poem-backwards-10-year-old-school-kid-jane-broadis/?
utm_source=google&utm_medium=organic&utm_campaign=organic
https://lrandazzo.files.wordpress.com/2015/12/reversalpoemtemplate.pdf
Padlet.com
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
https://libguides.bernardsboe.com/c.php?g=701044&p=4974432#:~:text=Reverse%20poetry%20is%20a
%20poem,a%20different%20or%20opposite%20meaning.&text=The%20topic%20of%20a
%20reverse,viewpoints%20or%20sides%20to%20it.
Other Relevant Information
Clear Links to Learning Theories, Educational Research, and Principles of Development: This lesson
relates to the Social-Cultural Theories as students are working together and communicating in not only small
groups but also as a class in order to put the poem together. It also relates to Howard Garner’s Linguistic
Intelligence as students are having to assess where words/lines will go as well as create descriptive
words/statements based off of a color for inspiration.

Connections to Technology and/or the Arts: Technology, Play, Movement, Creative Writing

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) Partner Teacher
Name of Teacher Candidate: Sarah Lehman Date: 4-20-21

Grade Level: Third Grade (3rd)

Lesson Title: Each: Tone and Meaning in Poetry

Curriculum Areas Addressed: Literature-Poetry

Time Required: 20 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole group and Individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
ELAGSE3RF4 Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.

ELAGSE3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) What effect does the way you read a poem
have on it’s message and feeling it gives off?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will assess how different tones of voice can change a poem using their visual and listening skills.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
Tone, stanza, line
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Poetry, rhythm, meter
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Listening- Students listen to their classmates read aloud
Writing- Students write down their observations and answer the following questions. Which tone of voice fits the
poem best? Why? What the purpose of the poem? What is the poem about?
Reading- Students are reading the poem as they speak aloud
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Students are given a worksheet to use in creating a visual image.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students are assessed through their verbal speech, and the completion of the worksheet.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students can self-assess and correct their worksheet if they were incorrect. Judgments on student knowledge can
also be made based on the number of fingers that students hold up at the end of the lesson.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Students will listen to Disney and Pixar Impersonations up to 1:26.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Ask the students “what do you notice while listening to the song?” “How did the different voices make you feel?”
Which one was your favorite? Why?”

“Today, we are going to be talking about how we read poems aloud and using different expressions while
reading, like in the video.”
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Each student in the group of four is given different poems.
o “Extreme Dream”
o “My Dog Likes to Disco.”
o “When the Teacher Isn’t Looking.”
o “And Backed My Car into a Tree”
o “I Never Want to go to Bed”
 Then, the group is given five task cards as a whole. Each card has a different emotion and volume of
voice on it.
 Tell students to choose one task card.
 Tell the students to read through their poem on their own, using their cards, and then switch with
someone in their group until they find a tone of voice that fits their poem.
 Have students discuss their choices within their small groups.
 Once, a student thinks they have the correct match, have them fill out the worksheet
 On the worksheet, students will state the title of the poem, the tone, explain their reasoning, and draw an
image depicting a summary of the poem.
.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
As a whole group go over each poem and the matching tone by reading the poem aloud and asking the class to
hold up their fingers in the air that match the number on the card for the tone of voice fits best with this poem.
Ask the students “which tone of voice is the best fit for this poem? Why? What is the poem about?”
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
https://www.youtube.com/watch?v=hjbPszSt5Pc
https://www.poetry4kids.com/poems/extreme-dream/
https://www.poetry4kids.com/poems/my-dog-likes-to-disco/
https://www.poetry4kids.com/poems/when-the-teacher-isnt-looking/
https://www.poetry4kids.com/poems/and-backed-my-car-into-a-tree/
https://www.poetry4kids.com/poems/i-never-want-to-go-to-bed/
file:///Users/sarahlehman/Downloads/Tone of Voice Poem.docx
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
https://www.poetry4kids.com/reading-level/grade-three/page/4/

