ESU Elementary Education Annotated Lesson Plan Format 12-12

Note: Not all lesson plans will include all the components listed below and the components will not always
be in the order shown. If a component is not included, a brief explanation should be inserted at the
appropriate point in the plan where that component would normally fit.
1. Context and Learning Environment for this Lesson:
Interns name __Megan Plumlee_____________ School ______Elementary

Mentor teacher ____ ______________________ Subject ______Language Arts

Grade level (s) ____4th____________ Tentative date to be taught ___October 7, 2014_______ Time
__8:30_am__________________
The setting: Class Description:
23 students in the 4th grade classroom.
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11 boys and 12 girls

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6 are Hispanic, 1 African American, and 16 are Caucasian

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5 students are English Language Learners

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1 student has an IEP and another is under evaluations for an IEP, 2 students have ADHD.

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The school as a whole has 46% of the students on free or reduced lunch

Classroom Physical Setting:
- The desks are set into groups of 4
- A board is in the front and back of the room
- 2 smaller tables are in the back of the room
- A large classroom library in on the side of the room
- A sink and countertop with the turn in basket are on the opposite side to the library

Materials
For the teacher:
SMARTboard
Book
Elmo
Poem example of the flower
Outline of an airplane on the computer (if not confident with drawing)
For the student(s):
Paper
Pencil
Markers/crayons
Work bank if needed
2. Lesson Goals, Outcomes, Objectives: Describe what you expect students to be able to do, to achieve,
including:
2.1 Instructional Objectives:
The students will create a Diamante poem in the shape of a rain drop using adjectives to describe
something about the water cycle or weather. (W.4.3d, cognitive, high)
2.2 Relevant local district/state/common core standard(s) - (ksde.org):
Use concrete words and phrases and sensory details to convey experiences and events precisely. (W.4.3d )
Read on-level prose and poetry orally with accuracy, appropriate rate, and expression on successive
readings. (RF.4.4b)
3. Assessment: How and when will you determine the extent to which students have achieved the
lesson objectives?
The students achieved a rain drop shaped poem using adjectives about the water cycle or weather.
4. Adaptations:
4.1 Gearing down
The students will be given a word bank of adjectives that could be used in the poem. This will help guide
students while still allowing them to be the creator of the poem.
Gearing up
The students will create their poem using fewer words to describe the water cycle. They will also be asked
to include some of the vocabulary words talked about during the water cycle reading lesson.
Integration:
Across: (subject) in integrated with (subject) when they _______.
Language arts will be integrated with science when the students construct poems over the water cycle or
weather.
Within: (topic) is integrated with (lesson topic) when they ______.
Poetry will be integrated with listening when the students write their own poems and listen to examples of
others poetry.
5. References/Resources Used:
7. Instructional Design Teaching Plan
7.1 Introduction Briefly describe the things you will do to get the lesson off to an engaging start:
a. Anticipatory Set Describe the first attention-getting things you will do or say to quickly focus
students attention (hook them) o what is coming next.
The teacher will read the students the book that has lots of difference adjectives in it. The teacher
will then ask the students what they heard in the book.
b. Communication of Objectives: Write out what you will do/say in kid-friendly language to preview for
students what they will be doing and the purpose of the lesson in one sentence. e.g. Hold up a flashlight
bulb and say Today you will find out what makes this object light up!
Today we will being using our knowledge of the water cycle and weather to create a poem!
*7.2. Input Tell the specific information that will be communicated to students to prepare them for the
remainder of the lesson. (What do they need to know before modeling and guided practice? e.g. essential
content vocabulary, background information) Explain how the teacher will communicate the information
(orally, on the board, in PowerPoint, slides etc.)
The teacher will review the vocabulary terms that were previously talked about in the reading lesson. The
teacher will review the parts of the water cycle and briefly go back over the book that was read to point out
details. The teacher will then present a poem on the SMARTboard that is in the shape of a flower. This
poem will be over a different topic than the water cycle. The teacher will tell the students that they will be
constructing a poem in a shape using adjectives. The teacher will review what an adjective is and ask for 3
examples from the students of what is an example of an adjective. The teacher will then tell each student
that their poem will be the outline of a shape just like the one on the board and that it will be filled with
adjectives of various lengths to create the outlined shape.
*7.3 Modeling
The teacher will draw an outline of an airplane on the board. The teacher will then think aloud some things
that could describe an airplane. The teacher will write these things to the side of the outline. Once the
teacher has about 7 words she will starting filling in these words where their lengths fit in the outline. After
the 7 words have been used, the teacher will again think aloud to see if she needs any longer of shorter
words to fill in the space. The teacher will present her final poem to the students and have them read it
aloud with the teacher.
*7.4 Guided Practice
The teacher will ask the students to decide on an outline for the new poem. The students will vote on the
two suggestions that the teacher picks. A student, whose name will be drawn out of a can, will come up to
the SMARTboard and draw the outline. The teacher will then ask each student to turn to their shoulder
partner and come up with a work to describe the outline. The partners will decide together on one word to
share. The teacher will go around the room and get word suggestions from each set of partners and write
these on the board. This will put 12 words on the board. The students will then help the teacher place the
words into the outline by indicating with their thumbs (up, down, left ,right) where the words should go in
the outline.
*7.5 Checks for Understanding
The teacher will have the students give an example of an adjective to their face partner before starting the
independent poem. The teacher will also ask the students to review the steps for completing the poem as a
group saying it together. The teacher will ask what kind of poem they will be writing. The teacher will also
ask what theme all of the poems will have. The teacher will also tell the students that if they finish early
they can illustrate their poem using coloring pencils.
7.6 Independent Practice/Assignment
The students will create their own poem using a rain drop or other water cycle related shape. The student
will then think of adjectives that could describe their outline or the topic. They will make a list of these
adjective on the side of their paper. The students will then arrange the words so they fit into the outline they
have drawn.
7.7. Closure, wrap-up
The teacher will have the students each present their poem to the class. The students will read their poem
out loud to the class and put their paper under the ELMO so people can see the shape they decided to use to
create their poem.









Flowers







Adjective word bank if
needed:
Hot
Amusing
Arctic Cold
Beautiful
Benevolent
Bitter
Blistering
Brave Shining
Brilliant
Bulky
Calm
Caring
Charming
Chilly
Creative
Creeping
Dangerous
Dawdling
Enchanting
Endless
Entertaining
Fabulous
Fair
Fantastic
Fluttering
Freezing
Frosty
Generous
Gentle
Gigantic
Gorgeous
Great
Grimy
Hard
Hasty
Hopeful
Huge
Icy
Immense
Intimidating
Itty-bitty
Lively
Lovely
Marvelous
Massive
Muggy
Picturesque
Quick
Quiet
Relaxed
Ridiculous
Rusty
Scorching
Scrumptious
Selfish
Shocking
Sizzling
Slick
Slimy
Sloppy
Small
Smelly
Soaring
Sparkling
Speedy
Splendid
Spoiled
Steaming
Stifling
Striking
Stunning
Subtle
Superb
Sweltering
Swift
Tremendous
Wild