Faculty of Education Lesson Plan Template



|Subject / Course: Language arts |TC Name: Donna Hynd |

|Grade Level: 3 |Date: Feb. 4, 2008 |

|Topic: Writing- Developing and Organizing Ideas Using Poetry |Time of Class: |

|AT Name: |Room # / Location: |

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|Instructional Expectations and Opportunities |

|Expectations: (approx. 1-3 expectations from the Ontario Curriculum that could be assessed) |

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|3E15 communicate orally in a clear, coherent manner, presenting ideas in a logical sequence |

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|3E56 use words and phrases that will help convey their meaning as specifically as possible. |

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|3E55 establish a personal voice in their writing, with a focus on using concrete words and images to convey their attitude or feeling towards |

|the subject or audience. |

|Opportunities: (approx. 2+ other learning opportunities such as other expectations not assessed, other learning that happens as a result of the |

|lesson e.g., organization, group, listening, co-operation, reading, writing skills etc.) |

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|At the end of this lesson the children should have had the following learning opportunities: |

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|1) The use of descriptive words (similes) to convey meaning. |

|2) Listening to and following directions. |

|3) Using language to talk about their thinking and to reflect. |

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|Associate/Advisor Comments: |

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|Preassessment and Accommodations/Modifications |

|Students |

|(consider the students you will be teaching and anything that will affect their learning or your teaching strategies (e.g., include cognitive, |

|social/emotional, physical and diversity needs,+ provide accommodations/modifications - how you will differentiate learning for each student |

|and/or type of need – N.B. use initials of students rather than full names) |

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|Preassessment: |

|Accommodation/Modification: |

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|The students have learned about descriptive words in previous lessons. |

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|The students have learned about poetry and how it is used to convey meaning. |

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|ELL learners- need assistance in writing a poem |

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|Provide a worksheet for them to “fill in the blanks” |

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|Learning Environment: |

|(describe the learning environment such as the set up/location of desks, where audio-visual equipment will be, where the teacher stands, where |

|the students are working etc. – you may wish to include a map/layout of the classroom on a separate sheet and reference it with modifications if|

|lesson changes) |

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|When reading the poem “As Sad As…”, have the children sit on the floor at the community carpet and dim the lights to enhance the feelings |

|portrayed in the poem. |

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|Following the poem and discussion period, have the students return to their desks to observe how to compose a poem about a feeling using |

|similes. |

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|Associate/Advisor Comments: |

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|Required Resources |

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|(list ALL resources required to conduct this lesson with detailed specifics such as textbook titles, chapters, page numbers, author/publishers,|

|website URLs, resources like paper, pencils, protractors, chalk, rulers, paint, specimens, books, maps, videos, posters, lab materials, handouts|

|– include name of handout and number of copies, etc.) |

|paper |

|pencils |

|erasers |

|pencil crayons |

|Poem “As Sad As …” by Roger Stevens |

|Worksheet for ELL learners (see appendix) |

|Content and Teaching Strategies of Lesson |

|Overview/Agenda/Review |

|(consider a quick overview of the lesson and/or list key elements in lesson which may be written on white/blackboard as an agenda for students |

|and you to follow, you may also choose to consider a review of previous day’s work) |

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|Poetry using similes |

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|a) As Sad As…poem – Carpet (5 minutes) |

|b) Modelled poetry writing lesson – Desks (10 minutes) |

|c) Individual poetry writing – Desks (25 minutes) |

|d) Present poetry to class – Desks (20 minutes) |

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|Introduction (motivational start, minds-on, hook, etc.) |

|(describe how you will motivate students, get their attention, relate the lesson to their lives, such as a minds-on activity, a hook or |

|something that will pull learners into lesson) |

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|If you jumped like a kangaroo, what would that look like? |

|Would you be hopping little hops or big hops? |

|Ask for volunteer to show class what a kangaroo looks like. |

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|If you ran like a cheetah, would that be fast or slow? |

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|If you moved like a turtle, would that be fast or slow? |

|Ask for volunteer to show what a turtle looks like. |

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|By comparing something to another, we get a good sense of the description. |

|That is called a simile. |

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|Subject Content and Teaching Strategies |

|(include the subject content - what you are teaching; detail the instructional strategies / teaching strategies for teaching the subject content|

|- how you are teaching it; write some guiding questions - actual questions (variety of thinking levels) and suggested and anticipated answers; |

|possibly include time approximations/timelines such as 10:00 – 10:30 a.m. or 25 minutes; and include application activities/components - how |

|the content will be applied such as an activity, problems to solve, worksheets etc.). |

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|Subject Content: |

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|Keywords used in the lesson: |

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|Poem- is an arrangement of words that expresses ideas in a way more concentrated and more powerful that that of normal speech or prose. |

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|Similes- a way of understanding what something is like is to compare it to something else. This is called a simile because it is similar. For |

|example, My heart beat like a drum when I entered the haunted house. |

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|Main Idea– This is the main point or the main thing the writer is trying to say. In a strong, creative piece, ideas paint a picture in the |

|reader’s mind. Good writing ALWAYS contains a main idea. Good writing also includes details – information that supports the main idea. |

