Kaitlyn Perry
LAMP Outline
Week One (April 6th-10th)
-Indiana Literature Standard: 4.RL.3.1 Explain major differences between poems, plays, and prose, and refer to the structural elements of
poems and drama.
Monday 4/6
Whole Class
Give students each a
sample of poetry, a
sample of drama, and a
sample of prose. Have
students talk with
partners about what
they notice the
differences are
between each sample.
As a class, label the
papers accordingly:
poetry, drama, or
prose.
Tuesday 4/7
Review the
characteristics of
poetry that the
students found
yesterday.
Create anchor chart
for poetry with the
following
characteristics:
-Written in lines
-Lines grouped
together to make
stanzas or organized
verses
-Many poems rhyme
-Rhythm is created by
stressed and
unstressed syllables
-Pattern of rhythm is
called meter
Explain what each
characteristic means.
Wednesday 4/8
Thursday 4/9
Review the
characteristics of a
poem.
Review the
characteristics of
poetry and prose.
Create anchor chart on
prose with the
following
characteristics:
-Written in sentences
-One sentence follows
another
-Sentences form
paragraphs
-Examples would be a
chapter book or a
newspaper article
-Books are often
divided into chapters.
Explain what each
characteristic means.
Create anchor chart
for drama with the
following
characteristics:
-Drama tells a story
-Includes a setting,
characters, and a plot
-Written so it can be
put on as a play
-Begins with a cast of
characters
-Includes description
of the setting and what
the stage should look
like.
-Stage directions tell
the actors what to do.
-Dialogue tells actors
what to say.
-Divided into scenes.
-Words associated
with drama: narrator,
speaker
Explain what each
characteristic means.
Friday 4/10
Review the
characteristics of
poetry, prose, and
drama.
Student Practice
Assessment
Materials
Students will work in
groups to write down
five details from each
sample.
The students will split
into groups and read
“The Tortoise and the
Hare” poem. They will
then discuss the
characteristics of
poetry that they find in
the poem.
The students will split
into groups and read
“The Tortoise and the
Hare” fable. They will
discuss the
characteristics of
prose they find in the
fable. They will write
the differences and
similarities between
the poem and the fable
on two circles of the
Venn Diagram.
The students will split
into groups and read
“The Tortoise and the
Hare” Reader’s
Theater script. They
will discuss the
characteristics of
drama that they find in
the script. They will
finish the Venn
Diagram comparing
the poem, prose, and
drama.
The whole class will
discuss the
characteristics they
found for each sample.
The teacher will write
down the
characteristics for
each sample to make
sure everyone has the
right characteristics.
The whole class will
then discuss the
aspects of poetry they
find and the teacher
will write them on
chart paper to use
later in the week for
comparisons.
The whole class will
then discuss what they
found and the teacher
will write the
similarities and
differences down on
their own Venn
Diagram using the
document camera.
The whole class will
discuss what they
found and the teacher
will finish the Venn
Diagram using the
students’ responses
and the document
camera.
-Samples of poetry,
prose, and drama
-Paper
-Pencils
-Dry Erase Board
-Erasable Markers
-Chart Paper
-Markers
-Pencils
-“Tortoise and the
Hare” Poem Handout
-Chart Paper
-Markers
-“Tortoise and the
Hare Fable” Handout
-Venn Diagram
Handout
-Document Camera
-Chart Paper
-Markers
-“Tortoise and the
Hare” Reader’s
Theater Handout
-Venn Diagram
Handout
-Document Camera
The students will
create the three
following flowers: one
for poetry, one for
prose, and one for
drama. They will
match the petals that
have characteristics on
them to the correct
flower middle.
-Poetry, Prose, and
Drama flowers with
match petal
characteristics
-Crayons
-Scissors
-Glue
Kaitlyn Perry
LAMP Outline
Week Two (April 13th-17th)
-Indiana Literature Standard: 4.RL.1 Read and comprehend a variety of literature within a range of complexity appropriate for grades 4-5. By
the end of grade 4, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at
the high end.
-Indiana Social Studies Standard: 4.1.18 Research and describe the contributions of important Indiana artists and writers to the state’s
cultural landscape.
-National Technology Standard: NT.K-12.3 Technology Productivity Tools
-Students use technology tools to enhance learning, increase productivity, and promote creativity.
-Students use productivity tools to collaborate in constructing technology-enhanced models, prepare
publications, and produce other creative works.
Monday 4/13
Whole Class
As a class, review how
poems are different
from prose, drama,
and other forms of
literature.
Share prezi that shows
the students the main
terms for poetry: form,
line, stanza, rhyme,
rhythm, meter.
Create anchor chart
with those key words
so that students can
remember/refer to
them throughout the
week.
Tuesday 4/14
Read Dogku by
Andrew Clements to
introduce haikus.
Create anchor chart
for haikus that
includes the following
characteristics:
-an ancient Japanese
form of poetry with no
rhyme
-deals with nature
usually
-This type of poetry
has 3 lines with a fixed
number of syllables
per line.
-Line 1= 5 syllables
Wednesday 4/15
Thursday 4/16
Friday 4/17
Play the Cinquain
Video from Youtube to
introduce cinquains.
This video contains
poetry written,
illustrated, and read by
other fourth graders
from another school.
Play Limerick Song
video from Youtube to
introduce limericks.
Introduce Student
Project. Explain that
they will be writing a
poem about a famous
Hoosier. They will
have 4 famous
Hoosiers to pick. The
poem they right about
their Hoosier has to be
a Haiku, Cinquain, or
Limerick.
Create anchor chart
about cinquains that
includes the following
characteristics:
-Has five lines
-Each has a number of
syllables and a specific
topic
-Line 1:Title (noun) 2
Create anchor chart
for limericks that
includes the following
characteristics:
-Whimsical poem with
five lines
-Lines one, two, and
five rhyme with each
other.
-Lines three and four
rhyme with each other
-AABBA
As a class, label the
Introduce acrostic
poems by creating an
anchor chart for
acrostic poems that
includes the following
characteristics:
-Poetry in which the
first letter of each line,
when read vertically,
spells out a word. The
world is usually the
subject of the poem.
-An example of an
acrostic poem
Line 2= 7 syllables
Line 3= 5 syllables
Go back to Dogku and
study/talk about the
structure of the haikus
on a few pages.
syllables
-Line 2: Description 4
syllables
-Line 3: Action 6
syllables
-Line 4: Feeling
(phrase) 8 syllables
-Line 5: Title
(synonym for the title)
2 syllables
limericks from the
video AABBA.
Watch a few more
students’ cinquains.
Pass out poetry
journals.
Student Practice
Have students break
into pairs to create an
acrostic poem for the
word Westlake in their
journals.
Students will read
haikus given to them.
They will respond to
the haikus in their
poetry journals.
Students will split into
groups to read the
nature cinquain
handouts they will be
given. They will
respond to the
cinquains in their
poetry journals.
Students will then
write their own
limericks using the
template in their
journals.
Students will be split
into groups (6 children
per famous Hoosier).
Each group will have a
laptop with the video I
make about their
respective Hoosier.
The students will use
the videos as needed
to find out more
information they need
for their poems. Each
student will
individually write a
poem about his or her
famous Hoosier. Rough
drafts will be written
in their poetry
journals and final
drafts will be typed up
on the laptops.
Assessment
Materials
The class gathers back
together to share their
acrostic poems.
Students will share
their responses to the
haikus.
Students will then
share their responses
to the cinquains.
Students will share
their limericks.
The students will
present their poems. I
will also collect them
and grade them from a
rubric before posting
them on our bulletin
board.
-Poetry Prezi
-Computer
-Projector
-Screen
-Chart Paper
-Markers
-Poetry Journals
-Pencils
-Dogku by Andrew
Clements
-Chart Paper
-Markers
-Haikus
-Poetry Journals
-Cinquain Video from
Youtube
-Computer
-Projector
-Screen
-Chart Paper
-Markers
-Nature Cinquain
Handout
-Poetry Journals
-Pencils
-Limerick Song on
Youtube
-Computer
-Projector
-Screen
-Chart Paper
-Markers
-Pencils
-Poetry Journals
-Four iMovies on
famous Hoosiers
-Poetry Journals
-Pencils
-Laptops