Lesson Plan Day 1 Grade Level: 3rd Number of Students: 23 Instructional Location: classroom

Length of Instruction: 25 minutes Standard(s) ddressed (!ommon !ore) CC.2.R.L.4 Craft and Structure: Describe how words and phrases (e. .! re ular beats! alliteration! rh"mes! repeated lines# suppl" rh"thm and meanin in a stor"! poem! or son . CC.4.L.5.a $ocabular" %c&uisition and 'se: ()plain the meanin of simple similes and metaphors (e. .! as prett" as a picture# in conte)t. CC.3.R.L.*+ Ran e of Readin and Comple)it" of ,e)t: *+. -" the end of the "ear! read and comprehend literature! includin stories! dramas! and poetr"! at the hi h end of the rades 2.3 te)t comple)it" band independentl" and proficientl".

"entor #e$ts: ,itle: ,itle: "aterials: 23ind Son 4 b" Lillian 5oore Smart-oard acti6it"7 Smartboard Cra"ons7mar8ers7 pencil /enre: /enre:

Strategy %ocus: (mphasi0in 1oetr"

&ocabulary:

dd any relevant information that is essential to understanding the conte$t of your lesson:

Prere'uisite S(ills: Students will be familiar with some elements of poetr". Students ha6e been introduced to some sound de6ices and fi urati6e lan ua e that ma" be used in poetr". ,he" ha6e pre6iewed a 6ariet" of poems in the poetr" boo8s. )nduring *nderstandings (+ig Idea): (mphasi0in poetr" can add meanin and creati6it" to a poem. )ssential ,uestions: 9ow can we emphasi0e poetr" to ma8e it more appealin to the e"e:

"INIL)SS-N Setting the Pur.ose: !onnect to .rior learning: .9oo8 students to prior learnin that has occurred throu hout the wor8shop and other parts of the da". 3hat do "ou thin8 of when "ou hear the phrase 2when the wind blows4: Read the followin poem. Does it connect with an" of these ideas: Introduce and e$.lain: ;Students need to understand the how7wh" ,hin8in about these connections! how can we re;write the words of the poem to show them: <r to ma8e it come to life: 3e are oin to learn wa"s to emphasi0e poetr". Strategy #eaching:

.()plicit =nstruction of Strate "; 3hat! 3h"! 3hen ,here are man" wa"s to emphasi0e poetr". Some e)amples are usin bold print for certain words! usin different colors! puttin words in italics! isolatin certain words! and chan in the font. .5odelin ; 9ow: = am oin to ta8e this simple poem and come up with wa"s that = can chan e it to emphasi0e meanin of the poem. = mi ht choose certain words! phrases! or the poem as a whole. ;Share e)amples (mentor te)ts or students> own writin # ()ample: 2=>6e 1ainted his nec8tie with pictures of oran e and purple trees! a rainbow arran ement of flowers! and se6enteen reen bumble bees. = hardl" can wait till he sees it! he>ll be so deli hted he>ll roar; = bet that he wears it more often than nec8ties =>6e made him before.4 5odel for students usin Smart-oard how "ou could chan e this poem b" emphasi0in parts of it. (e)amples: chan in font color of 2oran e4! 2purple4! 2rainbow4! writin 2rainbow4 in an arch! chan e 2roar4 to a bi font# ;1ro6ide information;present additional information on how to appl" in writin and7or clarif" misconceptions ,here are man" wa"s "ou can emphasi0e this poem in "our own wa". ,here is no wron or ri ht wa"! as lon as "ou can bac8 up wh" "ou chan ed certain parts how "ou did. ?ot e6er"one has to emphasi0e it in the same wa". ctive )ngagement (Guided Practice) .(n a e students in a &uic8 practice of the new strate " (teacher super6ises# %s a whole roup! as8 for 6olunteers to come up to the Smart-oard and chan e part of the poem to add more emphasis to a word or phrase. Lin( to Inde.endent /riting

