Lesson Plan Template (Direct)

Teacher Candidate: Tatiyana Jefferson

Subject Grade Level: 5th Mentor: Robyn Banks

Central Focus Describe the important

understandings and core
- Readers use their understanding of
concepts that you want students poetic devices and a variety of
to develop over the course of the
learning segment/lesson. What strategies to comprehend and share
are they going to learn? their thinking about poetry.
- The goal of this lesson is to teach
students how to recognize sound
devices in poetry and explain how
they add to the sound quality, mood,
and our understanding of poems.
Standard: Using the TEKS as guidance, what
standard(s) do you want your
- 5.7C Use text evidence to support an
students to master?) appropriate response
https://tea.texas.gov/curriculum/
teks/ - 5.7E Interact with sources in
meaningful ways such as notebook,
Deconstructing/
Unpacking the Standard(s) annotating, and freewriting.
Determine key verbs:
Identify and underline key verbs
within the standard and/or - Students will need to be able to read
element(s).
poems with voice and good sound
Identify concepts and skills quality. This will help to determine
students will need to know,
understand, and be able to do to which text evidence is important to
reach proficiency. use when supporting a response.
Objective: Targets must be aligned to the
TEKS and with the assessment(s);
- I can identify and describe the use of
targets should be stated as sound devices in poetry using the
measurable in student friendly
language. What will students be Poetry Study Stack and graphic
able to do? Use “I can” organizer.
statements . You cannot change
the verb or content. ***Reminder -
Verb alignment present in
standard, objective and
assessment***

Sub-Objectives: How will you connect to past

learning? What key vocabulary
Connection to past learning (previous TEKS)
and/or academic language - Remind students, we have learned to
needs to be reviewed or
introduced? examine poems and recognize their
If applicable: What images will characteristics and forms.
you use for key vocabulary? What
sentence starters might be
helpful? Key Vocabulary/Academic Vocabulary to
include in the lesson:
 - Sound devices
ELPS, if applicable: (Put
NA if Not Applicable)
Include #s, letters and full-
verbiage
ELPS:
https://ipsi.utexas.edu/EST/files/ - Visuals, modeling, graphic
standards/ELPS/ELPS.pdf
organizers, verbal prompts, oral
assessments, use complex sentence
stems, concrete language, peer
interaction, explicit instructions
Language Objective based
on ELPS: (TSWBAT…), If
Use the format: “ I can…”
- I can find and understand the use of
applicable (Put NA if Not
Applicable)
rhyme and rhythm in poetry using the
Poetry Study Stack and graphic
organizer.
Assessments: How will you summatively and
formatively assess student - Formative (Informal) Assessment:
mastery? For formative
assessment, just generally
- Thumbs up if this makes
describe what you will be doing. sense
Specific questions will be
included later in the lesson plan. - Turn and turn then share
What are your plans for adjusting
the pacing of the unit for
- Use pulling sticks to
struggling learners? randomize student
❏ Summative
Assessment: engagement to see if
❏ Formative
Assessment:
everyone is understanding,
❏ Plan for adjusting not just the students raising
pacing for struggling
learners their hands
NOTE: The summative
assessment might not be a part
of this lesson..
Plan for Adjusting Pacing
- Rewording objective.
- Modeling a different example
Materials/Technology/Re
sources needed for the
Describe the materials,
technology, and resources
Materials:
lesson: needed for the lesson - Poetry Study Stack packets
- Rope Rhyme by Eloise Greenfield

Technology:
- Youtube audio of Rope Rhyme
- Youtube video of double dutch to add
to schema for the students who don’t
know about the sport (will help with
understanding the poem)

Other Resources:
Managing Student
Behavior Can’t teach
❏ When and how will
you establish rules for
Behavior Expectations for the Lesson:
them if you can’t reach learning and - Before showing any youtube videos
them! behavior during the
lesson? set the expectation to hold comments
in to not disrupt the purpose of
❏ What will it look and
sound like if students watching them
are engaged vs.
compliant in the
- While copying down the anchor chart
lesson? students should be focused and quiet
❏ How will you allow for since they will have time to work with
movement, transitions a partner eventually
or brain breaks to
capitalize on - When working in partners students
engagement and
performance
will only talk to their partner for the
moment about the activity and
nothing else
- Students will respect their classmates
when others are sharing. Students
will remain quiet until called on during
whole group discussion

How engagement will look and sound:

- Engagement will look like all students
quietly paying attention during the “I
do” students may ask clarifying
questions.
- Engagement will sound like on-task
conversations during partner work.
- Engagement will look like pulling
sticks for randomizing students who
answer. I will let students know ahead
of time that I will be pulling sticks so
that I am not calling on the same few
people each time. This will help all
students to stay on task because they
have a chance of getting called on.

