UMF Unit-Wide Lesson Plan Template

Name: Chelsea Wallace Program: EleEd Course: EDU450

Lesson Topic / Title: Writing a Poem

Lesson Date: March 12, 2018 Lesson Length: 50 min Grade/Age: 7th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will brainstorm and write a poem focusing on This aligns with Learning Goal #3 of my
figurative devices, structure and form, conventions, and TWS.
basic poetry essentials.

Content Standard(s) Instructional Decisions / Reasoning

Standard: CCSS.ELA-LITERACY.W.7.4 This standard aligns with my third

Produce clear and coherent writing in which the learning goal and also was deemed the
development, organization, and style are appropriate to most appropriate seventh grade
task, purpose, and audience. writing standard for writing poetry.

Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning

Formative Eventually the final draft of this poem

Students will pass in a rough draft of their poem and
based on the rubric the teacher will assess where they are
and inform the students so they can edit their work.
will be put in as a summative grade. It
is beneficial for the students to know
what needs to be fixed in their poem
before they hand it in for the final
summative grade.

Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

Laptops Students have access to all information

Projector on their Google Classroom. It saves on
Handouts (Brainstorm Worksheet and Rubric) paper and students do not have the
Poems: excuse that they “lost” the handout
Jaguar when they do not complete the
Ode to Shoes assignment. Students are held
accountable for their work.

Rev 8/17
Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning
Activity Time Explanation
Paper Passing 3 min Students pass in Reading a few poems before beginning
their illustration the poetry writing process should help
from last class, spark student interest.
teacher passes
out rubric and
worksheet.
Google 10 min Student
Classroom volunteer reads
Reading Poetry Jaguar, discuss,
reads Ode to
Shoes, discuss
Explain 5 min Teacher
Assignment explains the
poem
assignment
(what is
expected of the
students written
work)
Teacher Remainder of Teacher
Circulates, Class circulates the
Students room checking
Brainstorm for
understanding,
questions, and
helping students
brainstorm
poem subjects
and examples of
figurative
language.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

Poems on laptop but students have the option to print

them out

Worksheet and rubric available digitally and hard copy

Field Courses Only – Post lesson

Reflection

The two poems that I chose though short and concise may have been too advanced
for some of the students in my first ELA class. The discussion was poor and part way
through the discussion I made the executive decision to cut it short and move on to
the brainstorming session. Students were “in a funk” behavior wise and it was
impossible to get anything other than blank stares from them.

Teaching Standards and Rationale

Standard #9 Reflection and Continuous Growth

9g
While teaching I realized my opening activity with reading poems was not engaging
enough for my students. I cut this activity short. Since I taught this lesson later in the
afternoon to my second ELA group I tried a different method of reading the poems
during class which seemed slightly more appropriate and successful.