Poetry Unit

Teachers: Madison Wulforst and Liz Cicione                                                                                  

Date: Monday, November 09, 2020               
School: Shepardson Elementary                                         Grade Level:  3rd                                
Content Area: Literacy: Poetry                                      Title: Pronouns, Elements of a Poem        
Lesson #: 1 of 5           

Lesson Idea/Topic and We will be starting off with a review of last week’s grammar
Rational/Relevance:  lesson on common nouns and proper nouns. This will help
students build their knowledge and then we will add grammar
instruction on pronouns. Following a grammar lesson, we will be
reading aloud a poem and focusing on the elements of a poem.
We will be adding in vocab words through questions during
reading. This is important and relevant to their age because we
are building on prior knowledge. 

Student Profile:  We will have half of our students in person with Ms. Liz and half
our students virtual with Ms. Madison. Our 3rd grade class
include bright and engaged learners that enjoy reading and
writing. There are a few students who will need extra attention
through questions to make sure they are following along and
learning. This can be a quick check in, for the most part our
students are very much engaged and mature for their age group.
The only special exception is having half students virtual and half
in person. 

Content Standard(s) addressed by this lesson:  


By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently. (CCSS: RL.3.10)
 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. (CCSS: RL.3.1) *
 Use a variety of comprehension strategies to interpret text (attending, searching,
predicting, checking, and self-correcting)
 Speak in complete sentences when appropriate to task and situation in order to provide
requested detail or clarification. (CCSS: SL.3.6)
 Determine the meaning of general academic and domain-specific words and phrases in
a text relevant to a grade 3 topic or subject area. *
 Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences. (CCSS: L.3.1a)
Understandings: What the basics of poems are and the different types of nouns.

Inquiry Questions:  
 
How does structure affect our understanding of a text? (How is reading a poem different
from reading a book?)
 Why are there different kinds of nouns?
            
Evidence Outcomes:  (Learning Targets)

Every student will be able to:  Describe and identify common, proper, and pronouns. Have a
basic understanding of what a poem is and why they exist.

I can: Identify pronouns. Name the parts of a poem.

This means: I have another set of words to use when describing someone when writing.  I
know of another form of writing that people use and that I can use to express myself.

List of Assessments:                                              

            Planned Lesson Activities

Name and Pronouns, Elements of a Poem:  This lesson has been created in order to build off of a
Purpose of previous lesson on nouns where the children were introduced to proper nouns.  In this
lesson, children will be introduced to something they more than likely already use in their
Lesson day to day speech, pronouns.  This lesson will also be introducing poetry, a type of literary
  work that children may have not seen yet.  The goal for us is to introduce the children to a
new form of literary texts so that they can see the variety of written work that exists in the
world.  Poetry can be confusing, but we hope to convey that it is also freeing because it can
be interpreted and thought of in so many different ways.

Co-Teaching  Which model(s) will be used? Team teaching                         

Will co-teaching  
models be Why did you choose this model(s) and what are the teachers’ roles?
utilized in this We are more comfortable working fluidly together during the teaching
lesson?   Yes x  process because we aren’t quite sure what to expect from trying to teach
No __ online and in person at the same time.
   
 

Approx. Time Start: 9:45

and Materials End: 10:20 (10:20-10:50 independent work)
 Materials: PP slides with definitions of nouns, Reach book, computers for
Seesaw

Anticipatory The strategy I intend to use is: Review of previous lesson

Set I am using this strategy here because: This will hook the students and
  allow them to get in the right mindset for the lesson. By reviewing the
previous lesson, we are preparing our learning minds to build our
knowledge. (This will be a review for common and proper nouns) 

Procedures The strategy I intend to use is: Guided whole class practice 
  I am using this strategy here because: This will be a whole group
instruction lesson where the teachers are instructing the topics and
students will be prompted with questions for understanding. We will then
read the poem to them, ask questions, and eventually give them
independent work time based on this instruction. 
  

