Lesson Title: What is Poetry Subject: Language
Unit Title: Poetry Time 40 min
Required:
Teacher Shirin Manjra Date:
Candidate:
Mentor Teacher: Grade: 4
Learning Goals (What do you want the students to know or be able to do at the end of the lesson?)
After this lesson, Students will be able to:
Recognize, understand, analyze and identify poetry and its many poetic forms.
Identify poetry and its many different forms.
Read poetry using different expressions, voice and emotions.
Success Criteria (What will you observe that tells you that students are successful?)
Students will be successful when they:
Understand the structural elements of a poem
Recognize different poetic forms
Accommodations (How will you meet the needs of your students? What management strategies will you use?)
The curriculum/lessons will be modified in accordance with the student(s) IEP to ensure that
the student(s) goal(s) are being met. The modifications in lessons will vary depending on the
lesson/activity of the day. Students will be divided into proper (pre-determined) groups that
will allow a group of students, with a modified curriculum, to engage in different activities that
allow them to learn/understand the same topic as other students. Throughout this Unit students
will be introduced to many different poems (both short and long) at many different levels that
will incorporate and accommodate students’ individual needs.
Background Knowledge Required (What prior knowledge and or experiences need to be in place?)
Curriculum Expectations (Which expectation is the focus for your instruction?)
Grade 4 Reading:
2.1 explain how the particular characteristics of various text forms help communicate meaning,
with a focus on literary texts such as a diary or journal
2.2 recognize a variety of organizational patterns in texts of different types and explain how
the patterns help readers understand the texts
2.4 identify various elements of style – including alliteration, descriptive adjectives and
adverbs, and sentences of different types, lengths, and structures – and explain how they help
communicate meaning
Assessment (How will you know that the students have achieved the learning expectation? What assessment tool will
you use?)
Students will share with the class, “What is Poetry?” They will share their “What is Poetry?
Charts.
The teacher will analyze students’ work describing the different poems they described in their
one sentence during the poetry pass.
Instructional Strategies (Which teaching strategies will you use? how will you group the students?
Independent Work Cooperative Learning Summarizing & Note taking Identifying
similarities/differences
Homework & Practice Visual & Graphic Organizers Questions Generating & Testing
Hypotheses
Goal setting & Feedback Problem Solving
Materials Key Questions
Print out of different poems What is Poetry?
Anchor paper What did they notice?
How did the poetry make them feel?
What do they think the topic of the poem
was?
Did they notice any patterns in the poems we
read, any similarities or differences?
Instruction (How will the students develop the knowledge and /practice the skills?.)
Duration Activity/Task
5 mins Introduction (How will you engage and motivate the students?)
To find out what kids think about poetry, brainstorm with students what they
like and do not like about writing poetry. Record their responses on the board
or on chart paper. At the end of the unit, you can revisit their responses to see
whether they have changed or stayed the same.
35 mins Lesson Steps (Describe the sequence of the lesson.)
Introduce structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks)
and write terms in an anchor chart that will serve as a visual aid as we are
studying poetry.
1. Introduce Text. “Today we are going to read the poem ‘A Symphony of
Trees.’ I want you to just listen to the poem as I read it aloud.”
2. Read the Poem aloud
3. Display the Poetry Reading Strategies Anchor Chart and Introduce/Model
each strategy separately
4. Place the poem “A Symphony of Trees” under the document camera to
model each strategy
5. “When you are going to read a poem, the first thing I want you to do is
Preview the Poem. I want you to read the title and notice the stanzas, lines and
ending punctuation. Look over it quickly and notice these things.” Model
identifying these features in the poem “A Symphony of Trees”
6. “As you read the poem, visualize the images by paying close attention to
strong verbs, powerful language, and comparisons in the poem. Let the
language paint a picture in your head. Do the images remind you of anything?”
Reread the first two stanzas of the poem and sketch a picture of the images you
visualize”
Document2.docx
The teacher can ask:
What did they notice?
How did the poetry make them feel?
What do they think the topic of the poem was?
Did they notice any patterns in the poems we read, any similarities or
differences?
Use the same poem and identify poetic elements as class-have students make
note of them on their paper. Document2.docx. Students will work with a
partner or in a small group to read the poem, “A Word to the Wise” using the
Poetry Reading Strategies to discuss and notice the features of the poem. Have
students sketch what they visualize as they read the poem. Also, have students
write the theme or poet’s message in their reading notebook or on a sticky
notebook.
Conclusion (How will you wrap-up the lesson?)
Students will play, “Poetry Pass.” The teacher will give students at least 3
poems and place them on the student’s desk.
Document2.docx
Students will then write one sentence describing what they thought the poem
was about. They will then select their favorite poem out of the 3 and pass the
poem to another classmate. This activity will continue for a few rounds until
students have passed along different poetry to classmates. After each pass,
students will write a sentence describing the poem.
(Students may also work in groups and pairs for this activity).
Next Steps (What would you plan as a follow-up to this lesson? What homework would you assign?)
In the next lesson, students will identify and understand the Narrative Poetic and Bio Poetic
Form and identify its elements.
Personal Reflection (What worked well in this lesson? What changes could you make to improve the lesson?
Mentor Teacher Feedback
