Lesson Plan

Teacher Candidate: Julie Crovelli Date: 2/20/24

Group Size: 15 Allotted Time: 40 minutes Grade Level: 3rd

Subject or Topic: poetry

Common Core/PA Standard(s)

Standard - CC.1.2.3.F
Determine the meaning of words and phrases as they are used in grade-level text,
distinguishing literal from non-literal meaning as well as shades of meaning among related
words

Learning Targets/Objectives
➔ Students will be able to define poetry vocabulary through an interactive lesson
Formative Assessment Approaches Evidence observation or method of collection
1.Pretest 1. Questions on the test
2.Frayer model 2. Group Models with discussion
…. …
Assessment Scale for any of the assessments above if needed

N/A
Summative if applicable NONE this lesson (Pretest is for future summative test)
Subject Matter/Content to be taught in the lesson

Prerequisites
know how to read/listen

New Key Vocabulary

1. Narrative: a form of poetry that tells a story, often using the voices of both a narrator
and characters
a. story poem
b. usually longer
2. Free verse: poetry that does not rhyme or have a regular meter
a. no rhyme
b. does not follow rules
c. free to do what it wants
3. Haiku: a Japanese poetic form that consists of three lines, with five syllables in the first
line, seven in the second, and five in the third
a. short poem
b. three lines (5 syllable, 7 syllable, 5 syllable)
c. does not rhyme
 4. repetition: repeating words, phrases, lines, or stanzas.
a. the same word, phrase, line, or stanza repeated multiple times
5. rhymed verse: two or more similar-sounding words are placed so as to echo one
another
a. words with the same ending sound
6. metaphor: a figure of speech in which a word or phrase is applied to an object or action
to which it is not literally applicable
a. says that one thing is something
b. does not use like or as
c. ex: Her smile is a ray of sunshine
7. theme: the subject of a talk, a piece of writing, a person's thoughts, or an exhibition; a
topic
a. message the author wants to communicate through the poem
8. stanza: usually is a group of lines arranged together in a recurring pattern
a. lines grouped together to divide a poem
9. imagery: visually descriptive or figurative language, especially in a literary work
a. using descriptive words that appeal to the reader's senses to create an image in
their head

Content/Facts
See above vocab

Introduction/Activating/Launch Strategies

1. Give pretest about poetry to see what students know

2. After students are finished with pretest they will place the test in folder #1
3. Teacher will start by reading different types of poems to class
4. Teacher will ask what they notice about the different types of poems
Development/Teaching Approaches

1. Teacher will split class into groups of 5

2. Teacher will explain that each group has a different word that they will need to explore
and research. Using a frayer model template with the word they are researching already
in the middle with an example given to the students
3. Teacher will model how the frayer model is used and how to complete the sheet
4. teacher will further explain that once everyone is done they will present it to the class
and share with what they found
5. groups will disburse
6. teacher will give them about 15 minutes
7. teacher will call groups back to their seats
8. Each group will present
9. After each group presents teacher will display the real definition
10. Once each group has gone, the teacher will go over the rest of the words that were not
included in the frayer model
11. Teacher will have pre made definition sheet to handout so students don’t have to write
it all down
Closure/Summarizing Strategies
1. We will go back over what vocabulary we just learned about and how we will use it
tomorrow when we read some different types of poems and answer questions
2. Students will place the sheet in their poetry folders
3. I would make a habit of closing with a poem each day GRAB some from elem
ones the library there tonight

Accommodations/Differentiation
1. for students who struggle only give them 3 choices for the pretest instead of 4
2. Thoughtful groups (give high flyers a more difficult word to figure out)

Materials and Resources:

poetry books
frayer sheets with example section and word filled in
Frayer model
definition sheet

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels

Remediation Plan (if applicable)

Personal Reflection Questions

Additional reflection/thoughts