UNLV/Department of Teaching & Learning Secondary Lesson Plan Template

UNLV Student: Kirstin Barboza

PSMT Name: Gina Johnson

Grade: 2nd Grade

Lesson Topic: Poetry

Date: 07/21/16

Estimated Time: 45 minutes

1.State Standard(s):
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.RL.2.10 - By the end of the year, read and
comprehend literature, including stories and poetry, in the grades 2-3
text complexity band proficiently, with scaffolding as needed at the
high end of the range.
2. Teaching Model(s): Cooperative Learning
3. Objective(s):

SWBAT create their own Nature Poem using nouns and adjectives.

4. Materials and Resources:

Writing Notebook

Plain Printer paper

Smartboard

5. Instructional Procedures:
a. Introduction: (10 minutes)

Quiet Signal: Waterfall (Shhhhhhhhh)

TW ask students to close their eyes and picture the playground, and the

rest of the area that the playground is on.

TW tell students to look around in their mental picture to see what sort of
things are around them.

TW tell students to open their eyes and ask a few students to say what they
say in their mental picture.

TW tell student that today we will be writing poems and using the schools
habitat as inspiration.

TW ask students to get out their writing notebooks.

b. Activities or Learning Experiences: (30 minutes)

TW instruct students to open up to the next clean page available in their

notebooks.

TW then ask students to draw a line down their paper to make two
columns. TW also model this on the smartboard for the students.

TW then have students number the right hand column 1 -10, modeling
expectations on the smartboard.

TW then write Adjective at the top of the first column and write Noun on
the second column, and ask students to do the same.

TW then ask students what an adjective and a noun are, also asking for
examples of both.

When students are familiar with adjectives and nouns, I will go over
expectations for students and go over instructions.
o SW be going outside; we will sit on the playground.
o SW get 3 minutes to look around and observe the things around

them in the school habitat.

o When the 3 minutes are up, the TW inform the student and remind
them that they have 5 minutes to now write down 10 things
(nouns) that they see outside. Written in the noun column.

After time is up, students will be instructed to get in line at our dot to go
back inside. I will tell all of the students to take a new mental picture of
their surroundings before going inside.

When we are back inside I will instruct students to write adjectives in the
adjective column to describe the things that they saw outside.

TW also pass out a list of adjectives for students to use as help.

SW have 5 minutes to write 10 adjectives to go with their 10 nouns.

TW then pass out plain white paper to the students, and show them on the
smartboard how they will put their words together to create a poem.

Students are two pick their favorite 5 lines that they wrote (two words)
and write them in the center of the blank paper. The students are then to
illustrate their poem. They can draw the picture around their poem and I
will model this on the smartboard also.

TW tell students that they have 10 minutes to complete this activity. Then
we will share a few.

Blooms Taxonomy Questions:

o What is an Adjective? Give me an example?
o What is a Noun? Give me an example
o Who can tell me a phrase that uses both an adjective and a noun.

Lemov Strategies:
o Board = Paper: Model and shape how students should take notes
in order to capture information you present (Lemov, 2015, Pg.
169). This will be done when setting up their notebooks before
going outside.
o Name the Steps: Break down complex tasks into steps that form a
path for student mastery (Lemov, 2015, Pg. 164). This will be
done when giving students instructions before going outside. I will
also have students repeat the steps back to me so that I know they
remember them.
c. Closure: (5 Minutes)

TW have students share a few of their poems. They may come up to the
elmo and show their photo also.

TW have students put their poem in their poetry folder, as this is an

ongoing unit that we are doing.

TW once again ask the students what an adjective and noun is?

TW ask if the students think their poem had rhythm and beat? (taught
previously). TW ask for examples.

d. Extension and Contingency Plans:

If we have additional time, I will have the students complete another poem
just inside the classroom instead of outside.

If we are over on time, the students will complete their illustrations during
intervention time.

6. Accommodations and Modifications:

Students will be provided with an adjectives sheet for assistance.

We have an aid that comes in to work with one of our students during

writing time.
I will have a few students work with me at the back table, I will help them
with brainstorming and spelling/reading.

7. Assessments and Evaluation of Learning:

Formative: I will be able to see what the students know during questioning
and during our outside work. I really want to know that they know
adjectives and nouns, as well as beat and rhythm. I will also see what they

understand when we get back to the classroom and share our words.
Summative: Complete Poetry Book

8. Homework Assignment:

Students are assigned weekly homework matrixs, and are required to complete
three boxes of the possible nine. One of the boxes involves poetry, I will suggest
this box for students who are struggling.

9. Reflection:

The students really enjoyed this lesson, they liked being able to go outside and
use their school for inspiration. They had a hard time with the adjectives, which is
why we passed out the adjective sheets to help them. If I had known that they
didnt understand the concept sooner, I would have spent more time going over

what adjectives are and how they make words more interesting and descriptive.
My mentor mentioned afterwards that they had struggled with it, and I could see
that during my lesson. Besides that the lesson went very well, and I will definitely
use it again.