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|Lesson: |

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|Similes are very useful when it comes to writing poetry. They are a very descriptive way of understanding what something is like. |

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|Here are some examples of similes: |

|I laughed like a hyena when John slipped on the banana. |

|My heart beat like a drum when I entered the haunted house. |

|His belly was like a bowlful of jelly when he laughed. |

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|Here is an example why similes are effective to describe something: |

|If you needed to describe the sky in your poem would you say: |

|The sky was blue |

|Or would you say: |

|The sky was a brilliant blue. |

|That’s better, but what about using a simile: |

|The sky was as blue as a millionaire’s swimming pool. |

|This is very descriptive and you can image how blue the sky was, using this simile. |

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|Today I would like you to introduce the use of similes in poetry. |

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|Here is a poem written by Roger Stevens |

|As Sad As... |

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|I'm as sad as an odd sock |

|with no one to wear it |

|as sad as a birthday |

|with no one to share it |

|as sad as a teddy |

|with no one to care for it |

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|as sad as a firework |

|with no one to light it |

|as sad as a strawberry |

|with no one to bite it |

|as sad as a grey day |

|with no sun to lighten it |

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|as sad as a bonfire |

|with no one to poke it |

|as sad as a puppy |

|with no one to stroke it |

|as sad as a promise |

|when somebody broke it. |

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|Can you visualize how sad the author is? |

|Think about “as sad as a birthday, with no one to share it” |

|Can you “see” how he might feel? |

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|Model for the students how to write a poem by writing the steps on the board. |

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|As a starting point, when you write a poem, make a list. Think of a feeling. |

|Scared. |

|Close your eyes. When you are scared, where are you? What does it look like? How are you feeling? |

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|Open your eyes. What descriptive words did you come up with when you are scared? |

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|Dark |

|Goose bumps |

|Heart beating |

|Shivering |

|Alone |

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|Now I will draw myself (my face) to show my feelings and label yourself using the list words. |

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|Describe yourself by comparing these words to something by using similes. |

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|Dark as outer space |

|Goose bumps as big as mole hills on my neck |

|Heart beating like a drum |

|Shivering like a leaf on a windy day |

|Alone like ice cream in the hot sun with no one to eat it |

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|Can you visualize the feelings presented in this poem? |

|Does the picture help you to add descriptive words to your list? |

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|Now I would like you to think of a situation that made you happy. |

|Make a list of five words to describe “happy”. |

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|Then draw yourself in the middle of the page, showing the expression on your face. |

|Think of how you feel when you are happy. |

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|Now label yourself using one word for each description. |

|Using these labels, write a list poem incorporating similes to describe yourself. |

|Remember, when using a simile, you could start off with the sentence “I’m as happy as a _______________” |

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|For today, try not to make it rhyme. Our focus is similes. If you try to make it rhyme, you may end up choosing a word that doesn’t fit with |

|your poem. I want you to choose the right words to describe yourself, using a simile. I want you to make pictures with words and make people |

|think about what you are saying and understand what it feels like to be happy. |

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|For ELL learners and struggling students, provide the worksheet in the appendix. |

|Consolidation |

|(indicate how you will review concepts taught, wrap up lesson, confirm students know what next tasks are e.g., having class to give you feedback|

|on what was taught, review key application of concepts – this is important in terms of assessing the effectiveness of the lesson) |

|Have some volunteers come up to the front and share their picture along with their poem. |

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|Address the class: |

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|When you read your poem to an audience, speak clearly, not too fast, and project your voice to the back of the room. |

|Vary the pace of your poem. Exciting poems can be read faster with lots of enthusiasm. Reflective poems can be read more slowly. Varying the |

|pace of a poem will make it more interesting for the listener. |

|Pausing in a poem is very effective. Leave a couple of seconds gap just before a funny line or just before something important is about to be |

|said. This will grab the listeners' attention. A pause just before or just after a word or phrase underlines it. |

|Vary the pitch of your voice. A monotonous voice, all on one level, will send the audience to sleep (from |

|). |

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|As you listen to your classmates’ poems, try to visualize what it means to be happy. |

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|Associate/Advisor Comments: |

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|Assessment and Evaluation |

|See rubric on next page. |

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APPENDIX

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|Worksheet for ELL or struggling learners. Have the students fill in this sheet to compare themselves to an animal, using similes. |

I’m as Happy as…

Name....................................................................................

If you are happy, think of how you could compare yourself to an animal.

In the first space put the name of an animal. Then try and think what would make the animal have that feeling.

What would make a lizard happy? I'm as happy as a lizard with a hot rock to sit upon. Now you try:-

I'm as happy as a _______________with a________________________

Because it’s ________________________________________________

I'm as happy as a _______________in a _________________________

Because ___________________________________________________

I’m as happy as a __________________that’s found it’s______________

Here are some animals to choose from:

monkey elephant cheetah giraffe snake

Draw yourself how you look when you are happy.

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