clap/ drum Emphasize syllables

First Name Last Name Email Date

Kelci Ellis kelciae@hawaii.edu 4/18/17

Semester Year Grade Level/Subject Lesson Duration

two 2017 Second Grade/ Music 60 minutes

Title
POETRY & RHYTHM

Enduring Understandings
A description of the important understandings(s) and concept(s)
The students will understand how rhythm and rhyme affect the structure of poetry.
The students will broaden their knowledge about rhythms and rhymes through looking at and creating poetry.
Essential Question: How do rhythm and rhyme affect the structure of poetry ?

Content Standard(s)
The Common Core State Standards (CCSS) or Hawaii Content & Performance Standards III (HCPS III) that align with the
central focus and address essential understandings, concepts, and skills
HCPS Benchmark FA.2.2.3: Sing or play repeating rhythmic or melodic patterns
CCSS 2.RL.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm
and meaning in a story, poem, or song.
CCSS 2.W.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by
revising and editing.

Student Learning Objectives

Outcomes to be achieved by the students by the end of the lesson or by the end of the multi-lesson learning segment.
What will students know (foundational knowledge), understand, and be able to do.
The students will describe how words supply rhythm and meaning in a poem.
The students will read a poem with rhythm.
The students will identify couplets in poetry.
The students will identify rhyming words.
The students will create their own poems with at least two sets of couplets.
The students will present their poems in their groups/ to the class and be able to speak with rhythm.

Instructional Resources and Materials

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Books, texts, and other materials needed for the lesson

Teaching materials needed include:
Voice traits chart
Common Core Standards on chart paper
Definitions on chart paper
I can statement on chart paper (I Can describe how rhythm and rhyme affect the structure of poetry)
The book, Inside the Magic, by Patricia Desiderio Fisher

Students Prior Academic Knowledge and Assets

The students content knowledge, skills, prior academic experiences, and personal/cultural/community assets to draw
upon to support learning
This lesson will build on the student's prior academic knowledge because they are already familiar with poetry and
memorizing different poems, but have not yet had the chance to create their own poem with sets of couplets.
Furthermore, the students already practice reading poetry together, but could use more practice in reading poetry with
more fluency and including rhythm and expression in their voices.

Academic Language and Language Supports (new and old vocabulary)

Oral and written language that the students need to learn and use to participate and engage in the content. The planned
instructional supports to help students understand, develop, and use academic language.
Poetry, rhythm, rhyme, couplets, expression, pace, power, passion, patterns, beat.
I plan on having the definition of couplets, rhythm, and rhyme posted on the board for the students to refer back to. I also
plan on having a piece of chart paper with the voice traits (power, pace, passion) posted for the students to refer to. I will
verbally explain the other vocabulary. In the Reading Poetry with Rhythm part of this lesson I will have students say the
new academic language aloud three times together as a class.

Instructional Strategies and Learning Tasks (w/ time frames)

A description of what the teacher will do and say and what the students will do during the lesson that 1) uses clear steps
that convey the use of multiple strategies, supports, and resources and 2) list opportunities offered for multiple modes of
participation
OPENING/LAUNCH- 5 minutes
Greet students: Good Morning Everyone!
Go over Common Core State Standards- HCPS Benchmark FA.2.2.3: Sing or play repeating rhythmic or
melodic patterns. CCSS 2.RL.4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes,
repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS 2.W.5: With guidance and support
from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
& I can statement-I Can describe how rhythm and rhyme affect the structure of poetry(Have students say
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I Can statement together as a class)

Explain the agenda for this lesson
Agenda
Go over Common Core State Standards & I CAN statement
Warm Up to test your listening skills! Listen, Listen for a Clue.
We are then going to go over the definitions of poetry,couplets, and the elements of music
Learn how to read a poem with rhythm
I will then read the poem Bee A Bee, I will ask you to identify couplets, rhyming words and also
demonstrate how to read a poem with rhythm
Then you will help me finish a poem that is almost complete by adding rhyming words.
I will read 5 more poems related to nature that can help give you guys ideas about a poem you could write
related to nature.
Brainstorm nature topics
Then you will be given 20 minutes with a partner to create your own poem related to nature with at least
two sets of couplets.
You will need to practice reading your poem together with your partner at least three times aloud.
When the time is up you will be given the option to present your poem to the class.
Lastly, we will reflect on the entire lesson.

WARM UP- 5 minutes Listen, Listen for a Clue.