Teacher Actions Student Actions Data Collected

9:45- 9:55 : Review of 9:45- 9:55 : Students 9:45- 9:55:

common and proper nouns, will answer questions whether or not
instruction on pronouns prompted to them and students
follow along with the remember nouns
teachers from last week
 
9:55- 10:05  Show Listen to the definition
definitions of pronouns and take in the
And go through list of information and Name See whether or
sentences that include what in the sentence is not/ who is
pronouns as well as other a pronoun  understanding
nouns and picking up on
Take notes/ keep track what a pronoun is
10:05- 10:20 of components of a
Introduce poem components poem (do we want to
of a poem and read allowed create sheets/note
“Name of poem we will be catchers on N/A 
reading” components of a
poem?) Actively follow
along with the reading
of the poem

*if there's time ask about

what the children:
understand or don’t
understand about poems?
Why poems exist?
How are they different from
other books?

Closure The strategy I intend to use is: Debrief, organization

  I am using this strategy here because:
After we finish our poem and have instruction on the elements of a
program, we are going to debrief and organize our learning. This will help
them move on to their independent work that builds on our lesson. This will
be a time where we are able to speak about what we’ve learned and
accomplished in our lesson, we will also be prompting and answering
questions. After, we will direct them to independent work with seesaw and
reading. 
 

Differentiation     Content Process Product Environment

  Modifications:  If a student is Include -template If a student
   having a hard notes for is struggling
  time skeleton writing a online,
understanding to help poem Madison can
pronouns, we students take over
will go back to follow from her end
the basics of along and help. If a
nouns as being when student is
people, places, describing having
and things. We the trouble for
can also touch elements Liz’s end, Liz
on the of a poem can have
difference individual
between instruction
common and with them. 
proper nouns.
(This was the
previous lesson,
there may be
gaps in
understanding) 

Extensions: If they are Giving Individual N/A During

  needing children poem this time,
  extension, we the option that is with the
can ask them to to create unique to limited
make their own their own them, amount of
sentence with a poem if written space for
noun and a they without a COVID, we
pronoun.  choose template  need every
  without a student to be
template in their own
to follow seat. 

Assessment Seesaw assignment: This assignment will be 4-5 sentences where we will
  ask students to highlight nouns and circle pronouns. This will be uploaded
  to Seesaw. We will know if they have met the learning targets if they are
  able to correctly identify the nouns and pronouns. We are looking for clear
  identification between the understanding of a noun (person, place, or thing)
and a pronoun (I, me, he, she, etc.). This assessment will inform our
instruction by showing us if our lesson helped create understanding among
the students. If they are meeting learning targets, we will know to build
upon this knowledge for the next lesson. If they aren’t meeting targets, we
will extend this lesson. This will also give us an idea if we need to
differentiate instruction for students. 
 

Teacher: Madison & Liz                                                                                                               

School:   Shepardson Elementary                                                Grade Level: 3                            
Content Area:  Literacy                                     

Title:  Poetry KWL                                                                                                     Lesson #: 2 of

5           

Lesson Idea/Topic and Because poetry is more than likely something fairly new for the
Rational/Relevance:  students, we feel that it is important to do a KWL chart on poetry
in order to move forward in our lesson planning.  Students will
have been given a basic introduction to poetry thanks to Ms. Liz’s
lesson on Monday.

Student Profile:  It seems, after viewing the students during their first lesson, that
they are not very familiar with poems.  However, we want to know
for sure what the students do and don’t know.  This lesson will
help us get a clearer understanding of the students and what their
relationship with poetry is. After asking Mrs. Kirkwood, there is an
understanding that some students have IEPs for reading and
behavior. However, that is the limited information we know (no
names or how many). 

Content Standard(s) addressed by this lesson:  

 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently. (CCSS: RL.3.10)   
 Use a variety of comprehension strategies to interpret text (attending, searching,
predicting, checking, and self-correcting)              

Understandings: “Knows”, “Wants to knows”, and “learns” of Poetry 

Inquiry Questions:  What do we already know about poetry?  What do we want to know/learn
about poetry, and (at a later date) what did we learn about poetry?            

