Missouri Western Lesson Plan Name __Jessica Fisher________ Grade Level _2nd Grade____ Content Area __Reading/Writing_____ Date _March 26__ Lesson title _Acrostic Poetry_______ Objectives: (Identify the Show-Me Standard, GLE, and national standard after each objective, Or the Common Core Standard) SWBAT define an acrostic poem and write an acrostic poem with guidance and then on their own, using the essential elements of poetry. (CCSS.ELA-Literacy. RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS.ELALiteracy.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. CCSS.ELA-Literacy.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.) Assessments: (Include both formative & summative assessment for each objective.) Formative: students will ask and answer questions about acrostic poems, participate in the class acrostic poem, review revising anchor chart, and write of their own. Summative: students will answer questions about poetry on a unit test. Materials/Resources: School Skills- Acrostic Poetry: Learning page Revising Anchor Chart Create Your Own Acrostic Poem Word List Create Your Own Acrostic Poem template Addressing Learning Styles: (State which of Gardner’s multiple intelligences are addressed and how) Visual/Spatial: students will have an example, word list and template page, and able to see the Revising Anchor Chart Verbal/Linguistic: students will be reading, writing, and discussing during the lesson Intrapersonal: students will work by themselves for a portion of the lesson Interpersonal: students will work as a group/whole class during part of the lesson Are there any cultural contributions that you can identify in this lesson? If so, what are they? Not Applicable. How will you accommodate for the various cultural learning styles in your class? All materials will be given. Enough time will be given to finish the activity in the class. How will you accommodate this lesson for students with learning disabilities or special needs? There will be opportunities to work as a group as well as individually and there will be ample time given to finish the activity while at school. All materials will be provided. Anticipatory Set: Review previous lessons. Have students recall cinquains and alliterations. Praise them for their efforts for the last few days. Explain that today will be a different type of poem: acrostic. To also get them excited/ready for the lesson, remind them that since they are almost third graders, they need to use phrases and adjectives when they write, not just one word. The Teacher Will: 1. Ask if students have ever heard of acrostic poems or seen them. Show them some examples and let them pick out things about the poem. 2. Explain the definition of acrostic poems and point to examples. 3. Use the School Skills-Acrostic Poem: Learning as the interactive writing. Have students brainstorm ideas and phrases about learning. 4. Collect and write ideas down and fill out the template, using the first letter of the word as a leader of the phrase. 5. Once completed, review revising anchor chart and analyze poem. 6. Give students the Create Your Own Acrostic Poem Word List and explain they may choose a word on the page or come up with a different word to use in the acrostic poem. Review that acrostic poems use the letters of a word to start each line of the poem. 7. Have students write their acrostic poem. Go around and conference with students. 8. Allow time for sharing. The Student Will: 1. 2. 3. 4. 5. 6. 7. 8. Pick out elements in acrostic poems. What do they notice about the examples? Look at examples and see how the definition fits. Write in KWL chart. Brainstorm ideas and phrases about learning for the class acrostic poem. Give ideas and phrases to add to the poem. Review revising anchor chart and analyze poem. Receive the Create Your Own Acrostic Poem Word List. Listen to instructions. Write an acrostic poem. Ask and answer questions and conference with students. Share their poems. Daily Lesson Reflection A. What did you see students doing while you were teaching this lesson? (ie. Students were looking attentive, students were looking bored or confused, one student was passing a note, one student was out of her seat…) B. What did you hear students say while you were teaching this lesson? (ie. Students were talking to each other, students were asking or answering questions, one student was listening to music from an iPod, one student was trying to argue with me about the assignment…) C. Do you believe this lesson was effective? How do you know? (ie. I believe this lesson was effective because students were able to correctly answer questions, I believe this lesson was effective because while monitoring student progress I saw students correctly solving sample problems, I believe this lesson was not as effective as it could have been because I noticed that several students had difficulty performing the assigned task…) D. Based on what you saw and heard as well as what you believe about the effectiveness of this lesson, what would you do differently if you taught this lesson again? Be specific. Do NOT just say I would not change a thing. (ie. The next time I teach this lesson I would have students trace the route of the Missouri River on a map that I would have given them while I traced it on a map on the overhead. Then, I would have students actually trace the route using a green pen on the map.) E. Based on what you saw and heard, what will you differently tomorrow about classroom management?