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: This lesson
relates to the Cognitive-Developmental theory as it allows students to discuss and think through the different
meanings of poems in small groups. It also lets them gain hands-on experience as they are able to work with
many different forms of poetry at once. Furthermore, this lesson connects to DAP in that it allows for a
comprehensive curriculum. This is part C under the heading “Teaching to Enhance Each Child’s Development
and Learning.” Through task 1, students can read poems about a wide range of subjects, domains, and
experiences relating to the students.
Connections to Technology and/or the Arts: Drama, Play, Technology (Apple 30 Creative Activities for Kids
#28 Use Your Voice)

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) Partner Teacher
Name of Teacher Candidate: Sarah Lehman Date: 4-22-21

Grade Level: Third (3rd)

Lesson Title: Comprehension of a Poem

Curriculum Areas Addressed: Literature- Poetry

Time Required: 30 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Groups, Individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
ELAGSE3RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at
the high end of the grades 2-3 text complexity band independently and proficiently.

ELAGSE3L5 With guidance and support from adults, demonstrate understanding of word relationships and
nuances in word meanings.
a. Distinguish the literal and non-literal meanings of words and phrases in context (e.g., take steps).

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) How does the author’s word choice effect
the meaning of a poem?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will analyze the message and reason behind a poem through group discussion.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
Stanza, poetry, figurative language, idiom
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Author’s purpose
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Reading- Poem “Our Family Picnic”
Writing- Explain the poem’s meaning
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Students are given lined paper to write down their thoughts.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students will be assessed through verbal answers, Blooket game, and teacher observation.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Students are evaluated through their Blooket answers. Students receive a check plus if they answered all five
questions correctly. A check if they answered four question correctly. Check minus if they answered three
questions correctly. Nothing if they did not answer more than 2 questions correctly.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Students are shown various images on the board, two images per slide. One image is of pouring down rain, the
other is of cats and dogs falling from the sky. Both used to show the statement “its raining cats and dogs.”
Another slide has a photos for “it's a piece of cake.”
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Ask the students, “What did you notice about the photos?”
“Today, we are going to be investigators. Using what we know about poems and figurative language, we have
find the meaning of a poem.”
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Give each student a copy of the poem “Our Family Picnic.”
 Pick five students to read aloud- one student per stanza
 Have the student read aloud while the other students follow along
 Ask the students, “does anyone know the name for the type of poem that we just read?” (Free verse)
 Tell the students to look at the first stanza. Ask the students, “who is the person talking in this poem?”
 Ask students to identify the “2nd stanza, 4th line”
 Read the second stanza and ask the students “what does it mean that they were ‘plagued and tormented
by bees?”
 Have students read the last stanza silently to themselves and then, discuss with their group.
 Pull up the slide with a photo of a picnic and someone looking/experiencing something unpleasant
 Read aloud “it was really no picnic at all.”
 Ask the students “what does the author mean when they say “it was really no picnic at all?” Which
picture would you use to explain what the author is saying?”
 Give each student a sheet of notebook paper. Ask them to write down what they think the overall
message of the poem was.
 Complete a think, pair, share
 Ask the students, “what effect did the last words “it was really no picnic at all” have on the overall
meaning of the poem?”
 Ask the students “what feeling does that statement give off?”
 Ask the students to show with facial expressions what is means if it was “really no picnic at all.” Also,
have then show how the speaker felt at the beginning of the story versus the end with facial expressions.
 Ask the students “Who can give a summary of what the poem was about?”

 Students will go on Blooket.com and type in the class code.
 Students play the chest game and can win, lose, or steal coins as they answer questions correctly.
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
 Go over the Blooket questions & answers with the class
 Summarize the poem and ask “what was the purpose of the poem “Our Family Picnic?”
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
https://www.poetry4kids.com/poems/our-family-picnic/
../Dropbox/My Mac (Sarahs-iMac.local)/Desktop/Idioms Powerpoint.pptx
Blooket.com
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
https://sevies.weebly.com/uploads/2/4/3/1/24317847/idioms.pdf

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: This lesson
relates to Vygotsky’s Constructivist theory as students are working with each other to further understand the
poem and are building upon their previous knowledge of poems. Also, this lesson relates to interpersonal and
linguistic intelligence as the students are communicating with one another and having to examine the words
within the poems in order to find its meaning.
Connections to Technology and/or the Arts: Technology, Drama, Games

Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.)
Partner Teacher
Name of Teacher Candidate: Sarah Lehman Date: 4-27-21

Grade Level: Third Grade (3rd)

Lesson Title: Creating Poetry

Curriculum Areas Addressed: Literature-Poetry

Time Required: 40 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Individual and whole group
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.
ELAGSE3RF4 Read with sufficient accuracy and fluency to support comprehension.
b. Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings.

