This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes.

Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Level II - Teacher Ed Lesson Plan Template (UED Courses)

Teacher (Candidate): Gabriella Erestain Grade-Level: 6 Lesson Date: 1/23-

1/24/24

Title of Lesson: Elements of Poetry Cooperating Teacher: Mrs. Williams

Core Components
Subject, Content Area, or Topic
English, Poetry, Reading, Reading skills
Student Population
1A: Core, Inclusion
6A: Advanced
1B: Core, Inclusion
6B: Core
Learning Objectives
TSW differentiate between a haiku, free verse, ballad, and limerick.
TSW determine the poetic elements of a poem.
TSW create a visual for a poem’s tone and feelings using graphics and GIFs.
Virginia Standard(s) of Learning (SOL)
6.5 The student will read and demonstrate comprehension of a variety of fictional texts, narrative
nonfiction, and poetry.
c) Describe how word choice and imagery contribute to the meaning of a text.
e) Use prior and background knowledge as context for new learning.
j) Identify and analyze the author’s use of figurative language.
l) Use reading strategies to monitor comprehension throughout the reading process.
VDOE Technology Standards
Content Strand: Empowered Learner (EL)
Students leverage technologies, including assistive technologies, to take an active role in
choosing, achieving, and demonstrating competency in their learning goals, informed by the
learning sciences.
Content Strand: Knowledge Constructor (KC)
Students critically curate a variety of digital resources using appropriate technologies, including
assistive technologies, to construct knowledge, produce creative digital works, and make
meaningful learning experiences for themselves and others.
English Language Proficiency Standards (WIDA Standards)
ELLs can…
• Follow one-step oral commands/instructions
• Follow multi-step oral commands/instructions
• Draw content-related pictures
• Take notes (e.g., for research)
Materials/Resources
Fill-in-the-blank notes
Pre-filled notes sheet
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used Strategy Return
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

X Identifying Similarities & Differences 45%

X Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
X Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
Does your instructional input & modeling yield the positive returns you want for your students?
Check if Used Strategy Return
X Teach Others/Immediate Use of Learning 95%
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
X Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety Considerations
Students must walk when moving around the room. Students must not throw supplies, such as
their notebooks or glue. TTW ensure students pick up trash and push in their chairs before they
leave the classroom.

Time
Process Components
(min.)
15 *Anticipatory Set
min. QOTD
TSW answer the QOTD, “What is your favorite song lyric or verse? Why?” on Canvas.
TTW remind students that this is to be school appropriate and not include explicit
content or curse words. Students should not even choose a musical artist that has explicit
content.
6A/6B: QOTD + Video Clip
TSW answer the QOTD, “What is your favorite song lyric or verse? Why?” on Canvas.
TTW remind students that this is to be school appropriate and not include explicit
content or curse words.
Afterwards, TTW mention how the students will study poetry and elements of poetry
today. TTW play a video clip from the movie 10 Things I Hate About You where an
English teacher raps a sonnet from William Shakespeare. TTW transition into the lesson
by showing how poetry and music are alike, and students know more about poetry than
they may think.

Caught’Ya #31
TTW read the Caught’Ya aloud:

yes lets go right now wailed hairy they trekked to berthas abode and rang the bell

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

TTW give students 5 minutes to make the necessary corrections. Afterwards, TTW
review the edits and call on volunteers to share their answers. TTW review the rules of
dialogue and FANBOYS. TTW also call on students to share what they believe the
underlined words mean.

Caught’Ya answer:
“Yes, let’s go right now,” wailed Hairy. Then, they trekked to Bertha’s abode and rang
the bell.
*State the Objectives (grade-level terms)
I can recognize different types of poetry forms and poetic elements.

20 *Instructional Input, Modeling, or Procedures

min. Fill-in-the-Blank Notes
TTW teach a mini-lesson on poetic forms (Haiku, Limerick, ballad, and free verse), as
well as various elements of poetry (rhyme, rhythm, repetition, and figurative language).
TTW provide definitions and examples of each while students complete their fill-in-the-
blank notes. On the slides, the words the students need to copy are highlighted and
bolded.
10 *Check for Understanding
min. Blooket
TSW play a 7 minute Blooket game, which reviews the types of poetry taught in the
lesson, as well as kinds of figurative language. The students are encouraged to use their
notes as they play this, and the top 3 winners can choose a prize from Mrs. Williams’
prize box.

