USF Elementary Education Lesson Plan Template (S 2014)
___LuissetteLopez__________________
Grade Level Being
nd
Taught: 2
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Name:
Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
Reading/Poetry Whole
Class
Lesson Content
LAFS.2.RL.2.4
Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines)
supply rhythm and meaning in a story, poem, or song.
LAFS.2.RL.1.1
Ask and answer such questions as who, what, where, when, why, and how to
demonstrate understanding of key details in a text.
LAFS.2.SL.1.1
Participate in collaborative conversations with diverse partners about grade 2 topics and
texts with peers and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways,
listening to others with care, speaking one at a time about the topics and texts
under discussion).
b. Build on others talk in conversations by linking their comments to the remarks of
others.
c. Ask for clarification and further explanation as needed about the topics and texts
under discussion.
LAFS.2.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen
writing as needed by revising and editing.
LAFS.2.L.1.1
Demonstrate command of the conventions of standard English grammar and usage when
writing or speaking.
a. Demonstrate legible printing skills.
b. Use collective nouns (e.g., group).
c. Form and use frequently occurring irregular plural nouns (e.g., feet, children, teeth,
mice, fish).
d. Use reflexive pronouns (e.g., myself, ourselves).
e. Form and use the past tense of frequently occurring irregular verbs (e.g., sat, hid,
told).
f. Use adjectives and adverbs, and choose between them depending on what is to be
modified.
g. Produce, expand, and rearrange complete simple and compound sentences
USF Elementary Education Lesson Plan Template (S 2014) Name:
___LuissetteLopez__________________
Grade Level Being Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
nd
Taught: 2 Reading/Poetry Whole
Class

(e.g., The boy watched the movie; The little boy watched the movie; The action
movie was watched by the little boy).
LAFS.2.L.3.5
Demonstrate understanding of word relationships and nuances in word meanings.
Identify real-life connections between words and their use (e.g., describe foods that are
spicy or juicy).
Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and
closely related adjectives (e.g., thin, slender, skinny, scrawny).

Essential Understanding Students will learn to value the importance of poetry as a form of art and
(What is the big idea or expression in literature.
essential question that you
want students to come away Students will learn to identify tone and mood while reading poetry.
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)

Objectives- What are you

teaching? Students will be able to describe how words and phrases and supply rhythm and
(Student-centered: What will meaning in poetry and be able to ask and answer questions to demonstrate their
students know and be able to understanding of key details within the text by answering the following questions:
do after this lesson? Include 1. Does the narrator like Brussel Sprouts?
the ABCDs of objectives: 2. How do you know? Use words and phrases from the text to explain
action, behavior, condition, your response.
and degree of mastery, i.e.,
"C: Given a sentence written
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
USF Elementary Education Lesson Plan Template (S 2014) Name:
___LuissetteLopez__________________
Grade Level Being Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
nd
Taught: 2 Reading/Poetry Whole
Class

in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)

Rationale I am teaching this objective to support student understanding of poetry as a form

Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
of art.
This lesson is designed to fit in with other poetry lessons that delve deeper into the
meaning of similes and metaphors.
I am teaching this lesson because it is part of a weeklong lesson my CT has
started.
It is important for students to learn this concept because they will learn to use
expression and feeling in their words to improve their understanding of poetry.

Evaluation Plan- How will Formative Assessment

you know students have
mastered your objectives? (LAFS.2.RL.1.1) Sticky notes that answer the following question: What words and phrases
help you understand how the narrator of the poem feels?
Address the following:
What formative evidence (LAFS.2.W.2.5, LAFS.2.L.1.1) Writing Journal Short Response: Does the narrator like
will you use to document Brussel Sprouts? How do you know? Use words and phrases from the text to explain your
student learning during response.
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
USF Elementary Education Lesson Plan Template (S 2014) Name:
___LuissetteLopez__________________
Grade Level Being Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
nd
Taught: 2 Reading/Poetry Whole
Class

What Content Knowledge I must know and understand the poem and some background information about brussel
is necessary for a teacher sprouts. I will also have to understand the rhythm and rhyme of a poem.
to teach this material?

What background Students should have some understanding of what brussel sprouts are and
knowledge is necessary for understand it is a vegetable.
a student to successfully They should understand some key facts about poetry.
meet these objectives?

How will you ensure

students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?

What misconceptions Students may not know anything about brussel sprouts and may have not tasted them
might students have about before. I will use other students background knowledge to describe the vegetable and
this content? get a feel for the taste.

Lesson Implementation
Teaching Methods This lesson will be taught as a whole-class shared reading lesson. I will allow the students
(What teaching method(s) will to collaborate using whole class discussion and accountable talk.
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
USF Elementary Education Lesson Plan Template (S 2014) Name:
___LuissetteLopez__________________
Grade Level Being Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
nd
Taught: 2 Reading/Poetry Whole
Class

Step-by-Step Plan Time Who is Each content area may require a different step-by-step format. Use
(What exactly do you plan to responsibl whichever plan is appropriate for the content taught in this lesson.
do in teaching this lesson? Be e (Teacher For example, in science, you would detail the 5 Es here
thorough. Act as if you needed or (Engage/Encountering the Idea; Exploring the Idea;
a substitute to carry out the Students)? Explanation/Organizing the Idea; Extend/Applying the Idea;
lesson for you.) Evaluation).

Where applicable, be sure to 1. Introduce the lesson: For todays shared reading we are
address the following: going to read a poem called Leafy Marbles in My
What Higher Order Mouth, written by Laura Purdie Salas.
Thinking (H.O.T.) questions
2. Identify background knowledge: Ask the students what
will you ask?
How will materials be they have learned about poetry this past week.
distributed? 3. Make a connection: Ask the students how many have
Who will work together in ever tasted Brussel sprouts before.
groups and how will you 4. 1st Read: Read the poem out loud and with expression!
determine the grouping? 5. Assess understanding: Hand out sticky notes and have
How will students students re-read the poem.
transition between 6. Think: Ask the students to think about what words and
activities? phrases help them understand how the narrator of the
What will you as the
poem feels. Have the students write down their thoughts
teacher do?
What will the students do?
while I re-read the poem.
What student data will be 7. 2nd Read: Read the poem out loud again, emphasizing
collected during each key feeling words
phase? 8. Questioning: (Use accountable talk and whole class
What are other adults in discussion)
the room doing? How are a. What is this poem mostly about?
they supporting students b. What words or phrases does the narrator use to
learning? describe Brussel Sprouts in the poem?
What model of co-teaching c. (Vocabulary) What is the meaning of the word
are you using? dreads as it is used in the poem?
USF Elementary Education Lesson Plan Template (S 2014) Name:
___LuissetteLopez__________________
Grade Level Being Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
nd
Taught: 2 Reading/Poetry Whole
Class

d. What other words and phrases support the idea

that the narrator dreads eating Brussel Sprouts?
e. (Comprehension) Why does the narrator say,
Order pizza Thats my vote! at the end of the
poem?
9. Formative Assessment (Exit Ticket): Have the students
take out their writing journals and write about the
following questions (written on the white board): Does
the narrator like Brussel Sprouts? How do you know? Use
words and phrases from the text to explain your
response.
What will you do if a student struggles with the content? Allow another student to clarify through
collaborative discussion and accountable talk.

What will you do if a student masters the content quickly? Students will be allowed to expand on
their ideas in their writing journal and without limitation to detail.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners Students can connect to this poem because there are many foods that they do not like
and brussel sprouts is probably not a favorite among them.
If applicable, how does this lesson connect to/reflect the local community?

Poetry is an important form of art that exposes students to the humanities.

How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)? I will provide hard copies of the poem
with pictures of brussel sprouts for visual learners.
USF Elementary Education Lesson Plan Template (S 2014) Name:
___LuissetteLopez__________________
Grade Level Being Subject/Content: Shared Group Size: Date of Lesson: 3/9/2017
nd
Taught: 2 Reading/Poetry Whole
Class

How will you differentiate instruction for students who need additional
language support?

N/A (If I had an ELL student, I would translate the poem and provide a hardcopy for better
understanding of the meaning of the poem)

Accommodations (If N/A

needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)

Materials Whiteboard to write exit ticket short response question

(What materials will you use? Sticky notes
Why did you choose these Copy of poem Leafy Marbles in my Mouth
materials? Include any Writing journal
resources you used. This can
also include people!)