Lesson Title:________Falling into Poetry ____________

Grade:___5th____

Goals or Objectives:
1. Students should be able to construct and create a booklet of poet devices with examples for
each.
2. Students should be able to choose a specific poetic device and formulate an explanation as to
why they think that specific poetic device is important.
3. Students should be able to distinguish the differences between poetic devices and their
meaning.
Grade Level Guide: Content Standards you will have 4
Content Curriculum Focal Points
NCTE & ILA standards

Interdisciplinary Connections- Please choose two

sections, explain how you would connect the lesson
being taught with another aspect of curriculum and
instruction. Be specific and defend your rational. This
may require that you look at another content area
within the grade band. In the school environment, you
would be discussing and planning with a fellow
practioner who is working in this licensure area or
curriculum.

6. Students apply knowledge of language

structure, language conventions (e.g.,
spelling and punctuation), media
techniques, figurative language, and
genre to create, critique, and discuss print
and non-print texts.

Art- Students will be expressing their creativity

while coloring the leaves that are included in the
Falling into Poetry packet. Since they will be
working in group this will encourage them to be
respectful and supportive of their peers personal
artistic abilities and preferences.
(Ohio Visual Arts Standards:
5PR During collaborative artmaking experiences,
demonstrate respect and support for peer ideas and
creativity.
2RE Describe how personal experiences can
influence artistic preferences.
http://education.ohio.gov/getattachment/Topics/Ohio-sNew-Learning-Standards/Fine-Arts/Ohio-Visual-ArtStandards-Final-2.pdf.aspx)

Science- Students may become interested in the

causes of change regarding the seasons and the
color of the leaves, due to our Fall themed
lesson. Thus creating a connection with the
rotation of the Earth, the chemical changes in
living things, and the energy transfer of plants.

(NGSS-Next Generation Science Standards:

LS2.B: Cycles of Matter and Energy Transfer in
Ecosystems

Matter cycles between the air

and soil and among plants, animals, and
microbes as these organisms live and die.
Organisms obtain gases, and water, from
the environment, and release waste matter
(gas, liquid, or solid) back into the
environment. (5-LS2-1)

ISTE Standards (for Teachers)

2. Design and develop digital age learning
experiences and assessments: Teachers
design, develop and evaluate authentic
learning experiences and assessments
incorporating contemporary tools and
resources to maximize content learning in
context and to develop the knowledge,
skills, and attitudes identified in the
standards.
a. Design or adapt relevant learning
experiences that incorporate digital tools
and resources to promote student
learning and creativity

PreK-12 Proficiency Standards

Standard 2: English language learners

communicate information, ideas, and
concepts necessary for academic
success in the area of language arts.

Common Core State Standards

L.5.5. Demonstrate understanding of
figurative language, word relationships,
and nuances in word meanings.

Academic Language:

CCSS.ELA-LITERACY.RL.5.10
By the end of the year, read and comprehend
literature, including stories, dramas, and poetry,
at the high end of the grades 4-5 text complexity
band independently and proficiently.

Poetic devices, alliteration, metaphor, onomatopoeia, personification, repetition, rhyme, rhyme

scheme, and simile
Students Needs:
1. Students should at least know the concept of poetry.
2. Students should have been exposed to poetry in their previous classes.
English Language Learners

Special Needs (can be a

group such as struggling
readers or individuals)

If Spanish is the native

language of any of my
students, Julie will be able to
speak and translate for them.
For any group work the ELL
students will be paired with a
buddy which will allow them
to receive help from fellow
classmates and these smaller
groups will allow for Katie and
Julie to give personalized and
individualized help if needed.

Children with any reading

disorder, such as dyslexia will
benefit from Katie and Julie
reading the instructions aloud.
Besides verbal direction,
students will have written
directions with visuals if they
have a hearing impairment.
Any student with
ADHD/ADD will benefit from
the ability to move around
during the activity and use
their squishy ball is they need
something to fidget with.

1.
2.
3.
4.
5.
6.

Materials:
Computer
Projector
Internet
Falling into Poetry packet
Art Supplies: scissors, crayons, markers, pens and pencils
Technological Device- for short assessment

Language Function:
Analyze, Argue, Describe, Evaluate, Explain, Interpret, Justify, Synthesize
Student will explain why the poetic device adds beauty and emphasis to the poem.
Student will analyze a poem and decide what poetic devices are used.
Student will be able to use poetic devices to describe something in their life.