Guided Practice: TTW ask students the difference btw tone and mood, as well as
between the main idea and a theme. TTW remind students that tone is how an author
feels about a subject, and theme is the lesson taught in a piece of literature.
10 *Guided Practice
min. TTW display a poem and a chart w/ the following questions:
-What is the poetic form?
-Is there figurative language?
-Is there rhyme, rhythm, and/or repetition?
-What is the theme?
-What is the tone? (Serious, humorous, objective, personal)
TTW remind students of theme and tone (seen above in CFU)

There are two slides with these questions, each with a different poem. TTW read the first
poem aloud and fill out the chart, and TTW ask for students’ input on the second slide
while they complete it as a class.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

30+ *Independent Practice

min. Poetry Practice w/Visual
TSW choose from 4 poems and analyze it by answering the following questions:
-What is the poetic form?
-Is there figurative language? Identify all uses of fig. lang.
-Is there rhyme, rhythm, and/or repetition?
-What is the theme? (1 sentence)
-What is the tone?
-Why did you think the poet wrote the poem?
-What do YOU think the poem means? (3 sentences)

TSW then create a visual image of the poem that conveys the tone and feelings using
graphics, gifs, and animations. The assignment provides a blank Google Slide for
students to use.

TTW show a completed version she created with an example poem from the slideshow.
She will review each question and how the students should be answering (clarifying
what poetic form is, writing complete sentences, etc.) TTW then show her example of
the poetic visual and clarify that the pictures must be related to the poem’s tone and
feelings, not just pictures that represent what the poem is about.
20 Assessment
min.
***This activity was only completed by 6A and 6B as a part of the data project.

6A/6B: Pre-Assessment for Reading

TSW take an 11 question pre-assessment about SOL standards 6.4.c + 6.5.a:

6.4.c Use context and sentence structure to determine meanings and differentiate among
multiple meanings of words
6.5.a Identify the elements of narrative structure, including setting, character, plot,
conflict, and theme

The questions are modeled after SOL test questions and will focus on using context
clues and elements of the narrative structure. Students will take this on their
Chromebooks, for the assessment is on Google Forms. TTW use this data to group
students together during the following lessons, which will be differentiated by readiness.
5 min. *Closure
Synectics
TTW post a slide with the following prompts:
-Poetry is like a mirror because…
-Poetry is like a flower because…
-Poetry is like a salad because…
-Poetry is like a car because…

TTW read her example and say, “Poetry is like a flower because they both make the
world more beautiful.” TTW then allow students to speak with a shoulder partner for 30
seconds. Afterwards, TTW call on 2-3 pairs to share their answer.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021
This template is used for student-developed lesson plans in upper-level teacher preparation (UED) classes. Your lesson
plan should be typed directly into this MS Word document. Boxes will expand to fit the amount of text in your plan.

Differentiation Strategies (e.g. enrichment, accommodations, remediation, learning style, multi-

cultural).
The QOTD and video clip in the anticipatory set allow students to make real-life connections to
poetry, and it is specifically helpful for visual + auditory learners and students of a musical
intelligence.
Students may only have their Chromebooks open during the instruction if they need to see the
slides better.
Students with the accommodation will be provided a pre-filled notes sheet by Mrs. Boyd, the
special education co-teacher.
The assignment includes some differentiation by interest, for students are free to choose between
4 poems.
Classroom Management Strategies (To ensure a positive learning environment).
TTW gain the students’ attention by using the 5-4-3-2-1 attention signal. TTW roam around the
classroom while teaching and while students complete their assignments.
Lesson Reflection. To be completed following the lesson. Did your students meet the
objective(s)? What parts of the lesson would you change? Why? (Professor will determine if
reflection goes here or in written report).
 Students work best when there is a timer set, especially for the small activities (QOTD,
CY)
 Many students did not provide a specific song lyric for the QOTD. I should have provided
an example to make the connection to poetry clearer.
 Many students still tried to mention songs or artists that are inappropriate after many
warnings
 Choosing a teacher for the Caught’Ya is taking too long, so I will be the teacher until the
lesson provides enough time for a student to lead or until the students learn to move
quickly through this activity
 6A and 6B were very cooperative when I told them they had to take a pre-assessment
 I added visual examples of each kind of poem during the instruction; the original lesson
only had the definition of each kind of poem
 The lesson did not provide enough time to watch the posted BrainPop video or to
complete the closure activity
-I should have made time for the closure activity to wrap up the lesson
 For some classes, there was also not enough time to play the Blooket. My CT suggested I
make the time for it, so students can have a break from lectures

*Denotes Madeline Hunter lesson plan elements.

Candidate Signature Cooperating Teacher Date

Signature
Signatures indicate the candidate presented the lesson for cooperating teacher review and input.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers. Revised February 2021