Evidence Outcomes:  Children respond to questions and prompts presented by KWL chart

Every student will be able to: Find interest and the beginning of understanding what poetry (a
different medium of writing) is about 

I can: think of reasons I am invested and interested in poetry 

This means: That I feel I play an active role in my learning

List of Assessments:  I will be able to understand the 4 elements of a poem I’ve learned thus
far (rhyme, rhythm, line, and stanza) - This is shown through seesaw assignments 

I will be able to communicate my understanding of common, proper, and pronouns. - This is

shown through our grammar lessons and answering questions. 
                                                         

 Planned Lesson Activities

Name and   Poetry KWL chart: to gain an understanding of what student already
Purpose of know about poetry and what they want to learn about poetry
Lesson
 

Co-Teaching  Which model(s) will be used?  One teach, one assist                        

Will co-teaching  
models be Why did you choose this model(s) and what are the teachers’ roles?
utilized in this We chose this model because we felt it may be a little difficult to work
lesson?   Yes through the lesson together, but are able to assist by having students
___   No ___ called on and observed by the other
   
 

Approx. Time 10 to 15 minutes, powerpoint slides, jar of names to be able to hopefully

and Materials call on everyone
 

Anticipatory The strategy I intend to use is: Reflection

Set I am using this strategy here because: To remind the children of what they
  have already gone over in order to bring them back into what poetry is
about
 

Procedures The strategy I intend to use is: Asking questions

  I am using this strategy here because: in order to get a feel for what the
children know and don’t know
 

Teacher Actions Student Actions Data Collected

10-15 min: introduce the Respond to What students know and

questions of a KWL to the questions what they need to learn
children (starting with the  
“learned” category in order
to put in rhyme and
stanza).  Then ending with
asking the students to
keep track of what they
learn in future lessons in
order to put this
information into our KWL
chart at the end.
 

Closure The strategy I intend to use is: To have them think about what else we can
  put under the “learned” category 
 I am using this strategy here because: this will help them to continue to
actively participate in their learning
 

Differentiation     Content  Process Product Environment

  Modifications:  N/A N/A Having co-
  Using the teachers help
template to with
make their communicating
poems, or a students needs,
template to questions, and
scaffold their managing hand
assignments raising

Extensions:     Students will Students may

    use their own not need help
  ideas without during
the help of a independent
template work

Assessment Whether or not the student participated in the building of the KWL chart:
  perhaps use a jar of names to collect information and to know who
  answered and who didn’t. 
 
  We may also see how they are doing in understanding poems through
their seesaw assignments. 
 

Teacher:  Madison & Liz                                                                       Date:    9/16/2020            

School: Shepardson                      Grade Level: 3                             Content Area:

Literacy                                      

Title: Poetry- Rhythm and Lines                                                           Lesson #: 3 of 5           

Lesson Idea/Topic and We want to build on the beginning knowledge of poems because
Rational/Relevance:  they are eager to continue their learning. They are also loving
creating their own poems so we would like to incorporate that as
well. We will be moving on to 2 different elements of line and
rhythm that build upon rhyme and stanza. We want the students
to know how to read poems so we believe learning about lines
and rhythm will align with that goal. This is relevant because at
the end of our unit they will have learned all the elements of a
poem. 

Student Profile:  After the introduction of poems on Monday, we gauged their

understanding on Wednesday through a KWL chart. We know
that this class is very energized and excited for poems and they
are a class who loves to read. They are all very engaged learners
 who are excited about learning. Half our class is online and the
other half is in person, we have a few students of IEPs for
reading and behavior, however they are not named. The class is
for the most part evenly split between boys and girls.  

Content Standard(s) addressed by this lesson:  (Write Content Standards directly from the
standard)     

 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently. (CCSS: RL.3.10)
 Use a variety of comprehension strategies to interpret text (attending, searching,
predicting, checking, and self-correcting)    
 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. (CCSS: RL.3.1) *            

Understandings: 

 Rhythm is: “the beat and pace of a poem”

 Lines are: “subdivision of a poem, specifically a group of words arranged into a row that
ends for a reason other than the right-hand margin”
o Lines do not affect the way that we read; lines do not act as periods 
 

Inquiry Questions:  

 How does structure affect our understanding of a text? (How is reading a poem different
from reading a book?)
 How do we read poetry/ do the lines change the way that poems are read?
 What is important about Rhythm?
            