This warm up is an engaging, fun activity that will get the students familiar with rhythm. I will sing the following and the
students will listen for clues and participate when asked to.
1, 2, 1, 2, Listen for a clue
Then youll know just what to do.

1, 2, 1, 2, Hands in the air when I say 2 (clap your hands when I say 2)
1, 2, 1, 2, isnt this easy and fun to do?

Now, lets try some other tricks,

Clap your hands when I say six. (stomp your feet when I say six)
123, 456, 123, 456

Now, lets count to number 7

Then find me a word that rhymes with 7
1, 2, 3, 4, 5, 6, 7 rest.

You have done your very best, now sit down and take a rest.
Rest in music means quiet time.
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While youre resting, can you make up a rhyme?

I will see how creative the students can be, and then repeat this warm up three times. Each time I will change the beat,
movements, and have many different rhythm patterns while we are counting so the students will be hearing the rhythms
and the beat and they will be attentively listening!

READING POETRY WITH RHYTHM: 10 minutes

I will start by asking the students: What is poetry?(Explain definition)-Poetry is a type of literature, or
artistic writing, that attempts to stir a reader's imagination or emotions. The poet does this by carefully choosing
and arranging language for its meaning, sound, and rhythm.
Explain the elements of music: Rhythm- steady beat, is the organization of music into a repeated
structure of beats. Melody- Melody can move up, down, or in a wave like motion back and forth. Harmony-
support for the melody using for example chords or bass patterns. Form- the organization of musical composition
based on its use contrast, repetition and variation. Expression- the use of variances in volume of sound, speed of
sound(tempo), and other techniques.
Explain that today we will only be focusing on the element of rhythm and rhyme. Rhythm (say rhythm
three times together): Steady beat, is the organization of music into a repeated structure of beats.The sound and
feel created by the pattern of emphasis either put or not put on the syllables, usually repeated, in a poem.
Explain definition of Rhyme(say rhyme three times together): Having the same sound at the end of two
or more words such as pine / fine, nickel / pickle, and ability / fragility.
Ask: How do we read a poem with rhythm?
Then I will explain to them that in this lesson they will learn how to read a poem with rhythm by
identifying couplets
Lets say couplet together three times. Ask: does anyone know what couplet means? (Two lines of
poetry, one after the other, that rhyme and are of the same length and rhythm. For example, I do not like green
eggs and ham. / I do not like them Sam I Am.).
I will explain the steps that we must take to find the rhythm in a poem: First look for the rhyming patterns
before we begin to read. Poetry can have a beat! This beat is known as rhythm. Just like songs use drums to
help keep the beat of the music, rhyming poems need your voice to keep the beat and rhythm of the rhymes.
Look at the poem, Bee A Bee, on page three: Ask students where are the rhyming words in this poem?
Do we see a pattern with these rhymes? Each rhyme comes as a set of two, these are known as couplets.
(couple-two)
Let's clap out the rhythm of the rhyming words together!
I will read aloud Bee A Bee.(Please see bottom of lesson plan) And ask students: did you hear how I
emphasized the couplets? I read each couplet with a similar rhythm and I emphasized the rhyme.
FINISH THE POEM (PAGE 5): 5 minutes
On page five there is a poem that has words left out. We will create and finish the poem together as a
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class. Students will finish each sentence with a word that rhymes and fits the sentence. I will then reread the
poem with rhythm while emphasizing the rhymes and clapping the beat. Ask students how many couplets they
see in our poem? (Please see bottom of lesson plan)
GIVE STUDENTS VARIOUS EXAMPLES: 5 minutes
After creating the poem together as a class, I will read different poems that use couplets and rhyming on
pages 6-11 that have varying topics. This should give students multiple ideas on poems that they can create.
In pairs I will have students create their own poem related to nature with at least two sets of couplets. I
will show various examples of poems about nature. We will also brainstorm possible nature topics on the white
board that the students could use.
CREATE THEIR OWN POEMS IN PAIRS: 20 minutes
Students will be given 20 minutes in pairs to create a poem with at least two sets of couplets or four
lines.
Accelerated students may choose to create more than one poem or build on a single poem as long as
they have practiced reading their first poem aloud.
I will ask students to pair up with the person they are sitting next to and then make adjustments to pairs
as needed.
Students will be given five to seven minutes to prepare to read their poem with rhythm by identifying
couplets in their pairs. I will encourage students to practice aloud and use their voice traits that we learned in our
drama lesson (pace, power, passion). The main focus of the lesson is for students to become familiar with rhythm
in poetry. Therefore I will emphasize the presenting of their poems to be the part that I want them to focus on the
most.
Pairs of students will be given the choice to present in front of the class or not.
REFLECT/DEBRIEF: 10 minutes
We will then reflect on the entire lesson by having a group discussion on what the students learned.
Debrief Questions: What are couplets? What is a rhyme? What is rhythm? Who got at least one poem
done? Who created more than one poem? Who practiced reading their poem with rhythm? Who used the voice
traits when reading their poem with rhythm? How do rhythm and rhyme affect the structure of poetry?
Say I CAN statement together as a class.
Dismiss students/turn class over to Ms. Warne

