CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in ...

[Pages:3]LESSON PLAN: Poetry Jam

Learning Segment Focus or "Big Idea": It is important that developing readers and writers understand how words convey meaning. While working with poetry, students can really play with word choice to create a mood. This lesson is helpful in teaching students that we can describe senses and feelings, and also getting children to start exploring those senses and feelings in their writing.

Grade: First Grade

Content Area: English Language Arts

Time Allotted: 45 minutes

Classroom organization: Whole class instruction. Children will meet on the

carpet and then move back to their desks for independent writing time.

Resources and materials: Qtips, acrylic paints, watercolor paints, paintbrushes, paper, anchor chart

Content Standard(s):

CCSS.ELA-LITERACY.RL.1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.

Specific Academic Learning Objectives: ? What do you want students to learn in this lesson? Students will learn that word choice creates an extra layer of meaning to suggest feelings or appeal to the senses.

? What should students be able to do after the lesson? By the end of the lesson, students will demonstrate their understanding of the learning objective by creating their own fall poem, using a piece of fall artwork to help set the scene for their writing.

Assessment: ? What evidence of student learning will you collect? The teacher will collect student art projects and writing in order to evaluate their understanding of the role word choice plays in adding meaning for suggest feelings or appeal to the senses. ? How will you use this evidence? The evidence collected from this arts-based literacy lesson will be used to determine the next steps of the lesson sequence. ? What criteria will you use to interpret the evidence? The teacher will be looking for students to use their artwork as an inspiration for mood, feeling, and senses. ? How will the evidence affect your next steps in teaching? The teacher will use this information to determine what the next steps are, either revisiting this concept and using a different method of instruction to address this concept, or moving forward to share the poems and reflect on what words were powerful choices.

Instructional Sequence:

Time

Set or introduction: How will you begin the lesson? How will you engage and motivate learners, connect to prior experience, activate prior knowledge and/or share learning outcomes?

The lesson will begin with a discussion about the season Fall. Students will brainstorm all the things that come to mind when they think of Fall. The teacher will prompt discussion with questions such as, "What is the weather like? How does it feel outside? How does it look outside? What colors do you think of? What do you smell?" The teacher will record student responses on an anchor chart.

Developing Content/Body of Lesson: What instructional strategies and learning tasks will you use in the main part of the lesson?

The teacher will then say, "When I think of Fall, I think of red and orange leaves dropping off the trees! We are going to be creating a Fall painting today that shows some of the things we think of when we think of Fall." Students are instructed to move back to their seats, where they will have white paper, paints and Qtips waiting on their desks.

The teacher will do a directed draw of a tree. Students will paint the tree brown with watercolor paints. Then students will use Qtips to paint different colored leaves with acrylic paint. Instruct students to paint some leaves on the tree and some leaves that are falling off of the tree. Have students place paintings on an area to dry. Gather students back at the carpet.

Tell students that they are going to use the descriptions of Fall that they brainstormed earlier to help write a haiku poem. The teacher must explain how to write a Haiku first (5 syllables, 7 syllables, 5 syllables). Then the class will write a Fall poem in Haiku format together.

An example:

Leaves drop quickly down. Falling, swirling, landing, shhhhhh.

The brisk wind blows cold.

The teacher will then tell students that they are to write a poem on their own that explains the feeling of Fall and conveys the senses.

Checks for Understanding / On-going informal assessment: How will you know what students are understanding? (questioning and observing throughout the lesson)

The teacher will use questioning and observing throughout the lesson. She will be listening to students as they talk to each other and observing what they produce for the poem to assess their level of understanding of the learning objective. Closure: How will learners summarize or reflect on what they learned (for example, share work, share a strategy, share a process, discuss what they learned, raise a new question)?

Students will have a poetry jam where they share their poems and read dramatically, to emphasize the feeling they are trying to convey in their poem.

Reflection, Next Steps:

Student work will be turned into a class book that will be added to the library. Students will revisit this concept as they progress through the year.

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