LESSON PLAN
Grade: 5
Lesson Title: English Language Arts Poetry
Lesson Duration (mins): 1 hour
Date:
Overview of lesson (150 words). Write a clear and concise paragraph that indicates what the lesson is, how it is
connected to the POS and what students will learn.
This lesson is an English Language Arts lesson for a grade 5 class intended to be an introduction to different forms of
poetry. Prior to this lesson, students will need to understand the basic mechanics of poetry, lines, stanza’s repetition,
and rhyme scheme. The purpose of this lesson is to expose students to three different forms of poetry: Free Verse,
Acrostic, and Haiku’s. Students will be taught the structure of each of the poems (or lack thereof) and then are asked to
analyze different poems and categorize them into the three forms of poetry. This provides students the chance to
demonstrate what they have learned and engage with the material. For the closure, students are asked their preference
between the three poetry styles. This provides students the time to reflect on their own personal enjoyment of poetry
and it allows students to further interact with the material.
Alberta Program of Study: Goals and Objectives . Carefully select GLO and SLO that pertain to your lesson. Do not put in
10 SLO's just because you find a link. Choose selectively and think carefully about what is achievable for students to learn by the end
of the lesson/unit
GLO /GLE SLO/SLE
General Outcome 2 (Gr. 5)
2.2 Respond to Texts
Students will listen, speak, read, write,
view and represent to comprehend and Experience various texts
respond personally and critically to oral,
print and other media texts. experience oral, print and other media texts from a
variety of cultural traditions and genres, such as
historical fiction, myths, biographies, poetry, news
reports and guest speakers
Critical Questions
Lesson Guiding Questions (These types of questions guide the lesson itself and are more specific questions. These can facilitate
dialogue, they can be used for formative assessment and can be used to facilitate pedagogical discussion with your students. Guiding
questions aim to provoke thinking and can be used for share/pair activities. Guiding questions are just that - guiding. A lesson should
have several guiding questions.
1
Lesson Guiding Questions
What is a free verse poem?
What is an acrostic poem?
What is a Haiku?
Learning Objectives
Students will…
Understand the mechanics of Free Verse, Acrostic, and Haiku poems.
Identify Free Verse, Acrostic, and Haiku poems.
Annotated Learning Resources List
These must be relevant and age appropriate and from a reliable source. If it is on online resource provide an active link.. If it a book, cite the book
and author. Provide 2 -3 sentences (annotated) to indicate what the resource is and why you have chosen it. How does it support your lesson and
student learning?
Resource #1: https://www.youtube.com/watch?v=TvcgVRULaWw
Material and Equipment
List: Art supplies, manipulatives, smartboard, online white board etc…
- whiteboard markers
- whiteboard
- Poetry booklet
Lesson Procedures
Introduction (5 mins.):
Description of Hook/Attention Grabber; Expectations for Learning and Behavior; Transition to Body. Indicate the timing for each section
Get them excited about the lesson
Now we have talked about the structure of poems, we have talked about figurative language that we can use in
poems: metaphors, similes and idioms. Who is ready to learn about different kinds of poems!
Overview of the lesson
Today we are going to learn about three different kinds of poems: Free verse, Acrostic, and Haiku’s.
We have already been introduced to some acrostic poetry before so today we are just going to review Acrostic
Poetry.
Goals of the Lesson
The goal of today’s lesson is to:
1. Understand the mechanics of Free Verse Poetry, Acrostic poetry, and Haiku’s.
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2. Identify Free Verse, Acrostic and Haiku poems.
Body (40 min.): This is the largest part of your lesson. Write clearly and concisely. Image a substitute teacher picks up this
lesson; will they be able to carry it out based on your descriptions and instruction?
