UNLV/Department of Teaching & Learning

Elementary Lesson Plan Template

UNLV Student:

Lily Gillogly

PSMT Name:

Rachael Simpson

Unit

Shared Reading/Poetry

Lesson Plan Topic:

English Language Arts

Date:

February 22-26, 2016

Estimated Time:

20 minutes/day

Grade Level:

1st

School Site:

Roundy Elementary

1. State Standard(s):
RL.1.1 - Ask and answer questions about key details in a text
RL.1.2 - Retell stories, including key details, and demonstrate understanding of their central
message or lesson.
RL.1.3 - Describe characters, settings, and major events in a story, using key details.
2. Teaching Model(s):
Direct and indirect instruction
3. Objective(s):
Students will practice reading fluency
Students will become familiar with poetry format
Students will make predictions based on text features
Students will practice -ou patterns
Students will demonstrate comprehension of different punctuation
Students will identify vocabulary and define
Students will identify rhyming patterns
Students will demonstrate understanding of purpose of illustrators and illustrations
4. Materials and Technology Resources
Elmo projector
Smart board
Kagan student selector
Do Not Shout poem (enough for each student and teacher)
scissors
glue
poetry journals
crayons, markers, colored pencils, etc.
yellow highlighters

5. Instructional Procedures:
a. Motivation/Engagement:
Monday: Teacher will use Lemovs The Hook and explain that today we will be
working on a new and fun poem. Teacher will introduce the poem, Do Not Shout.
Teacher will project the poem using the Elmo, onto the Smart Board. Teacher will ask
students Does anyone know what sound the -ou in shout make together? (DOK Level
1). Teacher will explain that -ou makes the sound ow. Teacher will relate this to prior
knowledge, reminding students of our spelling patterns from the previous week, which
included -ou and -ow.
Tuesday: Teacher will reintroduce the poem, Do Not Shout. Teacher will ask students to
identify the four major types of punctuation found in writing: period, question mark,
exclamation point, and comma (DOK Level 1). Teacher will ask students to identify what
the difference between a comma and a period is (DOK Level 1).
Wednesday: Teacher will reintroduce the poem, Do Not Shout. Teacher will ask students
to recall what new words they have recently added to their word wall. (DOK Level 1).
Teacher will ask students to recall if any of the recently added vocabulary is also included
in our poem. (DOK Level 1).
Thursday: Teacher will reintroduce the poem, Do Not Shout. Teacher will ask students
to explain what makes a pair of words rhyme (DOK Level 1). Teacher will ask students to
explain how they know if a pair of words do not rhyme (DOK Level 1).
Friday: Teacher will reintroduce poem. Teacher will ask what the purpose of an
illustrator is (DOK Level 1). Teacher will ask students what illustrations do (DOK Level
1).
b .Developmental Activities or Learning Experiences:
Monday:
Teacher will call on the student whos assigned to pass papers out that week, to
distribute copies of poem Do Not Shout to the class.
Teacher will ask students to predict what they think the poem will be about, based on
the title (DOK Level 2).
Teacher will echo read poem Do Not Shout to class, with students echo reading along
Teacher will ask students to identify -ou words in the poem (DOK Level 1).
Teacher will ask students to draw conclusions and decide if their initial predictions
were correct or not (Level 3).
Teacher will echo read poem a second time for fluency.
Teacher will instruct students to take out their poetry journal from their desks.
Teacher will instruct students to neatly cut the poem out.
Teacher will instruct students to paste the poem into their poetry journal.
Teacher will instruct students to close their poetry journals and put them away when
completed.
Tuesday:
Teacher will instruct students to take out their poetry journal and turn to Do Not Shout.
Teacher will echo read poem Do Not Shout to class, with students echo reading along
Teacher will ask students to take out a red crayon and a blue crayon from their
individual pencil boxes.

