Lesson Plan 8— LA—Limericks and The Wishtree

Grade/Subject: Grade 2/3 ELA Unit: Poetry Lesson Duration: Hour and a half

SPECIFIC LEARNING OBJECTIVES Formative &

OUTCOMES (2-3, clear, and measurable) Summative
FROM ASSESSMENTS
ALBERTA Students will: (How will you know
PROGRAM they met learning
OF STUDIES objectives?)
(Observations, Key
Questions,
Products/Performances)
2.1.1 use Students will be introduced to limerick poetry and
knowledge use their prior poetry knowledge and rhyming skills
of how oral to write their own limerick.
and written
language is
used in a
variety of
contexts to
construct and
confirm
meaning

2.3.5 Students will demonstrate their ability to follow the

demonstrate limerick rhyme scheme and ensure they are
rhyming their words in their poems.
interest in
the sounds of
words and
word
combinations
in pattern
books,
poems,
songs, and
oral and
visual
presentations
4.3.5 show
enjoyment Students will demonstrate good listening skills
while we read The Wishtree and write our own
and
wishes.
appreciation
during Students will demonstrate their appreciation for
listening and literature by being active listeners when reading The
viewing Wishtree.
activities
Students will use their listening skills to recognize
the rhyme scheme of limericks.

5.2.2 identify Students will recognize that their peers can help
ways that them when they are confused and follow the “ask 3
then me” rule while participating in poetry writing
class
workshop.
members can
help each
other

LEARNING RESOURCES CONSULTED

-The Wishtree
-Sharpies
-Ribbon for wishes
-Laughable Limericks
-The Book of Pigericks
-Visual journals
-Pencil
MATERIALS/ EQUIPMENT/ GYM SET UP

-The Wishtree
-Sharpies
-Ribbon for wishes
-Laughable Limericks
-The Book of Pigericks
-Visual journals
-Pencil

PROCEDURE
 Introduction (10 min.):
(hook, pre assessment, connection to curriculum, focus/learning area, expectations, Transition,
groupings, overview)
 Ask students to move to the reading carpet. Assessment
 Ask students who read The Wishtree last night.
 Tell students they will be reading it at home and if they can’t
read it at home they can go to the learning commons in the
morning to stay caught up.
 Have a conversation about The Wishtree.

Body (30 min.):

Formative & Summative Assessments, Key Content Areas, Game/Activity Rules &
Expectations, Specific Learner Considerations: Transitions
 Ask students if they have begun thinking of wishes to add to Assessment:
the wishtree yet. Give students the opportunity to brainstorm Formative:
then tell them they will be writing their wish in sharpie on the
sheets we have. They do not have to have their names on
them if they do not want to. When they are finished they will -Walking around and
hand them in and read silently until everyone is done. observing students
 Once everyone has written their wishes down we will begin work
talking about trees and what we know about them. -Observing which
 Ask students about how we know how old trees are (counting students are capable
the rings) and able to follow the
 Tell students today we are going to use our visual journals to write a story from the
go outside and touch and look at some trees at our school. point of view of the
We will be using toilet paper rolls to zoom in close to the tree tree.
to observe every part of it. We are going to feel them and -Reading what students
think about how many rings it might have (how old it is). are writing and
 Tell students we will be using this as our journal prompt and drawing.
pretending we are the tree in the school yard. Have students -Having students share
write down their favourite memory they have had at their stories when we
Fleetwood Bawden. come back in.
 Have students write this as if they were the tree telling the
story.
 Encourage students to be creative and write as though they
are the tree and to tell the story that way.
 Encourage students to draw an art picture along with this
story.
 If the weather is nice ask students if they would like to work
outside for a bit then go back inside.
 Give students time to work on their visual journal entries.
 Give students the opportunity to share their visual journal
entries.
  Have students work on concrete poetry until the end of the
block and tell students we will be beginning limericks
tomorrow.

Closure (5 min.): * Connect your closure with learning objectives*

Consolidation/Assessment of Learning, Feedback From Students, Feedback To Students,
Transition To Next Lesson
 Thank students for their hard work and tell students we will Assessment
continue with poetry tomorrow.

10 Key questions to review your plan:

1. What will my classroom/ gym/ teaching area look like when I begin to teach?
2. How will I interest the students on the lesson questions/ topic?
3. At what part of the lesson will I assess formatively? Summatively?
4. Have I clearly planned how I will transition from each part of the lesson (e.g.
intro to activity 1)
5. Have I given thought to what approach to use in each activity? (e.g., direct
instruction vs. group work)
6. Do I have enough detail in my activity descriptions to really understand what I
will say, do, and assess?
7. Have I considered how my students will react to each activity? Any special
learner considerations?
8. Do I know what evidence I am looking for as I assess formatively (e.g.- as you
observe students working- what are you looking for? As you question the students- what
types of answers are you hoping to receive?)
9. Does my closure solidify the key points to the lesson?
10. Do I connect my closure to the lesson objectives?
Lesson Reflections (After you teach):
What went well:

What can be improved upon:

Describe how the students met your lesson objectives: