Student Teacher:___Kelsey Gile_____ Date:________________

Subject: Writing Lesson Topic: Color/Senses poems

Grade: 3rd Length of class: 30 Minutes

Learning Objective (performance, conditions, criterion):

Students will demonstrate their understanding of word choice and poetry by creating a
poem that relates to their 5 senses.
Student Friendly Objective:
Today we are going to use the five senses to help us create ideas for a color poem.
State Core Standard Alignment:
Language Standard 2
Demonstrate command of the conventions of standard English capitalization, punctuation,
and spelling when writing.
f. Use spelling patterns and generalizations (e.g., ​word families, position-based
spellings, syllable patterns, ending rules, meaningful word parts​) in writing words.
​Writing Standard 3
Write narratives to develop real or imagined experiences or events using effective technique,
descriptive details, and clear event sequences.

Core and Supplemental Materials:

Teacher Materials: Student Materials:
My Many Colored Days​ by Dr. Seuss ​ olor swatch (2 for each student)
C
scratch paper ​Fine tip Sharpie (black)
Poem starter sheet.

Context for Learning:

Organization of the
students (e.g., small ​ Small Group (3) Shyanne, Emilio, and Hayden
groups, whole group,
partners)

Pre-Lesson Assessment
Data

IEP Goal Links Students will write clear main ideas with strong supporting
(Also describe individual details and express mood, voice, and/or point of view.
student modifications &
accommodations)
Pre-Instructional Set: (​Approximately 3 minutes)
Gain students’ attention We will start with breaking apart words with #/minutes
(Activity and Script) the slinky. I place a picture on the table that
represents a word. On the bottom it will show 5 minutes
buttons for how many sounds the words
contain. After we have identified what the
picture is together we break apart the word
using the slinky. They will then do it one at a
time so I can hear their sounds and help them
make any adjustments.

Inform students of Today we are going to do some more writing #/minutes

learning objective(s) like we have done the past few day. I am going
to read the book and I want you to listen to the (30 seconds
descriptive words the author used to help to 1 minute)

express the emotions he writes about. I also

want you to notice to how the words paints a
picture. We need to remember that for when we
do our writing.

“This is important to We need to remember that for when we do our #/minutes

know because…” writing. Having this tool is important to our
(Informed instruction) writing so that we can paint a picture in the (30 seconds
audiences heads. to 1 minute)

Preparing students for instructional content: ​(Approximately 6 - 15 minutes)

Review of prior *** Who can tell me what are 5 Senses are? #/minutes
knowledge, if (Review of the 5 senses if they have forgotten
applicable or don’t know.) Does poetry have to rhyme? 2 minutes
What kinds of poetry have you heard/read?***

USE THIS REVIEW AFTER READING THE

BOOK
Instruction: ​(Approximately 20 to 40 minutes – depending on length of class)
Explicit Modeling of ​READ: ​My Many Colored Days #/minutes
Skill (what cognitive Pause to ask questions and build the
steps should the comprehension. What do you think that color
students be using to may be? Happy? Sad? Excited?
successfully perform I want to help give the class ideas from the
the skill?) book that they can use or reference in their
(I DO IT) 10 minutes
own writing. Really focus on how the words
paint a picture in a reader’s mind, but also how
the illustration add to the story itself.

Guided Practice Who can tell me some the colors we read #/minutes
(WE DO IT) about? What did that color make you think of?
List on the board the colors from the book and 12 minutes
the emotions the author used. Today we are
going to write our own color poems and we are
going to use some of our senses to help think
of things we can add to our poem. Who can tell
me some things we see that are (color)? What
about taste? Do we hear anything that is
(color)? What about smell? Touch? Create a
list that students can reference while writing
their own poem. Introduce the senses
worksheet.

As a group using the worksheet create a

example with the color red. Have each student
provide and example for one of the senses. Be
direct with the questions and allow them time
to think.
 Strategies to check for If students struggle with creating the first
understanding poem use another color as an example and try
again. Allow students the opportunity to make
mistakes that you can correct before they work
individually.

Independent Practice Explain that they will complete the template,

(YOU DO IT) and take at least 4 lines from the sheet to
create a poem. Don't worry about spelling now.
Have students really focus on trying to sound
out words as they write and things can be fixed
at the end. We will have individual
conferences. Write a rough draft on a piece of
lined paper. After talking with me they will write
the final copy using **pencil** on the color tab
and then trace in black sharpie.

***while they are working continuously remind

them to write with detail so the reader can
paint a picture with the words.***

If needed, how will you address re-teaching of specific skills.

Give students lots of examples and continue to refer them back to the board for ideas.

Assessment:
Concrete and tangible
assessment to know Students will give me their rough draft to fix any mistakes
whether students have and the final copy can be displayed. With having both
met learning objective copies I can see the phonetics and progress made between
the drafts.

Closure: ​(1 – 5 minutes)

Organization/transition Good job today! Please hand me your #/minutes
routines (e.g., put worksheets or final copy and then get an Ipad
assignments in folders, or your Chromebook and log onto Lexia.
prepare for bell,
transition to next
lesson/activity 30 Seconds