Limerick and Free Verse analysis

Inductive Model
Inductive model pages 190-200
Grade 3 Poetry
Lesson plan@ 50 and Reflection @ 50
1. MATERIALS/PREPLANNING
Materials Examples of different types of limerick and free verse poetry written by various authors.
Vocabulary Limerick, Free Verse
Literature Wonders Text book Limerick and Free Verse poetry

OBJECTIVE
Students in grade 3 will be able to describe major characteristics of a limerick and free verse by analyzing several
examples of a limerick and free verse poems.
Cognitive Taxonomy: Understand
CCSS: L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the
answers.
ELD: SL.3.1, 6; L.3.1, 3, 6 Exchanging information and ideas with others through oral collaborative discussions on a range of
social and academic topics.
2. ASSESSMENT Perfect Assessment Tool Rationale:
Formative Assessment: Definition published on the Graphic Organizers support the Inductive Model
class haiku page. After writing, performing and because students are able to distinguish critical and
receiving feedback of their definition, students will variable attributes of limerick characteristics. This is
publish an updated definition of limerick and free verse divergent as students can provide several answers in
on the class haiku page. order to show understanding of the concept.
Formal Assessment: Graphic Organizer
Graphic Organizer will help students distinguish critical
and variable attributes of limerick characteristics. This is
divergent as students can provide several answers in
order to show understanding of the concept.
4. CENTRAL FOCUS/ PURPOSE (2 parts to include)
1. Students in grade 3 will apply a range of strategies to identify and understand poetry orally and within writing.
2. Class, today we will be learning about limerick and free verse poetry. You will practice identifying characteristics of a
limerick and free verse poem by reading poems that are limericks and poems that are not limericks. Remember, we are
identifying similarities and differences (hand motions to signify similarities and differences)

5. MOTIVATION FOR LEARNING

Extrinsic motivation is appropriate for Inductive Model as students are able to participate and receive incentives such as
table points and classroom currency.
Third grade students are motivated to participate in the group discussion in order to earn classroom tickets that are
submitted to a weekly drawing for prizes. By answering questions and participating, students earn tickets.
This Inductive Model will promote a Growth Mindset by allowing students to identify characteristics of a limerick are most
meaningful to their understanding of a limerick. The classroom discussion is first open ended, allowing students to explore
the limerick poems. The classroom discussion becomes convergent, asking specific questions and encouraging students to
refer explicitly to the text. The formal assessment is divergent, allowing students to take the information understood and relay
this onto the graphic organizer.
PRE-LESSON - Just before teaching the new lesson do the following:
Remind students of the information learned about rhyming poems.
Today we will be analyzing characteristics of a free verse and limerick poem. We will be identifying poems that
are limericks and poems that are free verse. Do you recall our learning about rhyming poems? We will be using
our understanding of rhyme scheme and stanza to help us understanding limerick and free verse.
6. LESSON BODY: Provide text page #189-192
Step 1: Lesson Introduction: Class, today we will read and discuss several examples of poems that are limericks and free
verse. Free verse and limerick are different models of poetry. We will explore these poems and uncover which are
free verse and which are limericks.
Step 2: Divergent Phase: Okay class, we will examine the text that I have provided for you. We will make observations and
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 comparisons between the different poems and discuss the characteristics of these poems. (Open ended questions and answers,
no yes or no answers)
Step 3: Convergent Phase: We are going to connect and combine all of our observations into information that will help us
identify limerick and free verse poetry. I will ask several questions that have a specific right answer.
Step 4: Closure: In your own words, I would like you to write a definition of a limerick and a free verse poem.

Example definitions: Limerick: A humorous poem with three long and two short lines rhyming aabba and popularized by Edward
Lear.
Free Verse: Poetry that does not rhyme or have a regular meter. This poetry can be long or short and can
be about any subject.
Step 5: Application: I would like you to type your definition onto the haiku and read and respond to at least two other definitions.

Students will publish their definitions on haiku and read other student definitions. Students will respond to these definitions.
7. ASSIGNMENT
The assignment is writing a personalized definition to distinguish the characteristics between free verse and limerick. This
assignment engages learners in identifying patterns and differences between the concepts being introduced. This also
promotes deep learning by asking students to identify examples, form generalizations and definitions. Students have the
opportunity to demonstrate their own learning by showing their thinking styles. This also provides students with the
opportunity to apply their learning by allowing students to put their knowledge to practice.

