EDCI 397 Formal Lesson Plan Template: Purpose of The Lesson
EDCI 397 Formal Lesson Plan Template: Purpose of The Lesson
EDCI 397 Formal Lesson Plan Template: Purpose of The Lesson
NOTE: Per the EdTPA guidelines, use Arial 11-point type to complete this template.
Lesson Objective:
4.2.b: Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives
INSTRUCTIONAL DECISION-MAKING
My students may have had prior experience with poetry and did not like it. They might not have any interest or motivation to want to learn about poetry. To remove this barrier I can launch this unit with an interesting and powerful poem to grab their attention. In addition, my students will have choice about how they write their poem, what they write their poem about and the format.
INSTRUCTIONAL PROCEURES
Instructional Materials:
Book: Where The Sidewalk Ends by Shel Silverstein Poem: Sick Printable Mad Libs for kids, from website below
Technology:
Shel Silverstein Website www.shelsilverstein.com Practice Being A Poet section http://www.teach-nology.com/worksheets/language_arts/madlibs/ (Mad Libs Wesbite)
Learning Experience
Event Procedure/Activity & Questioning Strategies
LAUNCH
5-7 minutes
Reading a selected poem from Where The Sidewalk Ends What stood out in the poem? What descriptive words do you remember? What were some of her Peggy Ann McKay symptoms?
EXPLORE
15 minutes max
Visit authors website and explore different material. Specifically, Practice Being A Poet section of the website. Mad Libs worksheets to practice using descriptive words Once they finish, ask a few students to present their work, give them a chance to showcase their exploration.
PRESENT
25 minutes
APPLY
20-25 minutes to complete rough draft
Star Spangled Banner vs. Defence of Fort McHenry (poem written by Francis Scott Key in 1814, watching battle of Fort McHenry during war of 1812) Does this poem sound familiar to any of you? (only present the first stanza of poem) Authors can use poems as a way to inform and explain a situation or problem to their audience What was Francis Scott Key trying to convey with his poem? Split class into three groups, each getting one of the remaining stanzas. Identify descriptive language, how does he incorporate facts into poem, how is it informational? Using the research you have compiled about your animal and the methods from todays lesson, write your own poem, informing us about your endangered animal. Do not forget descriptive language Use any of the forms of poetry we have already discussed (haiku, limerick, acrostic, two-voice, etc.) Students are encouraged to be as creative as possible when writing their poem. Students review a partners poem and provide feedback. Teacher reviews descriptive language and how it is used to portray a specific message in poetry. Teacher provides overview of what we will be doing in the next lesson and how this draft will be included in the final project.
CLOSURE
(Approximate Time)