ELAGSE3SL5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an
understandable pace; add visual displays when appropriate to emphasize or enhance certain facts or details.

ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

ELAGSE3RL10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at
the high end of the grades 2-3 text complexity band independently and proficiently.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.) What makes a poem effective?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will summarize their knowledge of poetry through the creation and oral reading of their own poem.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
Stanza, line, rhyme, tone, diction,
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
meter, rhythm
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Language- sharing of poems verbally
Listening- students listen to other students share their work
Writing- students write their poem
Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Students receive templates for creating the poem.
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students will be assessed through a checklist.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
Check plus- student speaks in appropriate tone & volume, and the poem is creative and uses at least one adjective
on each line
Check – student speaks in appropriate tone & volume, and the poem is creative. However, the students does not
have at least adjective on each line.
Check minus- student speaks in an in-appropriate tone & volume, and the poem is creative and uses at least one
adjective on each line

Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Show students images of items in various colors. For instance, for orange, a sunset.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
Ask the students “how did those colors make you feel?”
“Today, we will be writing and creating our own poems.”
Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
 Go to the Padlet the class created on 4-20-21
 Review student responses.
 Tell the students that they will be creating a free verse poem.
 Give each student a color swatch and the organizer.
 Have students look at their color swatch and write down the feelings that they get from the color onto
their organizer.
 Then, have the students create full sentences. Each sentence starts with their color and “is.” For example,
blue is...”
 Then, have the students think about the four sentences that they wrote and what order they want it to be
in.
 Have students raise their hand when they are ready to continue.
 Have students write down their sentences onto the color swatch (one sentence per color slide)
 Have students practice reading their poem aloud when they finish
Closure/Wrap up: (Describe how the CONTENT of the lesson will be summarized.)
Have students read their poems aloud at the front of the class. Record the students as they read aloud. Ask the
students “how many lines did each poem have?” “How many stanzas?” “What did you learn about poetry from
creating your own poem?” “What would happen if we read a poem about the color blue, with a happy tone
instead of a sad tone?”
Instructional Supports
Resources and Materials Used to Engage Students in Learning (List all materials and resources needed for
implementation of the learning experience including the number of each. Provide citations for all resources that you did not create. Attach
key instructional material needed to understand what you and the students will be doing. Examples: class handouts, assignments, slides, and
interactive white board images.)
 Various color swatches (from Lowes or Home Depot)
 file:///Users/sarahlehman/Downloads/Color Swatch Poem organizer.docx
 https://www.weareteachers.com/poetry-games-for-the-classroom/
Additional Resources and Materials Used to Increase Teacher’s Background Knowledge of the Content:
(List any websites and sources of materials and background information that you will need or use as the teacher to engage the students.)
n/a

Other Relevant Information

Clear Links to Learning Theories, Educational Research, and Principles of Development: This lesson
relates to the Sociocultural theory. This is due to students being able to decide how challenging they want their
poems to be. Furthermore, this lesson relates to the scaffolding part of the DAP as students will have gone
through the various parts of a poem, a modeling learning experiences, as well as given resources that will aid in
the poem’s creation.

Connections to Technology and/or the Arts: Apple IPad- audio recording, creative writing, drama
Description of Collaboration with Others: (These might include the inclusion teacher, media specialist, counselor, guest speaker,
grade level coordinator, community experts, families, etc.) Partner Teacher
Name of Teacher Candidate: Sarah Lehman Date: 4-13-21

Grade Level: Third Grade (3rd)

Lesson Title: What is Poetry?