Evidence Outcomes:  Understand and identify lines and rhythm 

Every student will be able to: Identify where the lines are within a poem, but do not read lines
as you would read a period.  Pick up on the rhythm of the poem.

I can: Read poems the way the were intended to be read.

This means: I am able to see the artistic flare that occurs within poetry 

List of Assessments: I will be able to understand the concepts of how poems are read through
my knowledge of lines - this will be shown through their individual writing in poems and how
they read poems out loud (not stopping at each line, reading with a flow) 
I will be able to show my increasing understanding of grammar ideas such as the types of
nouns - this will be shown through asking and answering questions during class and through
writing in my life journal and seesaw assignments 

I will show my overall understanding of poems- through KWL chart 

                                                        

            

            Planned Lesson Activities

Name and Lines and Rhythm 

Purpose of  
Lesson
 

Co-Teaching  Which model(s) will be used?  One teach, one assist                        

Will co-teaching  
models be Why did you choose this model(s) and what are the teachers’ roles?
utilized in this We chose this model because we felt it may be a little difficult to work
lesson?   Yes through the lesson together, but are able to assist by having students
___   No ___ called on and observed by the other
   
 

Approx. Time Start: 9:45

and Materials End: 10:20
(10:20-10:50 independent work)
 Materials: PP slides with definitions and examples, poems to practice
reading, https://www.poetry4kids.com/reading-level/grade-three/
Computer to access this website ^ and seesaw

Anticipatory The strategy I intend to use is: Refresh on Stanza and Rhymes 
Set I am using this strategy here because: These concepts are fairly new and I
  think it is important for children to have as many refreshers on these
concepts as possible.  They will also be using these definitions in the work
they turn into seesaw.

Procedures The strategy I intend to use is: Guided whole class practice
  I am using this strategy here because: This will be a whole group
instruction lesson where the teachers are instructing the topics and
students will be prompted with questions for understanding. We will then
read the poem to them, ask questions, and eventually give them
independent work time based on this instruction

Teacher Actions Student Actions Data Collected

(9:45-9:55) Review (9:45-9:55) Answer (9:45-9:55) whether or

stanza and rhyme what a stanza and a not we are absorbing
 rhyme are in their content from the
own words and give previous lessons
examples (9:55-10:05) see
(9:55-10:05) Give (9:55-10:05) take whether or not children
definitions of lines and notes on information look confused or are
rhythms as well as given and work understanding what is
examples through examples being taught
with me (10:05-10:20) what
children are
(10:05-10:20) read poem (10:05-10:20) read understanding and
out loud and pick out poem out loud and what they aren't
lines, stanzas, rhythm, pick out lines, understanding out of
and rhymes stanzas, rhythm, and the four components of
  rhymes poetry that have been
taught so far

Closure The strategy I intend to use is: Debrief, organization

  I am using this strategy here because: After we finish our poem and have
instruction on the elements of a program, we are going to debrief and
organize our learning. This will help them move on to their independent
work that builds on our lesson. This will be a time where we are able to
speak about what we’ve learned and accomplished in our lesson, we will
also be prompting and answering questions. After, we will direct them to
independent work with seesaw and reading. 
 

Differentiation     Content Process Product Environment

  Modifications:  Place We are The website
  definitions only going children are
  and to call on going to, to
examples of students find their
the to help us poems has
definitions read the the option
on the poems for the poem
seesaw who have to be read
assignment  their out loud
hands
raised

Extensions: Provide   Provide  

  more more than
  extensive one example
poems for for each of
students to the
read on components
seesaw
 

Assessment The seesaw assignment will have children go to the website:

  https://www.poetry4kids.com/reading-level/grade-three/
   From here, children will attach the link to the poem they chose to read and
  work with.  They will read through the poem, then find at least one
  example of a rhyme, identify how many stanzas are in the poem, how
many lines are in the poem, and how many lines are in each stanza.  I also
will ask whether or not the children can hear a rhythm occurring in the
poem, if they can't have them try reading the poem out loud.