 Teacher will ask students to look for punctuation in poem. (DOK Level 1)
Teacher will ask students to identify the cause/effect relationship between a word and
its proceeding punctuation. (DOK Level 2)
Teacher will ask students to compare how a sentence is read with a comma vs a period.
(DOK Level 3).
Teacher will model for students to highlight each comma in Do Not Shout with the blue
crayon
Teacher will model for students to highlight each period, question mark, or exclamation
with the red crayon.
Students will independently complete the punctuation highlighting for the rest of the
poem.
Wednesday:
Teacher will instruct students to take out their poetry journal and turn to Do Not Shout.
Teacher will echo read poem Do Not Shout to class, with students echo reading along.
Teacher will reference the classroom word wall, and will ask students if any of the
words from the poem are already part of our word wall (DOK Level 1).
Teacher will instruct students to take out yellow highlighter from individual pencil
boxes.
Teacher will instruct students to highlight any words in the poem that are also wall
words using the yellow highlighter.
Teacher will use Kagan student selector to pair up students to check their answers.
Teacher will use Kagan student selector to pick either Partner A or Partner B to practice
reading the poem for fluency.
Teacher will use Kagan student selector to pick remaining partner to practice reading
the poem for fluency.
Teacher will walk around the room, monitoring, and correcting any errors that are
noted.
Thursday:
Teacher will instruct students to take out their poetry journal and turn to Do Not Shout.
Teacher will echo read poem Do Not Shout to class, with students echo reading along.
Teacher will ask students if they see any rhyme patterns in the poem (DOK Level 2).
Teacher will identify one rhyme pair from the poem as an example.
Teacher will ask students to take out crayons and highlight words that rhyme with the
same color crayon.
Teacher will use Kagan student selector to pair up students to check their answers.
Teacher will use Kagan student selector to pick either Partner A or Partner B to practice
reading the poem for fluency.
Teacher will use Kagan student selector to pick remaining partner to practice reading
the poem for fluency.
Teacher will walk around the room, monitoring, and correcting any errors that are
noted.
Friday:
Teacher will instruct students to take out their poetry journal and turn to Do Not Shout.
Teacher will echo read poem Do Not Shout to class, with students echo reading along.
Teacher will ask students to describe the purpose and importance of illustrations (DOK
Level 1).

 Teacher will ask students to summarize what the main idea of the poem is (DOK Level
2).
Teacher will ask students to use context clues from poem to conclude what a good
illustration would be for this poem (DOK Level 2).
Teacher will
Teacher will ask students design an illustration that captivates the main idea of the
poem (DOK Level 4).
Students will illustrate the poem to the best of their ability, using context clues, the
main idea, and at least one detail from the poem.
c. Closure:
Teacher will ask students to give a thumbs up if they liked the poem or a thumbs down
if they didnt.
Teacher will call on students from each group to answer a comprehension question, in
exchange for group points.
What was the main idea of the poem? (DOK Level 1)
What is the cause/effect relationship between the way we read a sentence and which
punctuation is used? (DOK Level 2)
Identify three sight words from our word wall that were also found in our poem
(DOK Level 1).
Which words from our poem rhyme? How do you know? (DOK Level 2).
What did you create in your illustration? (DOK Level 1)
Develop a logical argument for what would make the best illustration for this poem
(DOK Level 3).
d. Extension:
Teacher will identify whether the class requires extension material for this assignment
based on formative assessment. If the material is too easy, teacher will have the class read
the poem by themselves, without teacher echo guidance. Teacher will allow them the
opportunity to read and identify daily focus points in the poem without assistance, such
as punctuation, rhyming patterns, word wall matches. Finally, if students are consistently
finishing early, teacher may implement Kagan strategy Stand Up, Hand Up, Pair Up
and have students discuss the main idea and at least two details from the poem.
6. Accommodations, Modifications and Differentiations for Diverse Learners:
Accommodations:
To accommodate ELL students, I will echo read the poem each day, and review the poems
purpose with the class. Additionally, I will speak slowly and pronounce each sound of each
word so that students can better practice and understand this vocabulary. I will also be sure to
call on any students during my formative assessment to see if they are successfully following
along, if I need to slow down, or if I need to revisit a word.
Modifications:

 This unit has been modified for students who may be deficient in their phonics. By echo
reading at least once each day with the teacher, students who are unsure of a words
pronunciation can gain immediate assistance, while reading along. This unit
Differentiation:
To incorporate differentiation, teacher has developed a plethora of activities surrounding this
poem, to allow for maximum learning potential and reading fluency. There are opportunities
for students who still need assistance, through echo reading, and there are opportunities for
students who are already on target to independently work and practice.
1 Assessment and Evaluation of Learning:
Formative:
Teacher will be completing formative assessment each day. While echo reading, if the class
struggles on a word pronunciation, I will know to slow down and help break the word into
smaller, easier parts. Teacher will also be walking around each day during independent and
partner work to check for formative assessment.
Summative:
Summative evaluation will be covered at a later time.
8. Homework Assignment:
For this activity we will not have homework, but will continue the lesson on the following day.