Plan for movement, transitions, or brain

breaks, if applicable
- Stretch break between Read Aloud
and Mini Lesson
Opening (describe
activity):
❏ Opening: What will
students be doing Opening, if applicable:
Opening:
immediately after the
bell rings to kickstart - Quick writes! Students will
Estimated time to
complete’:_______
class? (bell ringers, do
nows, seat work) write about a topic for 5
Structure (whole class,
collaborative, individual, minutes and then we will use 5
etc): _______ ❏ Hook: What will you
do to get students minutes for a few students to
Focus/Anticipatory
Set/Hook/Activate
excited about learning?
Why is this share.
Thinking information relevant?
Estimated time to How will you motivate
complete:_______ students to learn this
Structure (whole class, material in the set and
collaborative, individual, throughout the lesson?
etc): _______ Think about how this
activity is aligned to
the standards and
objectives. Use
knowledge of students’
Hook:
prior learning,
personal, cultural,
- The hook will be to show the
and/or community
assets to “hook” them.
students the youtube video of
kids double dutching. It relates
to the poem that will be read
and analyzed during the mini
lesson.
- The students may not know
what double dutch is which will
hinder their complete
understanding of the poem.
- Having the students know
what double dutch is prior to
reading/listening to the poem
will remove any barriers to
understanding. This will allow the
students to focus on the
rhyme/rhythm (objective) of the poem.

‘I Do’/Content Input
(Direct Instruction –
I Do/Content Input (modeling):
During this part of the lesson, the
I Do:
describe activity): teacher will model the strategy or - I will explain to students how poets
skill that students will learn.
Estimated time to complete What content knowledge are you use tools to make their poems
‘I Do’’:_______ teaching students based on your interesting and engaging
Structure (whole class, own understanding? You are
collaborative, individual, literally thinking aloud. Should - I will tell students that poets use
etc): _______ include both Tier 1 (examples)
and Tier 2 (think aloud)
rhythm to create a beat or flow in their
poems.
- I will read Rope Rhyme by Eloise
 Greenfield aloud to the class in a
Differentiation: monotone rhythm-less way to
For Differentiation during
the “I Do” or the “Modeling” emphasize that it is necessary to use
portion,consider if you have voice when reading poetry to
any accommodations/
modifications/ supports understand the intention of the poet
that need to be addressed in
the lesson based on student
and to envision what they want you
need. If not, put NA to.
(Enrichment and - I will then play the Rope Rhythm
remediation): Tailoring audio for the class.
instruction to meet
individual needs; - I will stop and wonder “What is the
differentiating the content,
process, and/or product.
difference between how I read the
Consider cultural poem versus how it was read in the
diversity, gifted, etc.
video?”
Accommodation(s)- (A - “I think without the rhythm it
change that helps a student
overcome or work around seems so lifeless. But when
the disability): the video used rhythm it
Modification(s)- (A change helped me imagine the actual
in what is being taught or
what is expected from the
action of jump roping. It
student): reminded me of the fun
Remember, an energy from doing double
accommodation is not dutch that I didn’t get from the
lowering expectations or
teaching below grade level poem when I read it.”
content/objectives. - I will reread Rope Rhythm with
ESL Strategies Document rhythm and voice.
ESL Strategies Matrix
- I will stop and notice that the endings
of the 1st and 2nd line are “in” and
“spin”
- “What can i already notice just
within these first two lines?
Well there’s a rhythm to be
kept like we heard in the
youtube video. There is also a
rhyme within these two lines!”
- “Since these two words are at
the end of the line I can look
back at my notes and tell that
this would be an end rhyme
rather than an internal rhyme.
- I will stop and fill in my graphic
organizer. I will lay out the type of
device (rhyme) and the example from
the poem (“in” and “spin)
 Differentiation for ‘I do”:
❏ Grouping of students:
Grouping of students, if applicable:
What opportunities do
students have to work
independently or
together? How are Differentiation: Enrichment and Remediation:
these groups designed
to increase mastery of
objective? NOTE: You
may or may not have
groups during the I Do Accommodations and Modifications:
part of the Lesson)
- writing my initial example in my own
graphic organizer so students can
❏ Differentiation -
Enrichment and understand the expectation for when
Remediation: What
opportunities do
they do their own.
students need to
strengthen their
understanding of the
strategy or skill
presented?

❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “I Do”: What type of

questions can you ask students
Questions:
to overcome their mistakes? -
What misconceptions do you
anticipate students might have?
(Using Bloom’s Taxonomy or Plan for calling on students:
Costa’s Levels of Thinking, plan
some questions you will ask
- I will initially announce that I will be
student) pulling sticks to make sure everyone
How will you make sure that you has a fair chance of sharing their
are calling on volunteers, non- thinking.
volunteers, and a balance of
students based on ability and - I will occasionally call on a volunteer,
sex?
especially if it is a student that hardly
shares.
‘We Do’ (Guided Practice –
Describe Activity)
We Do (Guided Practice):
During this part of the lesson, the
We Do:
teacher and students are thinking - I will read the next two lines of Rope
Estimated time to complete aloud together. Think about the Rhyme.
‘We Do’’:_______ type of questions that you will
Structure (whole class, ask to encourage students to - I will ask these students,
collaborative, individual, think through the process and - “What do you notice about these
etc): ______ problem solve? (Use Bloom’s
Taxonomy or Costa’s Levels of two lines? What are some
Thinking as resources). Students similarities or differences
 may also work together in
groups based on your
between lines 1-2 and lines 3-
knowledge of their abilities, 4?”
learning styles, or some other - I will call on students to share their
characteristics.
thinking with the class.
Differentiation - I will ask students to turn and talk to a
(Enrichment and
remediation): Tailoring partner about their analysis of the lines.
instruction to meet They will have time to read through the
individual needs;
differentiating the content, poem and share other rhythm and
process, and/or product. rhyming parts.
Consider cultural
diversity, gifted, etc.
- I will walk around the classroom to listen
to conversations. If I hear something
Accommodation(s)- A
change that helps a student
really well stated I will ask that student if
overcome or work around they will share their statement with the
the disability: class when we regroup.
Modification(s)- A change - I will regroup with the whole class and
in what is being taught or ask more leading questions to check for
what is expected from the
student: understanding.
- “Based on our knowledge of
Remember, an
accommodation is not rhyming in poetry can we agree
lowering expectations or this poem is filled with lines that
teaching below grade level
content/objectives. rhyme thumbs up or down?
According to our definitions,
ESL Strategies Document
what type of rhyming do we
ESL Strategies Matrix see?
- Students will have time
to share where they
found rhymes and what
specific type they are.
- A probing question is, “Do you
see more than one type of
rhyming?” “How can you identify
which type of rhyming is which?”
Differentiation “We Do”:
❏ Grouping of students:
Grouping of students:
What opportunities do - Students will be paired with their
students have to work North/South partner or their East/West
independently or
together? How are partner.
these groups designed - This grouping will randomize who works
to increase mastery of
objective? with who to ensure that everyone is on
task and talking about the given topic.
❏ Differentiation -
Enrichment and - I will walk around to make sure students
Remediation: What are having appropriate conversations
opportunities do
students need to
and that each partner has a turn to share
strengthen their their thoughts.
understanding of the
strategy or skill
presented?
 ❏ Accommodations and
Differentiation: Enrichment and Remediation:
Modifications: What -
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and Accommodations and Modifications:
struggling students?
How will these - I will place sentence stems on the screen
accommodations and for the EBS to be able to start their
modifications support
mastery of the sentences and formulate their thoughts.
objective? - I notice that these two lines ____
- Lines 3 and 4 are similar to lines
1 and 2 because ____
- Lines _ and _ are different than
lines _ and _ because ____
Questioning “We Do”: What type
of questions can you ask students
Questions:
to overcome their mistakes? - Where do you notice any changes in the
What misconceptions do you rhythm or rhyme scheme? Why do you
anticipate students might have?
(Using Bloom’s Taxonomy or think the poet did that?
Costa’s Levels of Thinking, plan - What do the words mean to you? Explain
some questions you will ask what you imagine when you read
student)
through the poem.
How will you make sure that you - What did you infer the rest of the poem
are calling on volunteers, non-
volunteers, and a balance of structure would be like? Was your
students based on ability and prediction correct, why or why not?
sex?

Plan for calling on students:

- Again, I plan to call on students
randomly with popsicle sticks to ensure
everyone gets a chance to participate.
- I may also ask specific students to share
based on what I hear as I walk around
the classroom. If I hear a student say
something that may help their
classmates I will ask them to repeat it for
the class.
Academic Feedback “We Do”:
What type of support or
Academic Feedback Stems:
academic feedback do they need - For students who only notice rhymes at
to overcome such challenges? the end of lines:
How do you plan to reteach if
students are not mastering - “Think about where else might
content? you find rhyming in poetry? Look
Plan at least 2-3 academic
feedback stems that are aligned to in your notes or in line 4 of Rope
the learning goal so that they can Rhyme, what can you find?
easily identify students who are
meeting those goals. - For students that understand the
 difference between internal and end
rhymes:
- “Excellent point! I enjoyed how
you specified that it was an ___
rhyme. That shows me you
know the difference in types of
rhymes.”
- For students that have a hard time
picturing images related to the
poem/understanding the poem:
- “Did you consider the video of
double dutch we watched at the
beginning of the lesson? How
does the children’s actions
compare to the words written in
the poem?”
‘You Do’ (Independent
Practice/Assessment of Skill
You Do (Independent Practice):
During this part of the lesson, the
You Do:
– Describe the Activity) teacher will monitor students’ - I will send students to work
understanding through independently to find more examples of
Estimated time to complete independent practice.
‘We Do’’:_______ rhyme/rhythm in other poems in their
Structure (whole class, study stacks
collaborative, individual,
etc): ______ - Students will identify rhyme/rhythm in
poetry and fill in examples on their
graphic organizer
- Students will determine the purpose of
the rhyme to display their understanding
Differentiation (noted in their graphic organizer)
(Enrichment and
remediation): Tailoring Differentiation “You Do”: Grouping of students:
instruction to meet What instructional strategies and
individual needs; planned supports will you
differentiating the content,
Differentiation - Enrichment and Remediation:
employ to meet the needs of each
process, and/or product. student in order for each student
Consider cultural Accommodations and Modifications:
to demonstrate learning and
diversity, gifted, etc. move towards mastery regarding
the learning target(s)?
Accommodation(s)- (A ❏ Grouping of students:
change that helps a student What opportunities do
overcome or work around students have to work
the disability): independently or
together? How are
Modification(s)- (A change these groups designed
in what is being taught or to increase mastery of
what is expected from the objectives?
student):

Remember, an ❏ Differentiation -
accommodation is not Enrichment and
lowering expectations or Remediation: What
teaching below grade level opportunities do
content/objectives. students need to
strengthen their
ESL Strategies Document understanding of the
 strategy or skill
ESL Strategies Matrix presented?

❏ Accommodations and
Modifications: What
accommodations and
modifications do you
have to make for ELL,
SPED, 504, and
struggling students?
How will these
accommodations and
modifications support
mastery of the
objective?

Questioning “You Do”: What Questions:

type of questions can you ask - “What examples of rhyme did you find in your Poetry
students to overcome their Study Stack”
mistakes? What misconceptions - “How did the rhyming affect how you read the poem?”
do you anticipate students might
- “Why do you think the poet used rhyme here?”
have? (Using Bloom’s Taxonomy - “Do you think poems with rhymes/rhythms have to
or Costa’s Levels of Thinking, rhyme the whole time? Why or why not?”
plan some questions you will ask
student)
Describe your plan for calling on students:
How will you make sure that you - Announce that I will be using popsicle sticks to avoid
are calling on volunteers, non- calling on the same people and letting everyone have
volunteers, and a balance of the opportunity to share using the lesson
students based on ability and - Call on volunteers if they rarely ever share to
sex? encourage them with positive feedback and build their
confidence.

Academic Feedback “You Do”: Academic feedback stems:

What type of support or - “The strongest part of your work was specifying end vs
academic feedback do they need internal rhyme! Great job.”
to overcome such challenges? - “I strongly suggest thinking about the rhythm and the
How do you plan to reteach if
words as one. It might help you imagine a picture in
students are not mastering
content? your head.”
Plan at least 2-3 academic - “Did you consider songs you listen to or famous poems
feedback stems that are aligned to by authors like Dr. Suess? Those keep rhymes and
the learning goal so that they can rhythms all the way through!”
easily identify students who are
meeting those goals.

Closing - Check for Write your Closure using the Launch Frame:
Understanding (Describe Planning a Discussion - We have been learning how to identify rhyme and
the activity): How will the Framework: rhythm in poetry and describing the effects it has on
lesson end and bridge to our understanding of the poem. What is one thing that
learning for the future? Launch Frame stuck out to you in today’s lesson?
What do you want to ❏ Opening statement
reiterate to students? Based
and question to get Eliciting, Orienting Questions:
on the pacing of the lesson
and feedback from the discussion - What is one way rhyme and rhythm affects the overall
students, did they master started (Example, understanding of a poem?
the objective? Make sure to “We have been - What are the two types of rhymes we can find in
revisit objectives. learning how to add poetry? What’s the difference between the two?
fractions in this - How can you find the beat of a poem? Could we just
activity. What was make one up as long as it helps with the flow?
an important key in
adding the fractions Conclusion Frame:
that helped you? - We did an awesome job identifying rhymes and
What have we been rhythms in poetry today. Tomorrow we will look at
 learning about more sound devices that help us understand the
today?”) meaning of poetry.
Eliciting, Orienting
Questions to ask During the
Discussion
❏ What eliciting,
probing, and
orienting
questions will you
ask during the
discussion?
Conclusion Frame
❏ Closing statement
about what they
learned in the
lesson and what
they will be
working on next.
(Example - “We
have been adding
fractions in this
activity - In our
next activity, we
are going to
continue this
work…. or
Tomorrow, we
will begin
subtracting
fractions.)