Teacher: Madison and Liz                                                                                                       

Date: Wednesday, November 18, 2020                

School:  Shepardson Elementary                                                           Grade Level: 3                  

Content Area: Literacy/Language Arts                                      

Title: Theme, Mood, Meter                                                                                                              

Lesson #: 4 of 5           

Lesson Idea/Topic and This lesson will wrap up the elements of a poem and allow
Rational/Relevance:  students to understand what goes into a poem along with tools
on how to write a poem which will be followed up in Lesson 5.
Our end goal is for students to feel confident in the elements of a
poem so much so they are able to write their own poem and be
able to read a poem properly. In addition, we will be briefly talking
about complete sentences as our grammar lesson. This is
relevant to our class because we will be building on our
knowledge of pronouns and building on our foundation of poems.
This all builds to the final goal of writing a poem and becoming
strong writers. 

Student Profile:  We know that this class is very energized and excited for poems
and they are a class who loves to read. They are all very
engaged learners who are excited about learning. Half our class
is online and the other half is in person, we have a few students
of IEPs for reading and behavior, however they are not named.
The class is for the most part evenly split between boys and girls.
After lesson 1, a KWL chart, and lesson 3; we have a great
understanding of where students are with this topic; they feel very
excited about writing poems. 

Content Standard(s) addressed by this lesson:  (Write Content Standards directly from the
standard)                 

 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently. (CCSS: RL.3.10)
 Use a variety of comprehension strategies to interpret text (attending, searching,
predicting, checking, and self-correcting)    
 Ask and answer questions to demonstrate understanding of a text, referring explicitly to
the text as the basis for the answers. (CCSS: RL.3.1) *            
  Explain the function of nouns, pronouns, verbs, adjectives, and adverbs in general and
their functions in particular sentences. (CCSS: L.3.1a)
 With guidance and support from adults, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with others. (CCSS:
W.3.6)

Understandings: 

Complete Sentences: has 2 parts (a subject and a predicate) 

Subject: tells whom or what the sentence is about. It is usually a noun or a pronoun (student,
she = previous lessons)

Predicate: tells what the subject is, has, or does (“has many crayons, shares them with others) 

Theme: the main message the author wants us to learn or know (a lesson or moral that may be
applied to your everyday life)

Mood: the feeling you get from the piece of writing 

Meter: a pattern of stressed and unstressed syllables

Inquiry Questions:  

How does the structure of complete sentences translate in our communication with one
another? 

How can we apply our knowledge of nouns and pronouns to the structure of a complete
sentence? 

What are morals and messages we’ve learned from authors of other texts? 

How can an author make us feel a certain emotion through word choice and sentence
structure?             

Evidence Outcomes:  (Learning Targets)

Every student will be able to: I will be able to write a complete sentence using a subject and a
predicate. I will also be able to understand 3 more elements of a poem (theme, mood, and
meter) and apply that to my knowledge of writing my own poem.

I can: Write my own poem with the knowledge of the 7 elements of a poem. 

This means: I understand the definitions of the elements of a poem and I know how to apply
that to my own writing. 

List of Assessments: 

I will be able to show my increasing understanding of grammar ideas such as the types of
nouns - this will be shown through asking and answering questions during class and through
writing in my life journal and seesaw assignments     

I will be able to apply my knowledge on elements of a poem through my individual poems in

seesaw. 
  

                                          

                 Planned Lesson Activities

Name and  
Purpose of  Theme, Mood, Meter
Lesson
 

Co-Teaching  Which model(s) will be used?        

Will co-teaching One teach, one assist                  
models be  
utilized in this Why did you choose this model(s) and what are the teachers’ roles?
lesson?   
Yes XXX  No This will be the chosen model because of our environment of virtual
___ learning. With half the students being online and the other half being in
  person, it’s hard for the presenter to switch between screens and view the
in person members. Because of this, the main teacher and co teacher will
assist by managing hand raising and questions the students may have.
They will notify the student teacher and help facilitate discussion. 
 
