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Context and Learning Environment for this Lesson: Interns name _Stephania Nelson_ School _William Allen White Elementary_ Mentor teacher _Stefanie Baker_ Subject _Poetry_

Grade level (s) _1st_ Tentative date to be taught __________________ Time __________ 1.1 The setting: William Allen White is an accredited school with 268 students currently enrolled. The student population in this school is made up of 53.73% males and 46.27% females. The economic make up is 86.94% of the students being economically disadvantaged, and 13.06% being non-economically disadvantaged. The ethnicity make up of William Allen White is 48.88% Hispanic, 34.33% White, 5.97% African American, and 10.82% other. The amount of English Language Learners (ELLs) in the building is 56.02%, and 43.98% being non-English Language Learners. There are 83.33% of students without disabilities and 16.67% of students with disabilities. The migrant population is 4.56% in this school, and the 95.44% of the students being non-migrants. 1.2 Materials Promethean Board Projector Markers Color pencils Crayons Items about the teacher Bio-poem Handout

2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve, including: Instructional Objectives: The students will write a bio-poem that includes five facts about themselves.

2.2 Relevant local district outcomes and state common core ( Writing: W.1.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Language: L.1.2b Use end punctuation for sentences.


Assessment: 3.1 Assessment/Evaluation: Instructional Assessment: A check-list assessment will be used in order to evaluate a students knowledge of bio-poems. The poem is completely finished (all blanks have an appropriate word filled in). Each sentence has a period at the end. Poem has a drawing included.

4. Adaptations: 4.1 Gearing down To gear down for size, I can ask certain students to fill out three of the five sentences of the poem. To gear down for input, I can give some students a copy of my bio-poem to have on their desks. 4.2 Gearing up To gear up for output, I can ask some students to write down the entire sentence instead of the required one word. To gear up for difficulty, I can have certain students write their own sentences instead of the ones already written down. 5. Integration: 6. References/Resources Used: Handout adapted from:

Plans Approved for Teaching (for those professors or mentor teachers requiring prior approval BEFORE you teach the lesson) a. Host or Mentor Classroom Teacher ________________________________ Date: _________ b. University Professor _________________________________________ Date: __________ 7. Instructional Design Teaching Plan

7.1 Introduction a. Anticipatory Set The teacher will introduce objects that represent aspects of their personal life to grab the students attention. The teacher will inform students that all of these objects connect to a biopoem because a bio-poem shows what the author likes or wants. I have five items that I am going to pass around and let you guys looks at, please be very careful with these items. All of these items have a connection. They all have to do with me and what I want or like. You will learn more about how they connect to me in a little bit.

b. Communication of Objectives: *7.2. Input Today we are going to write a bio-poem. A bio-poem is a poem that describes you. A biopoem has your first name at the top of the paper, and your last name on the bottom of the poem. It is just like you are fitting the information about yourself in between your name. After they have written their name on the two lines, the author will write about themselves in the middle lines. A bio-poem can be about what you like, what you do not like, what you want to be when you grow up, it can be anything you can think of As long as it is connected to the author!

7.3 Modeling I am going to show you how to write a bio-poem using the items I brought to class today. When I look at my poem, I know the very first thing I need to write down is my first name, and then my last night. I am going to use Ms. as my first name here. After I have written those down, I look at the first line of the poem. Wishes to Hmm There are a lot of things that I wish to do, like run really fast or breathe underwater. How am I supposed to choose? Well, when I thought about it, I realized that I wished I could fly like Superman so I could see my family more often. This is why I brought the Superman symbol to class today (also because Superman is really cool). The second line of the poem is Dreams of this is just like the first line! There are so many things that I dream of, it was really hard to choose. I brought a picture of a cop because I dream a lot about fighting crime and finding bad guys. So I am going to write fighting bad guys on that line. The next line of the poem is Is afraid of Well, there are a few things that I am afraid of, but I brought one thing that shows you what I am very afraid of, which is a picture of a mountain lion, so I am going to put that down. *7.4 Guided Practice We are going to work on the next line together. I only have two items left, a giraffe and an apple. I need to write down something that I love. Touch your nose if you think I love giraffes, and touch your chin if you think that I love apples. If you said giraffes, good job! While I do like apples, I love giraffes. I love giraffes because they are super tall and have cool spots. Sally Student, please come up here to write giraffe on the line. The last line of the poem is something that I plan on doing. How does a small plant tell you what I am planning? Thats close! I am planning on having a garden when I am older. Steve Student will you please come up here and write garden for me? After you guys have completed your poems, you will draw a picture of yourself in the photo frame on the left side of the picture. So here is my drawing of myself for you to see. You will have to get your poem checked off by me before you can start drawing. *7.5 Checks for Understanding During guided practice I will make sure the students understand the information by asking them questions. 1. 2. 3. 4. What is an example of what you could write for wishes to? What could you write for dreams of? Who can tell me what you are going to write for is afraid of? Can anyone tell me what they could write for loves?

5. What is something you could write down for plans to? Also, I will be walking around the room when students get their handouts to see if they understand what the assignment was and to check their writing. I will be looking for added words that have the correct meaning and that have the right meaning in the sentence. I will also be checking for proper punctuation. 7.6 Independent Practice/Assignment The students will now go back to their desk and wait for the handout to be passed around by the teacher and the Paper-Passer. Students will work independently on their poems, while the teacher observes their writing. After the students have completed their poems and have gotten them checked by the teacher, they will be able to begin drawing themselves in the photo frame. 7.7. Closure, wrap-up As students are finishing their poems, they will be paired off to share their poems.