Grade: 4/5 Subject/Unit: ELA/Poetry

Teacher: Ms. Alvarado Lesson: Poetry Stations 2 Nov 29

Desired Results
- What are ways I can promote literacy in the classroom?
Essential - How can I create differentiation for students who struggle?
Question(s) - How do I get students interested in poetry?

Learning GLO 1 – explore thoughts, ideas, feelings, and experiences

GLO 2 – comprehend and respond personally and critically to oral, print, and other media texts
Outcome(s)
GLO 3 – manage ideas and information

Students will be able to:

1. Explore the different forms of poetry
Lesson
2. Identify the different forms of poetry and their characteristics
Objective(s) 3. Demonstrate the different forms of poetry in their own words
4. Practice writing poetry

Assessment Evidence
Summative Formative  Poems they’ve made
 N/A  Thumbs up/down
Assessment Assessment  Answers to question

Learning Experiences/Opportunities
 handouts
Ed  Music Resources
 anchor sheets
Tech  smartboard to Prepare  stations and set up
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
 on the board write… poetry is… and have students provide you with  On smartboard show groups.
answers  Have stations numbered for
 Transition: listening! On the smartboard you will see your name, your students.
stations, and a number. When I say the secret word go to your station.
Activity #1: Stations
Teacher Prompts/Cues/Explanations
There will be four stations.
#1 Cinquain. #2 Concrete. #3 Couplet. #4 Acrostic.  Groups of students will be chosen
Each station has a sheet providing you information on that poetry type, and beforehand.
sheets where you will be writing your poems.  Could have classical music in the
You are to write a poem using the sheet to help you. background?
Write your name on the sheets you write your poems in.  Each station gets a bin with the
Help each other out! anchor sheets and a bin for
Student Actions handouts that they will be writing
 Are writing down poems. in.
30 minutes
 Are talking to each other.  1.1 discover and explore –
 Are asking questions about the poetry types. experiment with language and
 Are looking at smartboard for ideas. forms
Guiding/Prompting Questions  3.1 plan and focus
 Thumbs up if you understand! After you explain instructions.  2.1 use strategies and cues
 When you are done your poem, bring it to me, and tell me which station you  2.3 understand forms, elements
will be doing next! and techniques
Check for Understanding/Performance Indicators  2.4 create original text
 Thumbs up/down after explaining instructions to see if students understood
clearly.
Transition Cues
 Grade: 4/5 Subject/Unit: ELA/Poetry
Teacher: Ms. Alvarado Lesson: Poetry Stations 2 Nov 29

 One two three eyes on me! Hands up who’s still in the same station from the
start?
 Hands up! Who’s at least created 2 poems?
Activity #2: Switch Stations!
Teacher Prompts/Cues/Explanations
One two three eyes on me! You are to create at least 2 poems today!
Hands up who’s done all stations?
If you’ve finished all the stations, pair up with a partner to either review your
poems or help classmates out.
Student Actions
 Continue to explore new stations.
 1.1 discover and explore –
 Talking to each other, writing down, asking questions.
experiment with language and
30 minutes  Looking at smartboard or using variation sheets.
forms
Guiding/Prompting Questions
 3.1 plan and focus
 Do we need a refresher?
 2.4 create original text
 Help each other out! Look at the station maybe someone left samples!
Performance Indicators
 Students are following instructions!
 Students are paying attention.
 Students have gone through more than one station.
Transition Cues
 Hands up! That means stops!
 Off the floor pick up at least 2 pieces of paper!
Lesson Closure/Cliffhanger:
 Students are to pick out their best
 If you’ve finished all four poems, heads up on the iPad!
poem and show the emotion of it
 From the last stations and this one, you guys should have at least 8 poems!
next class.
 Which poem is your best? Why?

What is the lesson about, and why is this lesson important to the lives of your elementary
students?
This lesson is about teaching students more poetry forms and having them interact. This lesson is
important because it provides students a fun way to engage with all forms of poetry, without
feeling pressure on being marked or judged on their poems. In this lesson students explore more
poetry in a positive environment, since everyone is doing it for the first time there is no pressure
for perfection. This lesson is important because it shows students that poetry is accessible and
fun to create.

Identify those features in each lesson plan that demonstrate the strategic (rather than intuitive)
Lesson
nature of pedagogical decision-making. Articulate specific principles associated with your PSI
Rationale
coursework that you have integrated into each lesson (ie. learning theories, grouping strategies,
instances of differentiation, accommodation of individual learning needs, purposeful integration
of First Nations, Métis, and Inuit Foundational Knowledge, educational technologies, etc.).
In this lesson I assess students one on one by having them show me their work before they move
on. By doing this I see the work students are doing in real time and can provide them with
constructive feedback BEFORE they hand in their work and move on to another poem. From my
first stations lesson I learned that having the students show me their work before moving onto
the next stations allows me to fix any mistakes they could’ve missed. By providing students with
immediate feedback, they understand what they did wrong and can fix it before making that
same mistake in another station.
Grade: 4/5 Subject/Unit: ELA/Poetry
Teacher: Ms. Alvarado Lesson: Poetry Stations 2 Nov 29