Houston Baptist University

Department of Education and Kinesiology

Lesson Plan Format
Multiple Menu Model
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Subject: Language Arts

Grade Level: 4

Unit: Poetry

Topic: Poetry

Time Estimate: 3 days

Goals: TLW appreciate poetry.

TLW understand how the structural elements of poetry relate to form.
TLW learn to write poetry by the conventions of poetry (e.g., rhyme, meter, patterns of
verse).
Objective(s): TLW list the structural elements of poetry and give examples of elements
of poetry.
TLW demonstrate comprehension of poems by examining poetry and answering
questions.
TLW compose a poem by using the conventions of poetry.
TEKS: 110.15.b.4
110.15.16.b
Materials/Resources/Technology needs:
Poetry Selection of Books in the class
Poetry Center with poems
Dust of Snow by Robert Frost
PowerPoint: http://www.slideshare.net/mwhitford1/4th-grade-poetry-8288327
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Instructional Procedures
Focusing Event (Anticipatory set): The teacher will ask students: Does anyone
like to read poems? If so, what is your favorite poem? How is a poem different from a
story? Each child will be given an opportunity to share.
Teaching/ Learning Procedures:
(Objective and purpose) The teacher will explain that today they are going
to explore Poetry and its elements.
(Input) The teacher will present the information with an interactive
PowerPoint that has them practice identifying different elements of poetry throughout the

presentation. Once the teacher and students have sufficiently discussed the aspects of
poetry and its elements, the teacher will move on to show them how to analyze poetry.
(Modeling) The teacher will model reading a poem such as Dust of
Snow by Robert Frost. She will point out elements of poetry within the poem.
She will answer questions about the poem by involving the class in participating
to analyze the poem. She will use Popsicle sticks to draw names. Once the whole
class has analyzed and answered questions about the poem together through the
modeling of the teacher, then the teacher will move on to allow students to show
their understanding.
Formative Check (Check for understanding): The teacher will have
students complete an exit ticket that lists at least 4 elements of poetry with
examples. She will also walk around and check on individual work and progress
on activities after she has explained the menu options.
Reteach (alternative used as needed): Show a BrainPop video about poetry
and talk about things that they saw and learned. Then take a quiz on BrainPop as a whole
class. Popsicle sticks will be used to draw names to answer questions on the quiz. Then
the elements of Poetry will be discussed and put on an anchor chart to have a visual of the
different elements of poetry (rhyme, free verse, alliteration, simile, metaphor, rhyme
scheme, meter, theme, etc.)
(Guided Practice) Students will be given a poem to analyze and answer
questions to demonstrate comprehension of the poem. We will check the answers
together and go over it once everyone has had a chance to complete it.
(Independent Practice: Students will be introduced to menu of options of
assignments to complete (this part will probably take 2 days). The breakdown of the
menu will look like this:
Main Dish (select one)
Listen to poems in the listening center and choose a poem and summarize
it.
Read poems from the selection of poetry books in the class, choose a
poem, and identify the number of lines and stanzas.
Go to the poetry center and use the poems to match the poems to their
format.
Side Dishes (select any 2)
Either by listening to poems at the listening center or reading poems from
our class:
o Find 2 poems with the same rhyme scheme.
o Choose a poem and identify the words the poet used that helped
you visualize the poem.
At the poetry center:

o Sort poems based on an element of poetry (number of lines,

number of stanzas, rhyme scheme, etc.)
o Choose a poem then find a poem to add to the poetry center that
has a similar poetic element as the one you chose. Make sure you
identify the poetic element and how they are similar.
Dessert (choose one)
Choose a poem from anywhere in the classroom that has a rhyme scheme
and write a poem that has the same rhyme scheme.
Choose a song from a list of songs provided and explain how that song is
poetry. Create your own song and explain how it is poetry.
Research on specific website given that explains different types of poetry
such as cinquain, haiku, acrostic, limerick, free verse, etc. Pick one and
create that type of poem.
Closure: The students will meet individually with the teacher and discuss the
grading of their rubric and will explain to the teacher what they learned by doing this
project. Students will also be encouraged to share their desserts.
Assessment/Summative Evaluation: Unit Social Studies Exam
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Modifications/Notes:
SpEd/ELL: will be given a list of vocabulary words, allowed to work with a partner, and
one on one assistance and any other special accommodation/modification as needed.
Gifted: students will be challenged to make connections to other texts, to personal
experiences, or to other subjects as they complete their work.
Will be given a thesaurus to use more interesting words.