Writing must be descriptive and clearly organized. Specify activities/steps/scaffolding and transitions in lesson. Indicate timing of
each section. Identify teaching strategies, organization of class etc. How and when are you using formative assessment in your
lesson? Indicate differentiation and accommodation in the provided tables
Steps and Procedures
Assessments
Review 10 mins Indicate what these will be and when you would
Review the elements of poetry structure that you taught last use them.
class: Lines, Stanza’s, Repetition, and Rhyme Scheme.
You can do this by writing on the board Poetry Structure. Ask Formative: Example: Observation/Anecdotal,
anyone if they remember what the four elements of poetry Student/Teacher conferencing, check list etc..
that we learned last class were. When will you administer these and why?
If no one answers then remind them by writing down the first
one: lines. Ask everyone if they remember any of the rest. - Asking students to stand next to which
Do a brief explanation of each one poem style that you think it is will help
the teacher to gage where students are
Free Verse 5 mins at.
Ask everyone to turn to the page in their poetry books that - Exit Slip is a formative assessment
says free verse at the top (show them in your own book) because I will be able to see what
Read what it says on the page: “Free verse poetry is free of students can remember that they have
rules and patterns. Free verse poems do not have a rhyming learned.
pattern.”
Read the example that is given on the page.
Explain how it is a free verse poem.
Acrostic Poetry 5 mins
Now can everyone turn to the next page in your poetry book
to the one that says Acrostic Poetry on the top.
So, since we have already done some work with Acrostic
poems can anyone tell me what they remember about
Acrostic Poetry? – Short Discussion
Read the definition and example on the page.
Haiku 10 mins
Now can everyone turn to the next page in your poetry
books?
Explain this next poem is called a Haiku. Read what it says on
the page, “A haiku is a style of Japanese poetry that is typically
about nature. Haiku’s are 3 lines long. The 1st and 3rd lines
have 5 syllables and the second line has 7 syllables”
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Who here has heard of the word syllables before? I am going
to play a short video to remind everyone what a syllable is
https://www.youtube.com/watch?v=TvcgVRULaWw
Read the example haiku’s and pick out how many syllables are
in each section
Poetry Identification Game 10 mins
Write Free Verse, Acrostic Poetry, and Haiku on the board.
Tell students that you are going to put a poem on the board. I
am going to read out the poem, then when I say go, you are
going to walk and stand under which poem you think it is.
Each time students are shown a different poem and they walk
to stand under that poem, there is a discussion. Why did you
all stand under that poem? Why not a different one?
Put 3-5 poems on the board, if time is running out, then only
show 3.
If students are not enjoying walking up to the whiteboard and
are embarrassed about what they decide to choose, then just
ask students to respond while sitting at their desks what kind
of poem they think it is. Discuss.
Differentiation
Provide at least one.
Provide an example of an alternative way to deliver information to students. Imagine that you have some students that struggle with writing, what ways can you
differentiate your instruction to support students learning?
Erik will have an independent assignment. He might be a
gifted student so I have been putting together different work
for him in the class so that when he is completed all of them
Irene is able to put a portfolio together of his work. He seems
disinterested in working as a class but has expressed to me
that he enjoyed the challenge of the last assignment I gave
him. The assignment was an independent inquiry project
where he had to look up different poems, write the poem, and
explain the style as well as figurative language that was in the
poems. He also answered other comprehension questions.
Consolidating and Closure:
15 minutes
Review if we have covered all of our intended goals:
1. Understand the mechanics of Free Verse Poetry, Acrostic poetry, and Haiku’s.
2. Identify Free Verse, Acrostic and Haiku poems.
Ask students about their preference if time permits
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Ask students who likes free verse poetry best? Who likes Acrostic Poetry? Who likes Haiku’s? This allows
students to interact with the lesson material and personally respond to what they have learned which can
further engage the students.
Exit Slip
Ask students to write down 3 things they have learned so far in poetry.
Write on the board: Write three things you have learned.
Tell students not to write what it says on the board, only what they would respond to the question.
Reflective Notes: You will only fill out this section after your deliver your lesson.