.Reiterate to students how the strate ies demonstrated and practices can be utili0ed in their own writin . 3hen we are creatin our own poems! it is important to thin8 about how "ou can emphasi0e "our poem to ma8e it more appealin to the reader. IND)P)ND)N# /0I#ING ;()plicitl" describe what the students and teacher will be doin durin this time: ?ow! "ou will be i6en the poem! 23ind Son 4 b" Lillian 5oore. <n the other side of the poem! = want "ou to tr" and use creati6it" in order to emphasi0e parts of the poem. S1 0ING #I") ;3hat will be the focus of "our sharin time: 9ow will "ou structure the sharin : (%uthor>s chair! partners! etc@# Students are encoura ed to share with the students around them! but the" must remain at their des8. = will occasionall" use a student>s wor8 and announce what the" did as an e)ample of a reat wa" to emphasi0e part of the poem. #) !1)02S#*D)N# !-N%)0)N!)S 3ho will "ou hold conferences with: 3hat will "ou as8 durin "our conference: 9ow will "ou record the information "ou ather: = will wal8 around and conference with different students as the" are wor8in . Auestions to as8: ;=n what wa" could "ou emphasi0e this word: ;3hat does this word ma8e "ou thin8 of: ;Do an" of the words stic8 out to "ou: ;9ow could we chan e the font of this word to ma8e it more meanin ful to its definition: Collect these when the students finish.

ssessment(s): ;Bormati6e! Summati6e! and Self;%ssessment = will wal8 around to ma8e sure students understand the directions and are wor8in . = will collect and loo8 o6er them. 1o3 might you e$tend this lesson4 = could e)tend this lesson b" ha6in students loo8 at a 6ariet" of poems that use a lot of emphasis in the writin to ma8e it more 6isuall" appealin . Discuss ho3 you differentiated instruction for your learners during this lesson4 = included a poem for the students to use as a model instead of them findin one in a poetr" boo8 to re;write. Bor students who finished earl"! the" were to mar8 poems in the poetr" boo8s that the" thou ht were written with more emphasis than others. +rief 0eflection Notes: = was reall" surprised with some of the student wor8 that the" came up with. ,he" can be super creati6e with their lettersC Lesson Plan Day 5 Grade Level: 3rd Number of Students: 23 Instructional Location: classroom

Length of Instruction: 25 minutes Standard(s) ddressed (!ommon !ore)

CC.2.R.L.4 Craft and Structure: Describe how words and phrases (e. .! re ular beats! alliteration! rh"mes! repeated lines# suppl" rh"thm and meanin in a stor"! poem! or son . CC.4.L.5.a $ocabular" %c&uisition and 'se: ()plain the meanin of simple similes and metaphors (e. .! as prett" as a picture# in conte)t. CC.3.R.L.*+ Ran e of Readin and Comple)it" of ,e)t: *+. -" the end of the "ear! read and comprehend literature! includin stories! dramas! and poetr"! at the hi h end of the rades 2.3 te)t comple)it" band independentl" and proficientl".

"entor #e$ts: ,itle: Disco6erin /enres /enre: 1oetr" "aterials: Concrete poetr" powerpoint Smart-oard Sin le word poem wor8sheets Document reader

Strategy %ocus: <ne word concrete poems

&ocabulary:

dd any relevant information that is essential to understanding the conte$t of your lesson: Prere'uisite S(ills: Students ha6e wor8ed with emphasi0in parts of a poem. Students ha6e been introduced to elements and forms of poetr". )nduring *nderstandings (+ig Idea): % sin le word concrete poem can be used to emphasi0e the meanin of the word or its 6isual appeal on paper.

