Lesson Planning Template

ED 3501
Fall 2023

Component One: Organizational Information

Teacher
Riley Thomson Grade Grade 2/3
Name(s)
Level(s)
Unit(s) /
Subject
Area(s)
Language Arts Topic(s) / Poetry/Vocab
Strand (s)
Start/Stop Position
Times + of Lesson
Lesson
60mins
within
1/1
Duration Sequence:

Component Two: Description and Rationale

Some things to consider – add what is applicable:

 This lesson will bring together all the vocabulary that we have been working on for the past
few weeks and work/complete a diamonte poem. It will start out with students learning about a
diamonte poem, seeing some examples, and then getting them to plan out/write their own.
 What might students already need to know to be successful during this lesson?
Students will need to know nouns, verbs, adjectives, adverbs and be able to come up with
some examples.
They will need to see what criteria are required to successfully complete the poem.
Description: Finally, show a few completed poems to provide some exemplars of what is expected.
 Literacy considerations - do you need to highlight vocabulary?
Nouns
Verbs should have plenty of exposure to these but show where they go in the poem.
Adjectives
Adverbs
Diamonte Poem - what it is, components.
 Differentiation considerations - Instructional and Assessment
Some sheets will be shorter to accommodate lower-level learners.
Providing some topic examples to assist learners in choosing one.
Getting students to plan out what they want to do first, instead of diving right into it.
 This lesson will give students the opportunity to work/strengthen their vocabulary skills.
 Strong writing is rooted in strong vocabulary skills. It will encourage students to think about a
Rationale: wide range of words that describe a topic.
 Expand their ‘word bank’ to assist in their reading and writing.
 Help students avoid boring or vague sentence writing.

Component Three: Learner Outcomes

Organizing Idea:
General Conventions: Understanding grammar, spelling, and punctuation makes it easier to
Learner
communicate clearly, to organize thinking, and to use language for desired effects.
Outcomes(s)
(GLOs) Guiding question:
(or equivalent) How do conventions foster the development of effective communication?
Learning Outcome:
 Students examine and use grammar, spelling, and punctuation in a variety of contexts to
develop effective communication.

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ED 3501
Fall 2023
Specific
Learner Skills & Procedures:
Outcome(s)
(SLOs)
Use a variety of adjectives to describe nouns.
(or equivalent) Use a variety of adverbs to describe verbs.

Component Four: Learning Objective(s) and Assessment Evidence

Learning
Objective(s) 1. Students will use adjectives to describe nouns.
2. Students will use adverbs to describe verbs.

Intended
Learning Objective Driving Question(s) Response(s)

How do we use adjectives in writing?

Students will use adjectives to
describe nouns.
Students will use adverbs to
describe verbs.
Why should we use adjectives in our
writing?
How do we use adverbs in writing?
Why should we use adverbs in our
writing?

Component Five: Pre-Lesson Preparations

Curriculum Resources Materials and Equipment
NA. Handouts of planning and diamonte poem sheets.
Exemplars.
Google slides?

Teacher Tasks
What do you need to have ready before the students enter the class?
 Handouts printed and ready to distribute.
 Slides/exemplars prepared.

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ED 3501
Fall 2023

Component Six: Body (introduction, activities, closure)

Introduction Time
Allotment
Attention  Introduce the lesson by mentioning how we have been learning about adjectives
Grabber and adverbs.
- What do these do again?
- Why do you think we use them?
Transition to:
 Writing some simple/boring sentences on the board and asking students to help 5-10mins
me ‘dress them up’ & make them better.
 May get them to work in groups to help each other come up with ideas.

Ex. The boy ate chocolate cake.

- The starved, young boy quickly devoured the fluffy chocolate cake.
Description  The purpose of the hook is to show students the impact that adjectives and
and adverbs have on sentences. They help paint a way better picture for the reader.
Rationale They don’t tell the reader what’s occurring, they show the reader what’s
occurring.
 *This an over exaggerated/higher level sentence, but using it to bluntly illustrate
my point*
Time
Activities Allotment
Learning Introducing the Diamonte Poem (Google Slides) (I do)
Activity #1
 Copy/Paste - Showing students what a diamonte poem is.
specific
- Explaining why we are doing this (practice using adjectives/adverbs and
learning
objective(s) expanding our vocabulary).
here that - Showing them how to complete one.
pertain most - Going through a variety of exemplars.
directly to this 10-15mins
activity
1. Complete the planning sheet first (help assist in getting some topics)
2. Move on to constricting your poem.

Transition Teacher Cues:

 After I have completed the first activity, I will hand out the planning and poem

sheets to students.
Learning Learning Objective:
Activity #2 Students will use adjectives and adverbs to describe nouns and verbs…
 Copy/Paste
specific
Diamonte Poems (they do)
learning
objective(s) Individually coming up with a topic, planning for it, then completing the poem. 30mins
here that
pertain most
directly to this
activity

Transition

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ED 3501
Fall 2023

Learning
Activity #3
 Copy/Paste
specific
learning
objective(s)
here that
pertain most
directly to this
activity
Transition

Closure/Cliffhanger Time
Allotment
Assessment Student Worksheet
of Learning: - Students will work on their diamonte poems while working with adjectives
and adverbs.
Transition:  Facilitate opportunities for students to appreciate why today’s learning
opportunities are important/relevant
 Consider ways to instill anticipation/suspense for upcoming learning opportunities


Component Seven: Teacher Reflection

 This lesson went well at the start, but I started to lose them when we went into our diamonte
What worked poem activity. The students loved helping me create more descriptive, skillful sentences
well? Why? during my hook. There was lots of engagement with some students creating new descriptive
sentences all on their own.
 They were very excited during this activity which led me to believe the poem would be easy.

 When I began showing them the poem, I felt I was explaining it clearly and showing many
kinds of exemplars. I had lots of eye-contact from students but complete silence. I thought
this was a positive sign of listening, but I think I was wrong. Many students were confused on
how the poem works. I did try and ask students if they needed some extra instruction on
them, but they all said they didn’t need it. I even said that I didn’t want to hear students
complain that they didn’t know what to do while I gave them two chances for me to go over
What didn’t? it once again.
Why not?  I completed my own on the board with arrows organizing where I wanted information and
how it all worked together but this didn’t seem to work.
 I handed out planning sheets for students to help them organize their thoughts, but any of
them struggled. I assumed again that they would be able to figure this out and should have
gone over the planning sheet prior.
 I had a time crunch during my lesson as my TA was celebrating a student’s birthday (which is
awesome) but made me feel like I had to rush. This made me rush through my activity.
What would  I would like to continue to plan effective hooks/attention grabbers for students to buy into the
you do
learning. They love showing what they know and shining in front of the class. If this is with a
differently
next time to class discussion, Q&A, mind maps on the board, or whiteboards. I find lots of success during
further my hooks (including this one).
promote  Next time I should have a full hour to complete what I need to, which is going to be helpful.
optimum
 I want to start moving away from assuming ANYTHING. This was my biggest flaw during the
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ED 3501
Fall 2023
lesson and most likely one factor in the confusion.
 Next lesson I want to quickly go over adjectives, dive into the components of the planning
learning for all
students? sheet, and then show another exemplar of my own diamonte poem for students to see. I
would like to take half the class for this to transpire and give the other half a chance to work
on their planning sheets and creating their poems.