Molloy College

Division of Education
Heading for Coursework
Teacher Candidate: Bianca Alvarado
Course EDU: 521.01
Grade: 4
Topic: Pyramid Poetry

Professor: Moroney
Date: November 11, 2015
Content area: ELA

Instructional Objective(s)
After a class discussion and completion of various activities, students will be able to recognize
pyramid poems. The students will create their own pyramid poems. As students learn to identify
how to pyramid poem is composed, they will use this information to create a project about it.

STANDARDS AND INDICATORS

ELA and writing standard: Key Ideas and Details (W.4.4) Produce clear and coherent writing
in which the development and organization are appropriate to task, purpose, and audience.
Indicator:
This will be evident when students write their own pyramid poem
ESL Standard 1.
Students will listen, speak, read and write in English for information and understanding.
Indicator:

This will be evident when the students write their own pyramid poem
This will be evident when students work effectively in their groups on their
assessment

Comprehension and Collaboration

1. Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 4 topics and texts, building on others ideas and expressing
their own clearly.
a. Come to discussions prepared, having read or studied required material; explicitly draw on that
preparation and other information known about the topic to explore ideas under discussion.
b. Follow agreed-upon rules for discussions and carry out assigned roles.
c. Pose and respond to specific questions to clarify or follow up on information, and make
comments that contribute to the discussion and link to the remarks of others.
d. Review the key ideas expressed and explain their own ideas and understanding in light of the
discussion.
e. Seek to understand and communicate with individuals from different perspectives and cultural
backgrounds
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 02/24/15
*edTPA academic language

Indicator:

This will be evident when students complete their assessment successfully

MOTIVATION
After showing the students various pictures of poetry in the form of a pyramid the students will
be asked what the poems have in common.

MATERIALS

Notebooks
Worksheets
Writing materials
Paper
Textbooks
SMARTBOARD
Computer

STRATEGIES

group discussion
direct instruction
collaborative learning

ADAPTATIONS

The TESOL students will be placed in a group with proficient speakers who will support
them during the lesson.
The TESOL students can draw their answers if they cannot write them and their
classmates can record the sentences for them.
The TESOL students will be asked to say their answers aloud if they struggle with
writing it in a sentence.
The TESOL students will be given a list of words with pictures on it

DIFFERENTIATION OF INSTRUCTION
The teacher realizes that not all students learn the same way.

Visual learners will be stimulated by the response group choices on SMARTBOARD

Auditory students will participate in small group discussions before working

independently.

Social Interaction learners will be engaged by the social interaction of the paired groups

Kinesthetic learners will be engaged by using the computer to edit and rewrite lecture
notes
Molloy College, Division of Education, Rockville Centre, NY 11571
Revised 02/24/15
*edTPA academic language

Linguistic learners will be engaged in the writing activity

DEVELOPMENTAL PROCEDURES
1. As a class and with the help of the teacher, students will use the SMARTBOARD and
review the information on the glogster page.
(How do I make a pyramid poem? What does a pyramid poem look like?)
2. Students will then work in groups and create a project on how to write a pyramid poem.
(What are the instructions for making a pyramid poem? Which poems should be
included?)
3. For homework, students will make their own glogster page filled with different examples
of pyramid poems.
(What do I want my page to look like? Are my examples accurate?)

ASSESSMENT

Students will work in groups and create a project about pyramid poems.
The teacher will observe the students working in their groups.
Students will present their projects to the class.

INDEPENDENT PRACTICE
Students will address what they have learned by writing a short essay about pyramid poems.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC

ENRICHMENT
Direct intervention: with the teacher, students will research information about pyramid poems.
Academic Enrichment: Students will use the internet to find a famous poem and edit it into a
pyramid poem.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

Pyramid Poem Project

Name:_____________________________________________________________
Date:______________________________________________________________
Instructions: As a group, create a poster which explains how to write a pyramid
poem. You must include examples of poems, you must include at least 4 original
poems, and each person in your group is responsible for writing at least 1 poem.
Use the internet to find pictures and you may draw your own to enhance the beauty
of your project. You will then present your projects. Please review the rubric so
you know how you will be graded as a group.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

Collaborative Work Skills : Pyramid Poem Project

Assessment Rubric
Teacher Name: b alvarado
Student Name:

CATEGORY

________________________________________

Quality of Work

Provides work of the Provides high quality Provides work that

highest quality.
work.
occasionally needs
to be
checked/redone by
other group
members to ensure
quality.

Provides work that

usually needs to be
checked/redone by
others to ensure
quality.

Focus on the
task

Consistently stays
focused on the task
and what needs to
be done. Very selfdirected.

Focuses on the task

and what needs to
be done most of the
time. Other group
members can count
on this person.

Focuses on the task

and what needs to
be done some of the
time. Other group
members must
sometimes nag,
prod, and remind to
keep this person ontask.

Rarely focuses on
the task and what
needs to be done.
Lets others do the
work.

Timemanagement

Routinely uses time

well throughout the
project to ensure
things get done on
time. Group does not
have to adjust
deadlines or work
responsibilities
because of this
person\'s
procrastination.

Usually uses time

well throughout the
project, but may
have procrastinated
on one thing. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person\'s
procrastination.

Tends to
procrastinate, but
always gets things
done by the
deadlines. Group
does not have to
adjust deadlines or
work responsibilities
because of this
person\'s
procrastination.

Rarely gets things

done by the
deadlines AND
group has to adjust
deadlines or work
responsibilities
because of this
person\'s inadequate
time management.

Attitude

Never is publicly
critical of the project
or the work of
others. Always has a
positive attitude
about the task(s).

Rarely is publicly
critical of the project
or the work of
others. Often has a
positive attitude
about the task(s).

Occasionally is
publicly critical of the
project or the work of
other members of
the group. Usually
has a positive
attitude about the
task(s).

Often is publicly
critical of the project
or the work of other
members of the
group. Often has a
negative attitude
about the task(s).

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

Preparedness

Brings needed
materials to class
and is always ready
to work.

Almost always
brings needed
materials to class
and is ready to work.

Almost always brings Often forgets needed

needed materials but materials or is rarely
sometimes needs to ready to get to work.
settle down and get
to work

Pride

Work reflects this

student\'s best
efforts.

Work reflects a
strong effort from
this student.

Work reflects some

effort from this
student.

Work reflects very

little effort on the part
of this student.

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

Academic enrichment
Name:_______________________________________
Date:________________________________________
Directions: Go on the internet and find a famous poem and rewrite it into a
pyramid poem in the space below.
Title of poem:
Poets name:

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

Homework
Name:
Date:
Instructions: Create your own glogster page be sure to include
Your name
Title of glogster
At least 4 pyramid poems (at least 2 must be written by you)
Pictures

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

TEACHER REFERENCES
https://www.scholastic.com/teachers/article/collateral_resources/pdf/29/0439929229_e019.pdf
http://www.poetrysoup.com/poems/pyramid
http://www.ehow.com/how_8109202_instructions-pyramid-poem.html

Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language

 Molloy College, Division of Education, Rockville Centre, NY 11571

Revised 02/24/15
*edTPA academic language