EDCI 397 Formal Lesson Plan Template

PURPOSE OF THE LESSON

- Why do you think the poet is using these words/images?

Essential Idea/Question Driving the Project:

- Why is this animal important to me and my community? What can I do to help raise awareness?

Standard for this Lesson:

Standard 4.0 Writing - Students will compose in a variety of modes by developing content, employing specific forms, and selecting language appropriate for a particular audience and purpose.

Topic for this Lesson:

Endangered Species and Poetry

Indicator for this Lesson:

Indicator 4.2 Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives.

Lesson Objective:
4.2.b Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and color adjectives.

Evidence (Formative Assessment):

- Students will produce a poem as their final product. Students will use descriptive language to convey a message or create a mood.

INSTRUCTIONAL DECISION-MAKING
- My students may have had prior knowledge with poetry and did not like it. They also 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 in how they format their poem and which endangered species they choose as the topic of their poem.

INSTRUCTIONAL PROCEURES
Instructional Materials:
Where The Sidewalk Ends by Shel Silverstein o Poem: Sick Printable Mad Libs for Kids Computer Access Copy of Star Spangled Banner vs. Defense of For McHenry by Francis Scott Key Technology:

Shell Silverstein Website: www.shelsilverstein.com Practice Being A Poet section

http://www.teach-nology.com/worksheets/language_arts/madlibs/ (Mad Libs Website)

Management Considerations (Routines and Transitions):

Prior to the lesson, everything will be prepared with copies of the poem and Mad Libs for each child, including a handful of extras. Students will be seated at their desks and are aware of classroom protocols at this point in the school year (raising hand, clean up process, etc.) Maintain time frame as closely as possible. Transitions during the parts of the lesson/learning experience flow from one portion to another.

Learning Experience
Event Procedure/Activity & Questioning Strategies

LAUNCH
(5-7 minutes)

Reading a selected poem from Where The Sidewalk Ends: o What stood out in the poem? o What descriptive words do you remember? o What were some of Peggy Ann McKay symptoms?

EXPLORE
(15 minutes maximum)

Visit authors website and explore different material. Specifically, Practice Being A Poet section of the website. o Students will use this time to practice being a poet by completing a poem. One students finish with the website, there are Mad Libs worksheets readily available for students so they can practice using descriptive words.

PRESENT
(20 minutes)

Allow students to present first! o Students are asked to volunteer some poems they practices on the website or share one of the Mad Libs they created with the class. Teacher will then read to class the first stanza of Star Spangled Banner vs. Defense of Fort McHenry (in 1814, watching battle of Fort McHenry during war of 1812) Ask Question: Does this poem sound familiar to anyone? Explain that although originally a poem, the first stanza of the poem has been made into our countrys National Anthem. (There is even poetry in music) Explain how: Authors can use poems as a way to inform and explain something to their audience. Ask Question: What was Francis Scotty Key trying to convey with his poem? Class will be split into three groups, each getting one of the remaining three stanzas from the poem. Students are to identify instances of descriptive language. o How does the author incorporate facts into his poem? o How is this poem informational?

APPLY
(20-25 minutes to complete rough draft)

Students will be instructed to: o Use the research they have compiled about their animal (from previous classes) and the methods from todays lesson to compose their own poem informing their audience about the endangered animal they chose. o Use descriptive language when composing their poem Students can use any of the forms of poetry we have already discussed in previous classes: o Ex. Haiku, Limerick, Acrostic, Two-Voice, etc. Students are encouraged to be as creative as possible when writing their poem.

CLOSURE
(10 minutes)

Students will review a partners poem and provide feedback. Teacher will review 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.