Lesson Plan

Teacher Candidate: Josie Carriglitto Date: 2/20

Group Size: 23 Allotted Time: 1 hour Grade Level: 3rd

Subject or Topic: Intro to poetry/free verse and rhyme

Common Core/PA Standard(s)

Standard - CC.1.4.3.L
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.

Standard - CC.1.5.3.A

Engage effectively in a range of collaborative discussions on grade-level topics and

texts, building on others’ ideas and expressing their own clearly.

Learning Targets/Objectives

The students will be able to identify free verse and rhyme by listening to and reading poems to
become familiar with poetry.
Formative Assessment Approaches Evidence observation or method of collection
1. Thumbs up 1.
2. Observational
….
Assessment Scale for any of the assessments above if needed

Summative if applicable
Subject Matter/Content to be taught in the lesson

Prerequisites

New Key Vocabulary

Poems
Free Verse
Rhyme
Stanza

Content/Facts
A free verse poem is a poem that does not rhyme or follow any poetry rules. It is free to do
what it wants.
Rhyme is when words have the same ending sound.
A stanza is a group of lines that divides a poem into parts.

Introduction/Activating/Launch Strategies

1. Teacher will ask students to take out their soft reading book.
2. Teacher will review the new vocabulary words with students.
3. Teacher and students will together come up with gestures for the vocabulary words to
help remember them.
4. Students will follow along and answer the interactive questions in their soft reading
book.
5. Teacher will say “show me (insert vocabulary word)” and the students will act out each
word.

Development/Teaching Approaches

1. Teacher will distribute pre-test and ask “If I tell you we are taking a pre-test, what do
you think that means?”
2. Teacher will explain, this is a test but, it is not going to count for a grade. You may
know some of the answers and that is great. You will not know all of these answers
because we didn’t learn it yet. I still want you to do your best. This test is going to help
me see what you already know to help me know what to teach you.”
3. “When you are finished, please put it on my desk and quietly work on your red list
until everyone else is finished.”
4. Students will take pre-test.
5. “I am going to call you by groups to come over and sit on the carpet.”
6. Teacher will call groups over.
7. “As you know, we are going to begin learning about poetry. I am going to read a few
poems from this book. After each, we will have time to discuss them.”
8. Teacher will read a few poems from Where the Sidewalk Ends.
Closure/Summarizing Strategies
1. “Tomorrow, we are going to be talking more about free verse and rhyme, and reading
a poem in our reading book.”

Accommodations/Differentiation

Four students have one less answer choice on their pre-test.

Students have the option to take their test out in the hall if they choose.
Teacher will read questions to students if they ask.

Materials and Resources:

Where the Sidewalk Ends

Pre-test https://docs.google.com/document/d/1rpHWdJVsw33rvX7GRR9SSuwdqnHdOK1k/
edit?usp=sharing&ouid=110612265447607093129&rtpof=true&sd=true

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Students were already familiar with the concept of rhyme and somewhat of free verse. Students
really enjoyed listening to various different poems. While sitting on the carpet, each student
got to choose a page number and I would read the poem on that page. After reading each poem,
students were excited to discuss what they noticed about each poem. They noticed
words/phrases repeated, rhyme, and even discussed the meaning of some poems before
learning about theme. I believe this lesson was a good introduction to poetry before jumping
right in to all of the terms and poem types we will learn about over the next week.

Remediation Plan (if applicable)

Personal Reflection Questions

How could I make the vocab learning more interesting and engaging?
I introduced each vocab word and we came up with a gesture to remember each word. We then
discussed the questions in their books out loud and students wrote responses. I think it would
have been more engaging to give each group a vocabulary word and have them come up with a
gesture for the word. Each group of students would then demonstrate their gesture and students
would have to guess what the word would be. I might also have students switch seats to answer
the questions in each other's book to get them up and moving around.

How could I make the reading of poems more organized?

While the students did enjoy choosing a page number of which poem they wanted to
hear. It might have been better for me to choose one of each type of poem/poems that contain
elements being discussed over the next week. They could then discuss what they notice and as
we move onto each of the lessons, I would use that poem as an example of the poem/element we
were learning.

Additional reflection/thoughts