8. Student Work Examples/Technology Support

Samples of student work include the sample page of poems and Venn Diagram. Students are to refer explicitly to the text as
a basis for their answers when completing written work.
Students within the third grade class include: Advanced learners, Struggling learners, ELLs, students with ADHD and
students who are on level.
Technology: Haiku Web page, Wonders Web page for students

Reflective Thinking/Curriculum Evaluation @50 Points

Reflective Thinking/Curriculum Evaluation

Relevance: Explain how this lesson demonstrates your competence with one of the Graduate SLOs below? Delete unused
SLOs.

SLO 1: Demonstrate advanced understanding of the trends, issues, and research associated with education in
general and with their respective specialization.

This lesson demonstrates competence within developing an advanced understanding of trends, issues and research
associated with education in general and within the elementary level specialization. Within this lesson, I implement deductive
and inductive thinking, allowing students to explore the concepts and draw their own conclusions before using these to
develop their understanding of limerick and free verse. By allowing students to write their own definition of each poem, I am
utilizing information processing research that promotes learning as students are able to practice the information introduced to
them, processing this into long term memory. Allowing students to present their definitions for others and then offering
feedback, also promotes long term memory as students are able to perform in front of others and hear different definitions of
the same concept, a deductive method of learning.

Significance/competence: Using careful analysis and evaluative thought, address the points listed below. Add other
pertinent information that supports our competence by using this lesson model.

Though this lesson is based on the understanding level of Blooms cognitive taxonomy, learners are given the opportunity to
reach deeper levels of thinking such as applying information learned to develop their own definition of a free verse and
limerick. To apply information on the taxonomy means to use information in a new situation. After the group discussion,
students will apply their information learned to their definition.
This model makes learning stick into long term memory, by allowing students to engage in the concepts and then practice
and perform the learned information.
The Inductive teaching model is suitable throughout the curriculum in several areas such as developing an understanding of
a folktale within literature. Students can also benefit from this model within science as they must be able to recognize and
identify adaptations within nature. Strengths for the Inductive model of teaching include the ability to develop student
understanding of divergent and convergent learning. Students also have the opportunity to practice their learned knowledge
in order to show mastery of the concept.
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 A weakness that I noticed within the Inductive Model is that students begin with divergent thinking. Within the lower
elementary grade levels, students may not know the formal terms they will need to know when identifying their observations.
As a result of this, I will need to front load their knowledge with terms so that they can utilize these within their observations
The Inductive Model is flexible and allows the teacher to readily differentiate instruction to support the needs of all learners.
As a result of this, I can use technology to provide students with visuals and video clips as they interact with the poems. This
will help ELL and special needs students understand the rhythm of the poems as they are able to see videos reading the
poems.
This lesson supports the CCSS Reading standards as students are able to refer explicitly to the text as a basis for their
answers as well as ask and answer questions as they participate in the group discussion.
CCSS: L 3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for
the answers.
ELD: SL.3.1, 6; L.3.1, 3, 6 Exchanging information and ideas with others through oral collaborative discussions on a range
of social and academic topics.

Link to Theory:

The Inductive Model supports the Information Processing model as students are able to use scaffolding and practice to gain
knowledge and store this within their long term memory.
Within this lesson, students are introduced to the information by connecting it to previous learning. Once students realize that
they have a familiarity with poetry, they are ready to being receiving information. In order to receive information that will be
stored within their long term memory, students must actively engage in class discussion before practicing and performing
their knowledge for other learners. The teacher will provide feedback during this time. Allowing students to engage with the
information and practice knowledge transmits this information into long term memory.
A big idea within this theory is that the brain is like a computer and can store unlimited memory. As a result of this, learners
must encode this memory through auditory or visual methods of learning. This is exemplified within my lesson by using
videos and whole group discussion.
This lesson links to the New Learning Sciences in the fact that it prepares learners for the demands of the 21st century. By
allowing students to master the content within the core subject of Language Arts through 21st century interdisciplinary
themes, students are able to practice learning and innovation skills. The Inductive model allows students to think creatively
and implement innovations. The Inductive model also allows students to reason inductively and effectively during each
segment of the lesson. Collaborative discussion and relating information into ones own words helps learners develop the
ability to understand new information presented to them. This also helps learners develop an appreciation for creativity as
they are able to enjoy the creativity of the poetry. In a future lesson, learners would create their own poems, allowing them to
think abstractly and use creative insight within their work.
I have found You Tube to very useful in finding videos that perform the poems students will be studying.

