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.
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
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:
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
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…)
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…)
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…)
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.)
Based on what you saw and heard, what will you differently tomorrow about
classroom management?