Assessments
The procedures to gather evidence of students learning of learning objective(s) to include formative (informal)
assessments applied throughout the lesson and a summative assessment (formal) of what students learned by the end
of the lesson (include any assessment tools)

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I will be assessing the students learning throughout the lesson by observing their participation during our warm up and
also how they work with their group members. While observing the students throughout the lesson I will be constantly
checking for understanding. I will use the thumbs up approach to check for understanding after giving directions, and I
will also be walking around checking in with students while they are working in their pairs. I will use this formative
assessment to determine if I need to change or adapt my lesson to further assist the students.
Summative Assessment Tool-

Key:Developing---* Contributes ideas in Create a poem with Understands and can

Meeting---+ Exceeding---! group while creating rhythm and rhyme describe how words
poems supply rhythm and
STUDENT NAME meaning in a poem

I will provide closure to my lesson and also let my students demonstrate what they know by having them present their
poems that they will have created towards the end of the lesson. The students should show understanding of rhythm
through the way they present their poems. I may or may not videotape their presentations.
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Differentiation
Adaptations to instructional strategies, the learning environment, content, and/or assessments to meet the needs of
students who require further support (e.g., ELL/MLL, struggling, accelerated, 50/IEP, etc.)
Students will be working in pairs but to accommodate the students that have a hard time with writing and reading I will
specifically pair these students based on the level they are at.
Accelerated students will have the choice of writing a longer poem or creating a second or third one if they finish early
or they can be walking around the class to assist their classmates.
I will check in with struggling students multiple times throughout the lesson. I will know which students are struggling after
checking in with each student throughout the lesson.
Preferred seating for SPED students during instruction time; they should be seated close to me when I am going over
instructions.
I will vary writing support by having struggling students write out their sentences on a personal whiteboard prior to
creating a final copy to correct spelling and punctuation errors.
I will also ask for a thumbs up after explanations to make sure each student understands the directions.

Lesson Plan Reflection (if lesson is carried out)

An analysis of what worked, what could be changed, and the next steps for teaching
What changes would you make to your instructionfor the whole class and/or for students who needed
greater support or challengeto better support student learning?
oWhy do you think these changes would improve student learning? Support your
explanation with evidence of student learning AND principles from theory, recommended practices,
and/or research.
Based on your reflection and your analysis of student learning, describe the next steps for instruction to
support students learning.

During the initial instruction of my lesson, after the warm up, I struggled with keeping
the students focused. I feel like I presented to much information and lost their attention. I
definitely need some more practice with classroom management strategies. Perhaps having
one specific strategy that the students are use to would help. I also feel like having the kids
participate and interact during the instructional time by perhaps turning it into a game would
have helped with the management.
However, I feel the students really grasped the information I wanted them to retain. I
wanted the students to be able to create a poem with two sets of couplets and be able to read it
with rhythm. I also wanted the students to be able to explain how rhythm and rhyme affected
the structure of poetry. Most of the students worked well in creating their poems and reading
them with rhythm, there were even a few that could explain how rhythm affects the structure

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of poetry!
Overall, the lesson was a success but I would like to continue to work on my classroom
management skills, making the instructional part of a lesson more interactive for the students,
and clearly stating my expectations for behavior before I even begin the lesson. I think if the
instructional part of my lesson was more interactive they may have grasped the information I
was presenting much better. The next steps for instruction to support student learning would
be to continue going over the elements of music. The students may understand the element of
rhythm fairly well, but are unfamiliar with the others. I would probably do a lesson solely on
the elements of music and give clear examples of each rather than just definitions.

Finish the Poem:

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v5.01 08/24/15
Elementary Education Program (EEP) College of Education University of Hawaii at Manoa