Growth Mindset

Within the Vocabulary Acquisition Model, students are able to develop a stronger positive growth mindset. Students are able to
participate in divergent conversation that allows them to explore without being inhibited by right or wrong answers. After students have
explored the concepts they are able to implement this knowledge into their own definition for each vocabulary word. Because
students can create their own definitions, they can choose to implement aspects that are important to them. Growth mindset also
occurs during teacher feedback by recommending that students incorporate a specific characteristic when they present their stories.
They are able to listen to other stories that inspire their knowledge of the vocabulary.

Learning is rewarded throughout positive feedback. When students participate in the divergent discussion, the teacher encourages
their thinking and sharing. When students participate in the convergent discussion, the teacher gently guides them toward the right
answer, allowing them to find the correct answer through a series of guided questions. Positive feedback and encouragement act as
an intrinsic reward for students practicing growth mindset.

Dino Dollars are classroom currency that encourages participation and engagement. Because students have not had a permanent
teacher until this past Tuesday (me) they need routine and extrinsic rewards to motivate them to stay on task.

Professional Actions/Areas for growth: What are your next professional steps in this area to keep moving forward as a
professional?

Discuss what went well and what changes you have made for improving learning.
During the story writing, I realized that while my third grade students can use all of the vocabulary within their stories, my
second grade students need to choose four words and focus on those as there is not enough time for them to try to
incorporate all eight vocabulary words. Students will gain knowledge of the other four words by listening to others perform.
What have you learned about how learning happens?
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 During this process, I have learned that students need to be motivated in order for learning to occur. Students need to be
engaged and also need to practice the concept. Allowing my students to practice the learned concepts reinforced their
understanding of the vocabulary.
What more do you need to read or learn?
I believe that I need to continue researching the major theories of thought as I have a strong understanding of information
processing theory but would like to develop and understanding of other theories and how these can be implemented to
support learning. I would also like to continue developing growth mindset within my classroom in order to teach students how
to utilize growth mindset during learning. I also need to continue researching combination classes and how I can effectively
teach both grade levels at one time.
How does this add to your credibility to supervise student teachers?
Building a foundation of knowledge through research and experience adds to my credibility to supervise student teachers.
Implementing the Vocabulary Acquisition Model supports learner success as it meets the needs of differentiated learners and
can be relayed to a student teacher for success within their own classroom. I also implement current research including
growth mindset and the P21 standards for practice. This allows my teaching to maintain a relevance within the classroom
and prepare learners for real world expectations. Placing a student teacher into my classroom will allow the student teacher
to equip their practice with current research and effective lesson models.

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Poem 1 ____________

There was an Old Man with a beard

Who said, 'It is just as I feared!
Two Owls and a Hen,
Four Larks and a Wren,
Have all built their nests in my beard!

Poem 2 ____________

Flying in the sky,

aerobic like a bird, _______________________________________________
veering the other way,
every time they see me.
_______________________________________________
Wings fluttering frantically,
and if you are close enough to hear,
a soft thundering sound, _______________________________________________
humming all around you.

Poem 3 _____________ _______________________________________________

There was a Young Lady of Dorking,
Who bought a large bonnet for walking; _______________________________________________
But its colour and size,
So bedazzled her eyes,
That she very soon went back to Dorking. _______________________________________________
Poem 4 ______________
_______________________________________________
There once was a girl Selina,
who wanted to be a ballerina.
She went on her toes, _______________________________________________
and broke her nose.
Then she became cleaner.
_______________________________________________
Poem 5 ______________

At the beach, I am at my best, _______________________________________________

The smell of sea salt,
Overwhelming my nose
At the beach, _______________________________________________
I jump in the waves,
And splish and splash around in the refreshing
water, _______________________________________________
The coolness soothing me
At the beach,
The suns rays bring a tan to my skin, _______________________________________________
I feel the warm breeze in my hair,
The sand scorching my feet,
And squishing in between my toes _______________________________________________
At the beach.
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_______________________________________________
 Limerick Definition
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Free Verse Definition

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