Lesson Plan:
Before:
Students will complete a bell ringer activity as soon as they enter the classroom and sit in
their assigned seats.
Think about it Thursday questions:
Did you guys know that the leaves could teach us about poetry?
What do you know about poetry already?
Does anyone know what poetic devices are? Can anyone give me an example of one?
Begin Prezi presentation of Poetic devices and their meanings with short examples.

During:
Students will be paying attention and engaged by the Prezi presentation.
Prezi link: http://prezi.com/ybqmmd5qxsp8/?utm_campaign=share&utm_medium=copy
We will have a name sorting app to call on students to read examples and answer
questions.
Students will then get into their classroom groups and fill out the Fall into Poetry packet,
while Miss Katie and Miss Julie will float around to differentiate and individualize
instruction.

After:
Students will take an informal formative assessment via the Kahoot Quiz
(https://play.kahoot.it/#/k/0980737f-1393-421b-af47-2e13c72e5be3)
All students will be able to participate either with the aide of a student buddy, their group
or the teacher. Students who do not have a technological device can pair up with another
student in the group and they can answer the questions as a team.

Assessment:
Type of
assessment
(formal or
informal)

Description of
assessment

Modifications to the
assessment so that
all students could
demonstrate
learning

Evaluation Criteria- What

evidence of student
learning (related to the
learning objectives and
central focus) does the
assessment provide?

Informal:
Multiple Choice
Online Quiz
(Kahoot)

Students will be
able to answer
questions
electronically to
assess postinstruction
knowledge and
comprehension.

Students who do
not have a
technological
device can pair up
with another
student in the
group and they can
answer the
questions as a
team.

This assessment will

require students to use
technology to recognize,
recall and identify a
variety of assessments
and their uses. Students
should be able to answer
all of the questions
correctly.

Resources: Include assessments, rubrics, and online resource links incorporated into the
lesson, if applicable.
1. Prezi presentation: http://prezi.com/ybqmmd5qxsp8/?utm_campaign=share&utm_medium=copy
2. Falling into Poetry booklet: https://www.teacherspayteachers.com/Product/Poetry-Falling-intoPoetry-2148883
3. Kahoot Quiz: https://play.kahoot.it/#/k/0980737f-1393-421b-af47-2e13c72e5be3

Katies Personal Goal: To give all of my students my individualized attention in order to better
their benefit from my instruction.
Julies Personal Goal: To spark an interest in poetry and to practice my classroom management
skills.
Team Goal: To equally distribute our instruction, and play on both our strengths to give our
students the best instruction possible.

Submit this document the following Sunday after your team has watched the video; this
is done individually.
Analyzing Teaching: To be completed after the lesson has been taught
What worked?
What didnt? For whom?

The packet seemed to work very well due to the

fact that it required students to develop their
own examples. There did not seem to be any
issues with any of the technology (Prezi and
Kahoot) that was used throughout the lesson.

Adjustments
What instructional changes do you need
to make as you prepare for your next
lesson?

Some students felt that there was too much

content covered within the 50-minute class
period, which may be something to consider
adjusting.

Proposed Changes

Whole class: N/A. I like the format of the class,

If you could teach this lesson again to this

group of students what changes would
you make to your instruction?

being in clusters. (Due to the small group of

students we taught I dont think I can make any
significant changes.)
Groups of students: I would keep the groups of
students to a limit of five or four, to keep the
group on track and focused on their work. I
might call on specific groups or clusters and ask
for them to volunteer a representative, to ensure
that each group is participating.
Individual students: I would focus on meeting
one on one with each student and observing
their progress.

Justification
Why will these changes improve student
learning?
What research/theory supports these
changes?

I know that guided reading strategies are set up

in a way that the teacher meetings with groups
of students or each student individually to
provide specific instruction and support.
Therefore basing my desired instruction method
off of individualized learning, I would like to be
able to visit with each of my students individually
to assess their status and work progress when
given the opportunity. This is proven to improve
student learning because they are able to
receive specialized one-on-one help from the
teacher where they do not need to feel
embarrassed about asking a question or
admitting their struggles with the material.