Curriculum Areas Addressed: Literature-Poetry

Time Required: 30 minutes Instructional Groupings: Are you using whole group, small
group, partners, quads, homogeneous, heterogeneous?
Whole Group, Small Group & Individual
Standards: List the GPS/CCGPS that are the target of student learning and are key to this lesson. Include the number and the text of each
of the GPS/CCGPS that is being addressed. If only a portion of a standard is addressed, include only the part or parts that are relevant.

ELAGSE3RL5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms
such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

As a result of this lesson students will…

Essential Question: (Essential questions should be used to guide instruction.)
How is poetry different from other types of writing?
Learning Objectives: (Objectives are stated in measurable/observable terms. These should reflect the thinking skills, skills of the
discipline. These represent the skills that will be assessed.)
Students will compare poetry to stories/dramas using a graphic organizer.
Support for Academic Language
Key Vocabulary: (What Academic Language will be taught or developed? Identify the key vocabulary and/or symbols specific to the
content area that are necessary for comprehension of this learning experience. These may be derived from the standards.)
Stanza, line, verse, poetry, rhyme,
Other Vocabulary: (List other vocabulary and interesting words that will be emphasized during the learning experience.)
Scene, chapter, act,
Language Demands: (Language demands is defined as the specific ways that academic language (vocabulary, functions, discourse,
syntax) is used by students to participate in learning tasks through reading, writing, listening, and/or speaking to demonstrate their
disciplinary understanding. Identify the following way/ways that students will participate in learning tasks to demonstrate disciplinary
understanding: reading, writing, listening, or oral language.)
Reading- Various books, poems, & dramas
Writing- Fill out a graphic organizer

Syntax: (Syntax is defined as the set of conventions for organizing symbols, words, and phrases together into structures, such as sentences,
tables, or graphs. Identify the supports that will be provided for students to organize the information – charts, graphs, diagrams. These must
relate to the Language Function.)
Graphic Organizer
Assessment (Each learning objective must be assessed. How will students demonstrate their understanding of the lesson’s objectives?
How will you provide feedback for the students? What type of assessment will be used? What evidence will be collected to demonstrate
students’ understanding/mastery of the lesson’s objective? What constitutes success for the students?)
Assessment Strategy: (Identify the assessment strategy/strategies to be used for assessment of the learning objectives listed above.
Each learning objective should be assessed. DO NOT restate the learning objective.)
Students will be assessed through their work in the graphic organizer, teacher observation, & verbal feedback.
Evaluation Criteria: (Indicate the qualities by which levels of performance can be differentiated and that anchor judgments about the
learner’s degree of success on an assessment.)
If the student completed the graphic organizer they will receive full credit.
Steps in the Lesson (Include the attention getter or the hook for the lesson; the introduction; the lesson procedures including
strategies/planned supports for whole‐class, small group, and individual instructions; and differentiated activities.)
Attention Getter or Hook: (State how the attention of the students will be piqued at the start of the lesson.)
Students will watch and listen to the song “How Far I’ll Go- Reprise” from the movie Moana.
Introduction: (State how the lesson will be introduced. This should communicate the purpose of the lesson, be directly related to the
goals and objectives of the lesson, tap into prior knowledge/experiences, and develop student interest.)
 Ask the students “who likes music?” and have the students raise their hands.
 Ask the students “who likes poetry?” and have the students raise their hands.
 “Music is very similar to poetry. Today, we are going to learn about what makes poetry different from
the other types of writing we have been learning about. “

Instructional Strategies: (Use a bulleted or numbered format to communicate the procedures for the lesson – what the teacher will do
as well as what the student will do. Describe the strategies which will be used to support students’ learning. Knowledge of students’ cognitive,
social, emotional, and physical development along with their cultural backgrounds should be evident.)
Each group of students will be four poem books and one poem on paper.
 Pass out the graphic organizer
 Give each students two minutes to look and read through the poem(s) and fill out the organizer
 Ask the students to share their observations. Think, pair, share
 Go through the notes on the board using the poem “Elephony”