)ssential ,uestions: 9ow can "ou turn a sin le word into a concrete poem:

"INIL)SS-N Setting the Pur.ose: =ntroduce 1owerpoint !onnect to .rior learning: .9oo8 students to prior learnin that has occurred throu hout the wor8shop and other parts of the da". 3hat is a concrete poem: =ntroduce 1owerpoint to students Introduce and e$.lain: ;Students need to understand the how7wh" ,he appearance of a concrete poem can help enhance meanin . Strategy #eaching: .()plicit =nstruction of Strate "; 3hat! 3h"! 3hen 3e will be wor8in on writin a sin le word concrete poem .5odelin ; 9ow <n the Smart-oard! model a sin le word concrete poem writin the word 2shrin84. %s "ou write each letter! decrease the font si0e so the letters are shrin8in .

ctive )ngagement (Guided Practice) .(n a e students in a &uic8 practice of the new strate " (teacher super6ises# 'sin the word 2(D1L<D(4 ( i6en to them#! students will tr" and ma8e it loo8 more interestin on the pa e. ,he" should consider si0e of letters and color. 9a6e a couple students share what the" are oin to do. Lin( to Inde.endent /riting .Reiterate to students how the strate ies demonstrated and practices can be utili0ed in their own writin . -" ma8in these words more interestin ! it can ma8e "our poetr" more e)citin . ,hin8 about this as "ou emphasi0e a sin le word of "our own choice. IND)P)ND)N# /0I#ING ;()plicitl" describe what the students and teacher will be doin durin this time: Students should ma8e a list of words that su climb! electricit"! waterfall! etc.# est action in which the" could create an e)citin sin le;word concrete poem. ()ample:

,he" should then choose one of these words and turn it into a sin le;word concrete poem on the bac8 of the pa e. S1 0ING #I") ;3hat will be the focus of "our sharin time: 9ow will "ou structure the sharin : (%uthor>s chair! partners! etc@# Call on &uiet 6olunteers to show their concrete poems under the document reader.

#) !1)02S#*D)N# !-N%)0)N!)S 3ho will "ou hold conferences with: 3hat will "ou as8 durin "our conference: 9ow will "ou record the information "ou ather: = will wal8 around and hold mini;conferences with each student to ma8e sure the" are on trac8 and 8now e)pectations.

ssessment(s): ;Bormati6e! Summati6e! and Self;%ssessment Students will turn this into the turn it buc8et and = will chec8 to ma8e sure students understood the concept. 1o3 might you e$tend this lesson4 /i6in students more sin le words to create a sin le word concrete poem with. Show students more e)amples of sin le word concrete poems. Discuss ho3 you differentiated instruction for your learners during this lesson4 +rief 0eflection Notes: Some of the students had trouble comin up with ood words in their list that the" would be choosin from. ,he" were instead writin down fa6orite obEects or thin s and not thin8in about indi6idual words that the" could ma8e loo8 e)citin .

Lesson Plan Day 6 Grade Level: 3rd Number of Students: 23 Instructional Location: classroom

Length of Instruction: 25 minutes Standard(s) ddressed (!ommon !ore) CC.2.R.L.4 Craft and Structure: Describe how words and phrases (e. .! re ular beats! alliteration! rh"mes! repeated lines# suppl" rh"thm and meanin in a stor"! poem! or son . CC.4.L.5.a $ocabular" %c&uisition and 'se: ()plain the meanin of simple similes and metaphors (e. .! as prett" as a picture# in conte)t. CC.3.R.L.*+ Ran e of Readin and Comple)it" of ,e)t: *+. -" the end of the "ear! read and comprehend literature! includin stories! dramas! and poetr"! at the hi h end of the rades 2.3 te)t comple)it" band independentl" and proficientl".

"entor #e$ts: ,itle: Disco6erin /enres /enre: 1oetr" ,itle: "aterials: Smart-oard Concrete poems wor8sheet writin Eournals /enre:

Strategy %ocus: Concrete 1oems

&ocabulary: concrete poem associate

dd any relevant information that is essential to understanding the conte$t of your lesson: Prere'uisite S(ills: Students ha6e had practice with writin sin le word concrete poems and emphasi0in poetr". )nduring *nderstandings (+ig Idea): % concrete poem is used to enhance the meanin . )ssential ,uestions: 9ow can we create a poem whose 6isual appearance matches the topic of the poem.

