COOPERSTEIN, J.

LESSON PLAN TEMPLATE

Lesson Day Wednesday, December 6th
How will this lesson support the learning
goal?
(1c: Setting Instructional Outcomes) What types of rhyme scheme do authors use?
(1 point)

Taking the learning goal into consideration, what is

the objective(s) of this lesson that will support
progress toward the learning goal.

Objectives should be learner focused (not what the

teacher will do or accomplish), observable (use
verbs that can be measured), and target a specific
outcome. Please refer to the SLO User Guide for the
ABCD method or I CAN statements that can be
used as a guide.

Objective(s) Students will be able to identify rhyme schemes in a poem.

(1c: Setting Instructional Outcomes)
(2 points)
PA Standards
(2 points)
www.Pdesas.org/Standard/view or CC.1.3.4.E
https://www.pdesas.org/Page?pageId=11
Explain major differences between poems, drama, and prose
and refer to the structural elements of each when writing or
speaking about a text.

ISTE Standards (if applicable) Not applicable

Technology Materials/Resources
(1d: Demonstrating Knowledge of
Resources)
(2 points)
What texts, digital resources, & materials will be
used in this lesson? How do the materials align with
the learning objective(s)? If appropriate, what
educational technology will be used to support the
learning outcomes of this lesson? How do the
resources support the learning objectives?
Cite publications and any web resources.
Flocabulary video- I chose this as my anticipatory set because I
know that my students become very engaged in these. These
videos have been used previously in many different subjects to
pique interest and preview a topic before beginning a lesson.
PowerPoint- I decided to use a PowerPoint so that all students
would have a visual of what I am talking about as I describe it. I
chose specifically to color code the rhyme schemes in the poems
so that I can refer specifically to them and students eyes are led
to the rhymes.
https://docs.google.com/presentation/d/1gspQmbZH6buG07
HOV7tzsWeXE-z_XRzVls8HwlJULlc/edit#slide=id.p
Simple Poems from Poetry4Kids.com- I chose these poems
because they are simplistic and the rhymes are very evident.
This way, all different levels in the class are able to access the
content.

Silverstein, S. (2014). Where the sidewalk ends: the

poems & drawings of Shel Silverstein. New York:

SLO Lesson Plan Template 1

 COOPERSTEIN, J.

HarperCollins- I chose to use poems from this book for

Independent practice because the poems are funny and engaging
and many students have heard of Shel Silverstein. I chose the
poems Homemade Boat and Sick because they demonstrate
the two rhyme schemes taught in this lesson.

Anticipatory Set Open PowerPoint

(1a: Demonstrating Knowledge of Content Today were going to be looking at Rhyme Scheme in Poetry.
and Pedagogy)
Does anyone think they know what Rhyme Scheme is?
(2 points)
____ minutes We are going to watch a Flocabulary video that has a lot of
information about rhyme and rhythm in poetry. Make sure you
How will you set the purpose and help students learn pay close attention to the rhyme scheme part today.
why todays lesson is important to them as learners? Watch Flocabulary- Rhyme and Rhythm
How will you pique the interest or curiosity
regarding the lesson topic?
How will you build on students prior knowledge?
How will you introduce and explain the
strategy/concept or skill?
Provide very detailed steps.

