CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
Student Teacher: Karlie May
Grade Level: 4th
Date: 11/21/14
LA 4.2
Students will learn and apply writing skills and strategies to
communicate.
LA4.2.1d
Provide oral, written, and/or electronic feedback to other
writers; utilize others’ feedback to improve own writing
LA 4.2.2
Writing Genres: Students will write for a variety of
purposes and audiences in multiple genres.
Subject: Writing class
Name of Lesson: Day 1- Exploring Shape Poems
Period / Time: 10:30 a.m. - 11:15 a.m.
I. Goal:
Required Adaptations/Modifications:
To work with shape poems.
II. Objectives:
1. After having a lesson on shape poems, students will be able to
identify shape poems based on their structure.
2. After a mini lesson on shape poems, students will participate
in writing a shape poem together as a class.
3. After practicing brainstorming as a class, students will be able
to brainstorm ideas for original poems both individually and in
a small group.
4. After discussing the structure of shape poems and receiving a
checklist, students will be able to follow the guidelines for
writing their own shape poems.
5. After having a lesson on shape poems and practicing one as a
class, students will be able to independently write the first
draft of an original shape poem.
Required Adaptations/Modifications:
I will write the day’s objectives on the
chalk board ahead of time, and we will
go over them verbally as a class to
target both visual and auditory
learners.
III: Faith / Values Integration:
We will begin the class with prayer. During our discussion about the
purposes for writing shape poems, we will talk about how a shape
poem could be used to share the Gospel.
Required Adaptations/Modifications:
IV. Integrated Technology:
- Prezi for teaching mini lesson
- Online shape poem generator for writing class example.
- Overhead projector and screen for displaying shape poems,
Prezi, and poem generator.
Required Adaptations/Modifications:
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
V. Materials:
- overhead projector
- overhead screen
- laptop with internet access (Prezi and shape poem generator)
- connecting cable for projecting laptop screen onto overhead screen
- “Doodle Dandies” by J. Patrick Lewis
- Prezi for teaching mini lesson
- Shape templates
- my example poem
- notebook paper for each student
- pencils for each student
- shape-poem completion checklist for each student
- brainstorming guide for each student
Required Adaptations/Modifications:
VI: Procedure:
Required Adaptations/Modifications:
A. We will begin the class with prayer. Then I will read a few
example shape poems by J. Patrick Lewis without showing the poems to the
students (“Creep and Slither” and “Skyscraper.” Then I will show the poem
on the projector screen and read it again. We will talk about how seeing
the visual image created by a shape poem enhances it and makes it come
alive. (3-5 minutes)
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How does seeing shape add to our understanding of the poem?
(inference) <question>
C1. I will use a Prezi with many images
to teach the mini lesson on shape
poems so that students can see and
B. Transition: I will say, “A poem that is written inside or along
the outside of a physical shape that is often related to the topic of the hear the information at the same
time. This strategy tailors to the
poem is called a shape poem. In the next few days, we will be
learning styles of both visual learners
learning about shape poems, creating original shape poems, and
presenting our shape poems to the class. Let’s go over our objectives and auditory learners. The auditory
lesson and the images will be
for the day.” (1 minute) <direct instruction>
especially helpful for the three
students in the class with dyslexia
C. Main Lesson:
1. We will go over the objectives for the day. Then I will teach a mini lesson because they can learn the
information in ways besides reading.
on shape poems using a Prezi. My example shape poem will be included in
the Prezi.
The four key vocabulary words
(underlined at left) will be written on
https://prezi.com/6zzchy4b1qsx/shape-poems/
the board and discussed.
Lessonplan1shapepoemprezi
We will discuss reasons that a poet might choose to write a shape poem
instead of another form of poetry. We will review what an adjective is and
talk about making associations. (2-3 minutes) <direct instruction of
vocabulary and comprehension>
C2-3. My example shape poem and
the class shape poem will be posted
as models for students to use in
writing their own shape poems.
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
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What is poetry?
What is an adjective? What does an adjective do? (literal)
When are some times that we make associations in daily life?
(creative)
When might we choose to write a shape poem instead of another
type of poetry or writing? (critical)
<questions>
What do you notice about the structure of a shape poem?
3. We will use this online template to brainstorm ideas and write a shape
poem together as a class. (7 minutes)
http://www.readwritethink.org/files/resources/interactives/theme_poems/
<guided practice>
C4. The writing checklist and
brainstorming guide will help students
organize their thoughts, track their
progress, and keep them from getting
overwhelmed.
C5.Less advanced writers will be
paired with more advanced writers to
help one another.
4. Students may choose any Thanksgiving-related shape for their topic as
long as they can draw it or find an outline of the shape to use. I will give
each student a shape poem completion check list and a brainstorming
guide. Students will begin brainstorming words and phrases for their poem
using the guide. Students will use the completion check list to keep track of
their progress in composing and refining their shape poems. (7 minutes)
Lessonplan1brainstormingguide
Lessonplan1day1checklist
5. After working on their brainstorming guides individually, students will
brainstorm with a partner (3-5 minutes) <peer teaching>
6. Students will write a rough draft of their shape poem on notebook paper.
I will put my example shape poem up on the screen as a resource.
(10-15 minutes)
D. Transition: “Let’s review what we have learned today about
shape poems.” (10 seconds)
E. Conclusion: I will ask a few comprehension questions to assess
students’ understanding. I will answer any questions the students may
have. We will review the day’s objectives and check off what we
accomplished. We will briefly preview tomorrow’s lesson (5 minutes).
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E. The questions will be asked and
answered orally so that students with
dyslexia can participate more easily.
What is a shape poem? (literal) <vocabulary>
What are some ways that we could use shape poems in daily life?
(creative) (ie gifts, church banners, songs, T-shirts)
<comprehension questions>
VII. Assessment:
I will ask assessment questions throughout the lesson. Students will
complete a brainstorming guide and fill out a completion checklist so
I can check their progress. The completion checklist will indicate that
they have included the necessary components in their rough drafts. I
Required Adaptations/Modifications:
I will go over the brainstorming guide
and the progress check orally with my
students and make myself available to
offer assistance to anyone in need
CONCORDIA UNIVERSITY LESSON PLAN (Long Form)
will look at and assess their brainstorming guide and checklist on day
2 and they will turn them in on day 3.
while students are working on their
rough drafts.
VIII. Assignment:
Students will finish the rough draft of their shape poem for
homework if they do not finish it in class.
Required Adaptations/Modifications:
By assigning the completion of the
rough draft for homework, students
that work more slowly are allotted
more time for completing their
poems.
IX. Self-Evaluation:
1. Did I manage class time well?
2. Did I present my mini lesson confidently and in a way that
students understood?
X. Coop’s Comments:
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