"INIL)SS-N Setting the Pur.ose:

!onnect to .rior learning: .9oo8 students to prior learnin that has occurred throu hout the wor8shop and other parts of the da". Show this 6ideo: http:77www."outube.com7watch:6FGD<59H9 '+IJfeatureF"outu.be (shows a concrete poem in motion# Kesterda" "ou u"s created sin le word concrete poems. ,oda" we are oin to e)plore a shape concrete poem. Introduce and e$.lain: ;Students need to understand the how7wh" 3hat is a concrete poem: Concrete poem powerpoint ;the appearance matched the topic of the poem ;the words ma8e a shape which show the theme of the poem ;helps enhance the meanin Show e)amples of concrete poetr" ;<ne wa" is to fill an outline shape that relates to poem! another is to use the lines of words to ma8e the lines of a drawin . Strategy #eaching: .()plicit =nstruction of Strate "; 3hat! 3h"! 3hen 3hen creatin a concrete poem! we want to thin8 of obEects that ha6e simple or distincti6e shapes. .5odelin ; 9ow Create a list of these (write down words li8e baseball! umbrella!etc. # ;Share e)amples (mentor te)ts or students> own writin #

;1ro6ide information;present additional information on how to appl" in writin and7or clarif" misconceptions ctive )ngagement (Guided Practice) .(n a e students in a &uic8 practice of the new strate " (teacher super6ises# 3hole roup: 9a6e 6olunteer i6e an e)ample of a shape and ha6e them s8etch the shape on the Smart-oard. ,his is what the" will be doin on their own paper. %s a whole roup! discuss &ualities of the shape. 3hat does the shape ma8e "ou thin8 of it: 3hat phrases do "ou associate with it: Create a shape poem usin this shape. Lin( to Inde.endent /riting .Reiterate to students how the strate ies demonstrated and practices can be utili0ed in their own writin . =t is important to first thin8 of thin s that "ou associate with the obEect and ha6e ideas before startin a poem. IND)P)ND)N# /0I#ING ;()plicitl" describe what the students and teacher will be doin durin this time: Students will s8etch the obEect of their choice to show its shape. ,he" will then fill out the concrete poem wor8sheet that as8s &uestions about the description of the shape. <nce the" are finished! the" ma" be in creatin their draft of their concrete poem. S1 0ING #I") ;3hat will be the focus of "our sharin time: 9ow will "ou structure the sharin : (%uthor>s chair! partners! etc@# Students wor8in &uietl" will be able to come up and share the poem the" are wor8in on. #) !1)02S#*D)N# !-N%)0)N!)S 3ho will "ou hold conferences with: 3hat will "ou as8 durin "our conference: 9ow will "ou record the information "ou ather: = will hold conferences with students once the" are finished with the tas8.

Auestions: 3h" did "ou choose this shape7theme: 9ow could "ou enhance some words in the poem: 9ow could we ma8e the writin not Eust statin facts: 3ould addin color enhance the meanin : ssessment(s): ;Bormati6e! Summati6e! and Self;%ssessment = will ma8e 6isual chec8s that all students are completin the assi nment. Students must turn in what wor8 the" ha6e finished b" the end of the lesson. 1o3 might you e$tend this lesson4 9a6e students create more concrete poems. %llow students to use this website on =pads or computer lab to create more concrete poems: http:77www.wild;about;woods.or .u87elearnin 7concretepoetr"7 Discuss ho3 you differentiated instruction for your learners during this lesson4 Students ha6in trouble comin up with an idea! = tal8ed with them to see what their interests were. Student who couldn>t see Smart-oard came up to front row to wor8. ,wo bo"s stru lin with ideas were allowed to wor8 to ether for the e)tra support. +rief 0eflection Notes: ,hree bo"s chose to do their on 2li htnin 4. ?e)t time! tr" and ur e students to thin8 of more ideas. Could be ood to compare the three:

Lesson Plan Day 7 Grade Level: 3rd Number of Students: 23 Instructional Location: classroom

Length of Instruction: 25 minutes Standard(s) ddressed (!ommon !ore) CC.2.R.L.4 Craft and Structure: Describe how words and phrases (e. .! re ular beats! alliteration! rh"mes! repeated lines# suppl" rh"thm and meanin in a stor"! poem! or son . CC.4.L.5.a $ocabular" %c&uisition and 'se: ()plain the meanin of simple similes and metaphors (e. .! as prett" as a picture# in conte)t. CC.3.R.L.*+ Ran e of Readin and Comple)it" of ,e)t: *+. -" the end of the "ear! read and comprehend literature! includin stories! dramas! and poetr"! at the hi h end of the rades 2.3 te)t comple)it" band independentl" and proficientl".