SLO Lesson Plan Template 2

 COOPERSTEIN, J.
Instructional Activities
(1a: Demonstrating Knowledge of Content
and Pedagogy; 1e: Designing Coherent
Instruction)
(15 points)
_____ minutes
Exploration (Model): How will students explore the
new concepts? How will you model or provide
explicit instruction? You MUST include a teacher
think-aloud using student-friendly language here.
Guided Practice: How will you provide support to
students as they apply the new concept? How will
you allow them to practice (with teacher support)?
Independent practice: How will students review and
solidify these concepts to be able to use this new
knowledge? How will you monitor and provide
feedback?
Provide very detailed steps and include teacher talk
where appropriate.
SLO Lesson Plan Template
Modeling:
Use PowerPoint to introduce Rhyme Scheme.
What were some things the Flocabulary said about Rhyme
Scheme?
Rhyme scheme is a pattern to describe the ending sounds in
poetry.
Each sound is labelled with a letter.
Show slide with Alternate (ABAB) poem. Read the poem
through once.
I noticed that the end sounds repeated on every other line. The
first line ended with nice, so I labelled this line A.
The next line ends with the word fat which is a different sound
than the first one. So I labelled this one B.
The next line ends with mice. That rhymes with nice so I
labelled this line A just like the first line.
The final line ends with cat which rhymes with fat so I
labelled this line B.
That creates an alternating pattern. If there were to be a new
sound that is different than A and B what do you think I would
label that?
Now to remember my rhyme scheme Im going to come up with
movements. For A sounds I am going to clap, for B sounds I will
snap. I will read the poem through and when I get to that sound
I will do the movement.
Read poem with movement
Lets try it together. Adding these movements can help you see
the pattern in the rhyme scheme.
Guided Practice
Show slide with Couplet (AA BB) poem. Read the poem
through once.
What do you notice about the rhyme scheme in this poem? (the
first two lines rhyme and the second two lines rhyme)
How do you think we should we label this poem?
What movements can we use to show this rhyme scheme?
Decide on an A movement and a B movement. Students can
practice on their own then we will do it together.
Independent Practice:
During skill practice today in Readers Workshop you will do
more practice with rhyme scheme.
You will find a partner in your group and then find another pair
to make a group of four.
Once you have your group of four, each set of partners will
choose a different poem from the front. Copies of poems will be
put in the front of the classroom.
You and your partner will look at the poem together and decide
what the rhyme scheme is. Together you will highlight or
underline the rhymes like you saw in my example. You will also
write the letters next to the lines.
My examples will be posted on the board for you to refer to.
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 COOPERSTEIN, J.
Closure
(1e: Designing Coherent Instruction)
(2 points)
___ minutes
How will students share or show what they have
learned in this lesson?
How will you restate the teaching point or ask
students to do so and clarify key concepts?
How will you provide opportunities to extend ideas
and check for understanding?
How will this lesson lead to the next lesson?
Differentiation
(1e: Designing Coherent Instruction)
(2 points)
What differentiated support will you provide for
students whose academic development is below or
above the current grade level?
SLO Lesson Plan Template
When youve agreed on the rhyme scheme you will come up with
appropriate movements to demonstrate your rhyme scheme.
When both pairs are ready, you will read your poem and do
your movements along with it. The other pair will guess the
rhyme scheme your poem had.
How do we determine rhyme schemes? What are some things we
have to look at?
Authors use rhyme scheme to give their poem a nice rhythm. It
makes the words pleasing to the ear.
Later this afternoon, we will practice incorporating rhyme
scheme into our poetry.
The use of the PowerPoint provides a visual representation of
what I am teaching for visual learners. It uses color coding to
show rhyme schemes visually.
Adding movement into the lesson to demonstrate rhyme
schemes appeals to the kinesthetic learners in the class. This will
also benefit students with attention issues, incorporating
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 COOPERSTEIN, J.
What specific differentiation of content, process,
products, and/or learning environment do you plan
to employ to meet the needs of all of your students?
How will your lesson be supportive for all students,
including English Language Learners, and build
upon the linguistic, cultural, and
experiential resources that they bring to their
learning?
How will your lesson promote creative and critical
thinking and inventiveness?
Accommodations**
(1e: Designing Coherent Instruction)
(1 points)
What classroom accommodations do you plan to
employ to increase curriculum access for students
identified with special education needs or 504?
Describe how these accommodations align with the
current Individualized Education Plan (IEP) for
each student as applicable (avoid using actual
names of students).
Modifications**
(1e: Designing Coherent Instruction)
(1 point)
What curricular modifications and/or changes in
performance standards, if any, do you plan to
employ to facilitate the participation of students
identified with special education needs?
Assessment (Formal or Informal)
(1f: Assessing Student Learning)
(3 points)
How will you and the students assess where the
learning objectives, listed above, were met?
Each formal or informal assessment should describe
how it is aligned to the above objective(s).
SLO Lesson Plan Template
movement will help them stay engaged during the modeling and
guided practice portions of the lesson.
Using a simplistic poem with obvious rhymes to model rhyme
scheme ensures that all ability levels are being met while
teaching the content.
I will put a checklist on the board for the independent skill
practice. This will be beneficial for students who struggle with
attention and memory. It will also cut down on management
issues when students have a checklist to follow.
Students exhibiting positive, on-task behavior will receive a
golden ticket for our class reward system.
Students with 504 plans for behavior and attention will be
provided with frequent reminders to stay on task during the
independent portion of this lesson where they are working in a
group.
For these students I will also set time limits for each part of the
independent practice (determining rhyme scheme, highlight and
write rhyme scheme on poem, perform poems and movements).
Students who have task cards (overall behavior, task completion,
on task behavior) will be monitored closely and will receive a
hole punch in their card if earned.
Modifications are not applicable in this lesson.
Informal assessment:
During the guided practice questions such as what do you
notice? and How should we label this? check for
understanding of the content.
If some students are confused about the different letters in the
rhyme scheme, I can refer back to the PowerPoint in which the
rhyme schemes are color coded.
I will monitor the independent practice and ask questions such
as how did you determine the rhyme scheme in this poem?
and how did the movements help you determine the other pairs
rhyme scheme?
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 COOPERSTEIN, J.