 

Approx. Time Start: 9:45

and Materials End: 10:20 (10:20-10:50 independent work)
 Materials: PP slides, computers for Seesaw, possibly journals if they want
to write on paper, writing utensil
 

Anticipatory The strategy I intend to use is: Review

Set I am using this strategy here because: We have worked on 4 of the 7
  elements of a poem up to this point. It is important that we go over these
elements as many times as possible as they can be confusing for many of
the children. 

Procedures The strategy I intend to use is:  Guided whole class practice
  I am using this strategy here because: This will be a whole group
instruction lesson where the teachers are instructing the topics and
students will be prompted with questions for understanding.  This is the last
lesson we have involving instruction on the elements of a poem.

Teacher Actions Student Actions Data Collected

9:45- 9:55- Hello’s, 9:45- 9:55- engaged, Seesaw

getting settled, starting answering and asking assignments of
with grammar questions, following poems
along with PP slides  
9:55- 10:10: Instruction
on theme, mood, and 9:55-10:15: Following
 meter  along with teacher,
asking and answering
10:10- 10:20: Reading questions 
poem out loud 
10:10- 10:20: Following
10:20-10:25: Instructions along with read aloud
for independent work,
answering questions, 10:20- 10:25:
clarifications   Instructions on
independent work,
10:25- 10:50: Guiding asking questions if
children through confused
independent work,
helping with questions, 10:25- 10:50:
technology  Independent work,
creating their poems 

Closure The strategy I intend to use is:  Debrief, organization

  I am using this strategy here because: After we finish our poem and have
instruction on the elements of a program, we are going to debrief and
organize our learning. This will help them move on to their independent
work that builds on our lesson. This will be a time where we are able to
speak about what we’ve learned and accomplished in our lesson, we will
also be prompting and answering questions. After, we will direct them to
independent work with seesaw and reading. 

Differentiation     Content Process Product Environment

  Modifications:  Place Offer For the
  definitions additional second half
  and instruction of the
examples on the seesaw
of the components assignment,
definitions to any there are no
on the students right or
seesaw who would wrong
assignment like it/ are answers.The
confused on point is more
them so to see
how the
students are
thinking
involving the
components
taught.

Extensions:     Students can Option to

    also go as in answer
  depth as questions
they would throughout
like to when the lesson
 completing plan,
the second providing
half of the opportunities
assignment for peer
as the scaffolding
question is as students
asking about define and
their answer
thinking. questions in
their own
words.

Assessment Seesaw assignment- Subject/ Predicate: write two complete sentences. 

  Underline the subject in each of your sentences, and bold the predicate in
  each of your sentences.  
  Mood/theme/meter: Answer the following questions (these questions are
  based on your own thinking, there are no right or wrong answers)
-why do you think mood is important for when you choose to write poems?
Why do you think choosing a  theme is important?
-how do you think about the difference between mood and theme?
-meter is a very big part of music as well as poetry.  What is a song you
can hear the meter in when you listen to it?
 

Teacher: Madison and Liz                                                                                     Date:

11/18               

School:   Shepardson                       Grade Level:   3           Content Area:  

Literacy                                    

Title: Writing Poetry                                                              Lesson #: 5 of 5          

Lesson Idea/Topic and After working through the KWL for lesson 2, we learned that
Rational/Relevance:  students were very interested in learning how to write poetry. 
They wanted to know how to get ideas for writing poems, how to
start writing poems and what poems could be about.  Students
have worked hard up to this point learning the different
components of poetry and are now ready to start working on their
own poems.

Student Profile:  We know that this class is very energized and excited for poems
and they are a class who loves to read. They are all very
engaged learners who are excited about learning. Half our class
is online and the other half is in person, we have a few students
of IEPs for reading and behavior, however they are not named.
The class is for the most part evenly split between boys and girls.
After lesson 1, a KWL chart, and lesson 3; we have a great
understanding of where students are with this topic; they feel very
 excited about writing poems.