"entor #e$ts: ,itle: /enre:

Strategy %ocus: Concrete 1oems

,itle: "aterials: Smart-oard 3ritin Gournals 1oetr" -oo8s (if time# blan8 paper cra"ons7mar8ers

/enre: &ocabulary: concrete poem

dd any relevant information that is essential to understanding the conte$t of your lesson: Prere'uisite S(ills: Students ha6e had practice writin sin le word concrete poems and emphasi0in parts of a poem. Students ha6e created a draft of their own concrete poem. )nduring *nderstandings (+ig Idea): 9a6in multiples steps before creatin the final draft of a poem can impro6e the &ualit" of wor8. )ssential ,uestions: 9ow can the writin process impro6e the effort and finished piece of our poems:

"INIL)SS-N Setting the Pur.ose: !onnect to .rior learning: .9oo8 students to prior learnin that has occurred throu hout the wor8shop and other parts of the da".

3e ha6e been wor8in on emphasi0in poetr" and creatin our own concrete poems. Introduce and e$.lain: ;Students need to understand the how7wh" ,oda" we are oin to create final drafts of our concrete poemsC 3hen we publish a poem or put them in our poetr" boo8s! we want them to be of our best effort. Creatin a rou h draft before a final draft will help with mista8es and assurin it is "our best effort. Strategy #eaching: .()plicit =nstruction of Strate "; 3hat! 3h"! 3hen ;Share e)amples (mentor te)ts or students> own writin # Read some concrete poems from the poetr" boo8s in the classroom librar". Read a couple of students from the class and their concrete poems. ()press how students can turn their phrases or words in to a simile or alliteration (the" ha6e practiced with# ()ample! instead of Eust sa"in 2= li8e this ball4 "ou could sa" 2this blue bounc" ball4 ;1ro6ide information;present additional information on how to appl" in writin and7or clarif" misconceptions Kour poem does ?<, ha6e to rh"meC -ut! "ou do want to ma8e sure that it is more than Eust facts. ctive )ngagement (Guided Practice) 3ith partners! thin8 about how "ou can add similes or somethin more meanin ful to "our concrete poem. Lin( to Inde.endent /riting .Reiterate to students how the strate ies demonstrated and practices can be utili0ed in their own writin . ,his is "our time to enhance "our draft of "our poem. =s there an"thin else "ou want to add or chan e:

IND)P)ND)N# /0I#ING ;()plicitl" describe what the students and teacher will be doin durin this time: Students should independentl" wor8 on creatin their final draft of their concrete poem. ,his is to be done on a blan8 white piece of paper. S1 0ING #I") ;3hat will be the focus of "our sharin time: 9ow will "ou structure the sharin : (%uthor>s chair! partners! etc@# Auiet students will be allowed to share their poems. ,he final piece ma" be put into their poetr" boo8s. #) !1)02S#*D)N# !-N%)0)N!)S 3ho will "ou hold conferences with: 3hat will "ou as8 durin "our conference: 9ow will "ou record the information "ou ather: = will conference with students before creatin their final draft. = will ma8e notes of common mista8es or hints = could i6e students. ssessment(s): ;Bormati6e! Summati6e! and Self;%ssessment Students will be raded b" a rubric on their final draft! based on pre6ious assi nments and rou h draft cop". 1o3 might you e$tend this lesson4 9a6e students loo8 throu h poetr" boo8s at more concrete poems. 9a6e students create more poems.

Discuss ho3 you differentiated instruction for your learners during this lesson4 = added an application to our four classroom ipads called 2shape poetr"4. =t is a fun app for students to choose a theme and write a poem in that shape. % reat wa" for students to be interacti6e with this. +rief 0eflection Notes: