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USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes

Grade Level Being Taught: 3rd Subject/Content: ELA/Poetry Group Size: Date of Lesson: 3/26/18
and Figurative Language 22

Lesson Content
What Standards (national or
state) relate to this lesson? LAFS.3.RL.2.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate
(You should include ALL applicable information relevant to a given topic efficiently.
standards. Rarely do teachers use
just one: they’d never get through LAFS.2.RL.2.4: Determine the meaning of general academic and domain-specific words and phrases in a
them all.) text relevant to a grade 3 topic or subject area.

LAFS.3.RI.1.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the
text as the basis for the answers.

Essential Understanding Students will understand the different parts that make up a poem. They will also be familiar with different
(What is the big idea or essential topics relating to figurative language, and have a deeper understanding about what the poem in question
question that you want students to talks about.
come away with? In other words,
what, aside from the standard and
our objective, will students
understand when they finish this
lesson?)

Objectives- What are you


teaching?
(Student-centered: What will Students will be able to text code to find evidence that answers questions and will be able to talk
students know and be able to do intelligently and answer questions about a poem.
after this lesson? Include the
ABCD’s of objectives: action,
behavior, condition, and degree of
mastery, i.e., "C: Given a sentence
written in the past or present tense,
A: the student B: will be able to re-
write the sentence in future tense D:
with no errors in tense or tense
contradiction (i.e., I will see her
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Poetry Group Size: Date of Lesson: 3/26/18
and Figurative Language 22

yesterday.)."
Note: Degree of mastery does not
need to be a percentage.)

Rationale
Address the following questions: I am teaching this objective because it is the next in the planning guide, and might be topic matter on the
 Why are you teaching this FSA. This lesson helps prep students for lessons in the future, be it in this class or further on down the
objective? road. I am, teaching it this way so students have exposure to FSA style questions in regards to a poem. It is
 Where does this lesson fit important for students to know this because poetry is everywhere and students will see it again.
within a larger plan?
 Why are you teaching it this
way?
 Why is it important for
students to learn this concept?

Evaluation Plan- How will you Formative Assessment-anecdotal notes while circulating, packet with questions and answers
know students have mastered
your objectives?

Address the following:


 What formative evidence will
you use to document student
learning during this lesson?
 What summative evidence will
you collect, either during this
lesson or in upcoming lessons?

What Content Knowledge is


necessary for a teacher to teach Teachers need to know the poem, and what it is about. They also need to know the answer to the
this material? questions, and how to explain metaphors to the students. They also need to know of examples of
metaphors.
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Poetry Group Size: Date of Lesson: 3/26/18
and Figurative Language 22

What background knowledge is Students need to know what a poem is, and what figurative language means. They need to know how to
necessary for a student to look back in the text to answer questions.
successfully meet these
objectives?

 How will you ensure students’


have this previous knowledge?
 Who are your learners?
 What do you know about them?
 What do you know about their
readiness for this content?

What misconceptions might


students have about this content?

Students might not understand what the poem means. Students might be confused as to what a metaphor
is and how it is different than a simile.

Lesson Implementation
Teaching Methods
(What teaching method(s) will you
use during this lesson? Examples Direct Instruction/Individual Work
include guided release, 5 Es, direct
instruction, lecture, demonstration,
partner word, etc.)
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Poetry Group Size: Date of Lesson: 3/26/18
and Figurative Language 22

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use whichever
(What exactly do you plan to do in responsible plan is appropriate for the content taught in this lesson. For example, in science,
teaching this lesson? Be thorough. (Teacher or you would detail the 5 Es here (Engage/Encountering the Idea; Exploring the
Act as if you needed a substitute to Students)? Idea; Explanation/Organizing the Idea; Extend/Applying the Idea; Evaluation).
carry out the lesson for you.)
Start Teacher Begin by having students clear off their desk, and then getting out their Word
Where applicable, be sure to Work journals. Hand out the “Metaphor” puzzle pieces and have the students
address the following: glue it into their notebooks on the next blank page. Have a student read the
 What Higher Order Thinking definition and another ead the example. Discuss metaphors and how they are
(H.O.T.) questions will you ask? different than similes. Go over some common metaphors and then show students
 How will materials be the poem “The Pilot”. Have them go over and look for metaphors. If time, go over
distributed? the poem from yesterday, “My Favorite Day”, and have them find the metaphors
 Who will work together in and how they differ from the similes that we learned about yesterday. Then have
groups and how will you students put all of that away. Pass out the poetry packets for the day, called “The
determine the grouping? Snowbird’s Song”. Explain that we will be going over some of the questions
 How will students transition together and some of them separately. Start by reading the poem twice for the
between activities? students and then having them number the stanzas, discuss any sections. Go over
 What will you as the teacher do? question 1-5 with them, have them work on the last few on their own.
 What will the students do?
 What student data will be
collected during each phase? Students Students then have time to work independently, all while getting that text
 What are other adults in the evidence when needed and marking it with the number of the corresponding
room doing? How are they question. Once done, students should go over work done independently to check
supporting students’ learning? their answers and evidence.
 What model of co-teaching are
you using? Teacher After it seems that most of the students are done, go over the last few questions
and discuss and have them discuss with their table groups. Once through the
questions, have students get out their reading notebooks and glue into the next
blank page, with the title “Poetry Week 2”.
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Poetry Group Size: Date of Lesson: 3/26/18
and Figurative Language 22

What will you do if… …a student struggles with the content?


If a student struggles, we will work one on one or whole group to try and answer their questions together.

What will you do if… …a student masters the content quickly?

If a student masters the content quickly, they will be asked to go back and check their work, and then
asked to search for figurative language within the poem.

Meeting your students’ needs as If applicable, how does this lesson connect to the interests and cultural backgrounds of your
people and as learners students?

Some of my students really enjoy poetry,


If applicable, how does this lesson connect to/reflect the local community?

Tampa has a rich Slam Poetry culture, and poetry is jjust another form of music, of which Tampa has a lot.

How will you differentiate instruction for students who need additional challenge during this
lesson (enrichment)?

If a student needs enrichment, I will ask for them to write their own poem using the figurative language
that we have already talked about.

How will you differentiate instruction for students who need additional language support?

Students who need additional language support will get one on one help from me.

Accommodations (If needed) I, J, S, D, J, N-IEP-Extra time, stuff read/explained deeper to them


(What students need specific R-504-Extra time
USF Elementary Education Lesson Plan Template (S 2014) Name: Breanna Dennes
Grade Level Being Taught: 3rd Subject/Content: ELA/Poetry Group Size: Date of Lesson: 3/26/18
and Figurative Language 22

accommodation? List individual J, R-Redirections


students (initials), and then explain
the accommodation(s) you will
implement for these unique
learners.)

Materials “The Snowbird’s Song” poem packet


(What materials will you use? Why Metaphor puzzle pieces explaining what it is and giving example (teachers pay teachers)
did you choose these materials? Word Work Journal
Include any resources you used. Reading Notebooks
This can also include people!) Poem: “The Pilot” for metaphors