Content Standard(s) addressed by this lesson:  

 By the end of the year, read and comprehend literature, including stories, dramas, and
poetry, at the high end of the grades 2-3 text complexity band independently and
proficiently. (CCSS: RL.3.10)   
 Use temporal words and phrases to signal event order. (CCSS: W.3c)
 Provide a sense of closure. (CCSS: W.3.3d)
 Demonstrate command of the conventions of Standard English grammar and usage
when writing or speaking. (CCSS: L.3.1)
 Demonstrate command of the conventions of Standard English capitalization,
punctuation, and spelling when writing. (CCSS: L.3.2)
 Use knowledge of language and its conventions when writing, speaking, reading, or
listening. (CCSS: L.3.3)         
 

Understandings:

 Poems can come from writing about any sort of idea or feeling 
 The creative process of writing
 That poems are fluid and I can format them to help convey whatever I am trying to
express

Inquiry Questions: 

Where does the creativity come from?

What can we write about?

How do you begin to write a poem?

What am I trying to convey or express with my written words?

What poems do I like the most?  Why do I like these poems so much?

How do I want my reader to feel when they read my poem?

            

Evidence Outcomes:  (Learning Targets)

Every student will be able to: Find inspiration and begin to write a poem based on what they
find inspiration from. 

I can: Write poems about experiences I’ve had, things I have seen, or things I have felt

This means: I can express myself through words in an open-ended, fluid way

List of Assessments:  
I will show my creativity through the medium of a poem by submitting a rough draft of a poem
through seesaw                                                      

            Planned Lesson Activities

Name and Writing poems

Purpose of  
Lesson
 

Co-Teaching  Which model(s) will be used?  Team teaching                   

Will co-teaching  
models be Why did you choose this model(s) and what are the teachers’ roles?
utilized in this After we have worked as a one teach, one assist team throughout our
lesson?   Yes lessons so far, we decided we wanted to wrap our lessons up by team
___   No ___ teaching the final lesson plan
   

Approx. Time Start: 9:45

and Materials End: 10:20 (10:20-10:50 independent work)
 Materials: PP slides, computers for Seesaw, possibly journals if they want
to write on paper, writing utensil
https://www.poetry4kids.com/lessons/how-to-write-a-diamante-poem/
https://www.grammarly.com/blog/writing-process/

Anticipatory The strategy I intend to use is: Reflect on KWL and how the students had
Set said they wanted to learn how to write poetry. 
  I am using this strategy here because: We want to invite the students to
this lesson.  This lesson is more so about them and helping them to work
through what they find interesting about poems.
 

Procedures The strategy I intend to use is: mostly unguided whole group work
  I am using this strategy here because: we want this time to again be more
for the children than to accomplish any specific set of tasks.  The goal is to
get the children thinking of ideas and brainstorming things they could write
about.
 

Teacher Actions Student Actions Data Collected

9:45- 9:50  Introduce the Reflect on the  

lesson and what we plan to questions they had  At the end,
work through today asked during their KWL students will
(working on the writing upload their
process) poems to seesaw.
Reflect on whether We will go through
9:50-10:00 go through a they would prefer to and like, comment,
few different styles of write a poem with a and approve. 
poems including diamond specific structure or if
 poems and free form they would prefer to
poems write a freeform poem

Reflect on the writing

process and how they
10:00-10:10 introduce the can use this process to
writing process and how write poems.
most writers choose to go Remembering steps
about writing, relating the they’ve learned in the
process to writing poetry  last week about
elements of a poem 
10:10-10:20 brainstorm
ideas students could write
by providing prompts such
as “weather, feelings,
activities, etc” and to think Create the ideas and
of words that have to do direct the conversation
with these prompts for towards creating the
example; winter is cold, poems they would like
snow, ice, fires, etc to be working on
 

Closure The strategy I intend to use is: Debrief and helping students move forward
  with ideas
I am using this strategy here because: They have learned a lot about
poems and the structure of poetry in the last week, in order to make sure
that all students are in the same place, it’s necessary to give students
ideas and help on where to start for their poems. 
 

Differentiation     Content Process Product Environment

  Modifications: 
  Going More Giving Mrs.
  more in guidance students Kirkwood
depth in the who are managing in
about writing stuck ideas person
questions process  on how to kiddos and
and move their
definitions  forward questions
(template)

Extensions:   Less Giving N/A

   N/A guidance, students
  possibly the
helping opportunity
their peers to make
multiple
poems
Assessment