Reflection on Instruction
(7 points)
At the conclusion of the lesson you should reflect on
the lesson. The reflection should go beyond simply
answering the question Was this a good lesson?
Below are some questions to assist you in your
reflective process (Danielson, 2008):
o What evidence did you collect to
demonstrate that your students have met or
are progressing towards the learning
outcomes/objectives?
o View student work samples. What do they
reveal about the students level of
engagement and comprehension?
o What changes, if any, would you make to
the lesson if you teach this lesson in the
future? What misconceptions, if any, do
you need to clarify before teaching the
next lesson?
o Did you stray from your lesson plan? If so,
how and why?
o Comment on your classroom procedures,
student conduct, and your use of physical
space. To what extent did these contribute
to student learning?
o Comment on different aspects of your
instructional delivery (e.g., activities,
grouping of students, materials/resources
utilized). To what extent were they
effective?
I believe that the students met the objective of this lesson. During the
independent practice portion of the lesson, I observed students being
able to identify the rhyme schemes without any support. The students
were engaged during the whole group portion of the lesson. The
Flocabulary piqued their interest in the topic and set the tone for
engagement in the content. I believe that the PowerPoint was a great
way to show what I was teaching. I was able to reference the slides if
students had questions. The color-coding of the rhyme scheme was a
great scaffold to demonstrate the content.
If I were to teach this lesson again, I would think through the logistics of
the independent practice (i.e., when they will do it, who will their
partners be, etc.) Not quite thinking through this before implementing
the lesson caused some chaos and many questions about what to do.
While I dont believe that this detracted from meeting the objective, pre-
planning these things would have made the independent activity run
more smoothly.
Before implementing the lesson, I decided to change one of the poems I
was using. I realized that the two poems I chose originally were not
equal in length. I wanted to find poems that were equal so that students
felt that it was fair. After making this decision and implementing the
lesson, I realize that I actually could have provided more of a challenge
by having longer poems. Both poems that I chose were short and the
rhyme schemes were very evident. I chose these poems to be sure that
students were able to meet the objective independently. I believe that
they could have been successful with a longer poem as well.

**Accommodations and Modifications

Students with disabilities may need accommodations or modifications to their educational program to participate in the
general curriculum. Both are essential to consider when planning an equitable educational experience for students with
disabilities. Accommodations refer to changes in how a student learns the material but they do not change knowledge
content. With accommodations, a student receives the SAME education as other children, but the student can access
content or express knowledge in different ways. Modifications refer to changes of what is taught or what students with
disabilities are expected to learn. This may include adaptations made to instruction and assessment that change or
reduce learning expectations. (Please refer to the SLO User Guide and SLO template for additional explanation.)

When completing these two sections, you need to describe, if appropriate, how you will ensure that students will access
the material based on the accommodations or modifications listed within the IEP or 504 plan. There should be a direct
connection within the Anticipatory Set, Instructional Activity, and Closure section of the lesson plan template.

SLO Lesson Plan Template 6