Writing Process Lesson Plan for Literacy

Lesson Information
Designer Nataly Nova
Date of Lesson 07/25/2018
Grade/Level* 3rd grade
Time Frame 90 minutes
Subject(s)* ELA/Writing
Topic(s) Concrete Poetry
Into . . . Planning and Preparation to Teach
Multicultural Goal “Teach from multicultural perspective to promote positive
gender, racial, cultural, class, and individual identities as
well as promote the recognition and acceptance of
membership in many different groups” (Manning, M.L.
Baruth, L.G. Lee, G.L. p. 8).
Blooms Taxonomy
Knowledge- “Student recalls or recognizes information,
ideas, and principles in the approximate form in which they
were learned.” (Bloom’s Taxonomy Action Verbs).
Student TSWBAT:
Learning Objectives • Self reflect on their personal identity.
• Use models and their prewriting brainstorm to create
their own poetry using a cultural artifact template.
• Revise their rough draft writing by using revision
checklist.
• Create and publish their own poem based on their
culture using the concrete poem format.
• Give classmates feedback on their work through peer
discussion.
• Use auditory and visual learning styles with students
sharing poem and when choosing artifact.
Standards CCSD.ELA.READING
6.1 Use the writing process
Intrapersonal Intelligence Intrapersonal Intelligence: Students will use themselves as
the model for their cultural poem, in order to describe who
they are.

Learning Styles Speaking: Students will have opportunities to participate in

classroom discourse in group format as well as sharing their
finished poem with partners.
Auditory: Students will listen to classmate’s feedback of
each other’s poetry.
Materials Required Ode to a Commode: Concrete Poems By: Brian P. Cleary,
Rainbow
 YouTube: I'm Quite Unique (Celebrating Our Differences)
2012
Shape Poetry Templates By: Enchanted Learning.
Through . . . Detailed Instructional Sequence
Have students one by one say their name, their cultural
Warm Up background and a hobby. This will fall into the lesson plan
on students describing how their culture makes them who
they are.

Introduction Do all poems need to rhyme? Is a piece of writing a poem if

Anticipatory Set it doesn’t rhyme? Do all poems need to be structured or have
a certain format? (Discuss student responses.)
Today we are going to find that while some poems do rhyme
and have set structures, there are some that are a lot like art
and are more fun than rhyming poems. The poems we will
learn about allow the poet to be artistic, creative, and have
freedom in their writing.
I am going to read you some poems and show you the
pictures so you have an idea of what I’m talking about.
Input Read a few poems from Brian P. Cleary books. While the
(I Do) poems in the books do rhyme, I will emphasize that ours will
Teacher Directed not rhyme. I will also show them the illustrations to model
the style and shapes associated with concrete poetry
depending on their culture.

What did you notice about these poems? Could you tell what
the topic of their poem was? Did they rhyme?
What is a concrete poem? A concrete poem is one in which
the words make a shape to represent the topic of the poem. It
does not rhyme and must describe the topic. Concrete poems
are often called shape poems.

Show the quick YouTube video showcasing individuality

and culture.

Set the Purpose: Today we are going to complete the writing

process in order to create our own concrete poem just like
the ones we saw in the books and video. We will get to pick
shapes from the templates to write our poems about, do some
prewriting to brainstorm, write a rough draft and then create
 our final draft with our template. If we have enough time we
can color our completed poems.

Modeling Show students my Guatemalan poem sample and read it

(I Do) aloud for them.
Teacher Directed What did you notice in my poem?
Did it rhyme?
Did you notice any senses?
Did you get a feel for what my culture was about?
My poem was about my culture and the words were written
so that they form a picture of the Guatemalan flag. This
described things about me and who I am, such as how I look
and traditions I do. Just like you are going to, I brainstormed
before I wrote my poem.

Now that you know what a concrete poem is, let me show
you how to write one. There are a couple steps in the writing
process.
First, concrete poems need to have a subject or theme. Our
theme will be culture and each of you will be writing about
your own cultural identity (African, Hispanic, Asian, Indian,
Native American, European, Arabic etc.)
Next, we need to think about how we want to write our
poem. There are a few ways to write concrete poems:
• The words of the poem make up the shape
• The shape is made up of words that describe the
picture
After you have decided what type of concrete poem you are
writing you are ready for the next step.
 Transition Give students necessary materials (graphic organizer, artifact
template, adjectives list)
Guided Practice I will provide a graphic organizer with sensory categories
(We Do) (sight, smell, touch, sound) for students to brainstorm
adjectives and verbs to describe their cultural background as
part of the prewriting stage.
Make sure students have at least one line for each sense
(minimum of 5 lines). Give sentence starters if needed.
Before we begin review steps students are going to follow
in their writing process.
• Identify their cultural background
• Pick how they want to write their poem
• Pre-write/Brainstorm
• Compose rough draft using pre-write
• Revise rough draft with checklist
• Get template from teacher
• Compose final draft with template
• Color if time.
After students have completed their pre-writing, I will have
them compose a rough draft of their poem using their
graphic organizer.
CFU: I will guide students through writing and help those
who need additional scaffolding or brainstorming assistance.
• Upon completing their rough draft, I will ask them to
fill out a self-assessment checklist making sure they
have all the required parts. They need to include 4
 senses, sensory adjectives and verbs describing their
culture, create a shape that matches their poem,
completed writing process. Once they have revised
their draft and I have approved it, they may move on
to the next step.
Check For Understanding CFU: Progress monitor that students are on task and
(CFU) developing their poems accurately, following all steps of the
writing process.
Independent Practice • Students will have two options: trace their cultural
(You Do) template onto a white paper or use the animal
template as is. If they choose to trace it, they may
write their poem as the outline/border of the animal
template. If they choose to use the animal template,
they may write their poem on the inside of the animal
template. (Just as discussed earlier)
• Once the students have finished writing their final draft
(if time allows) they may color their poem.

Beyond . . . Closing and Extending Student Learning

Closure Have students share their completed poetry. Allow students
to discuss what they like about their classmates’ work,
giving positive feedback, and also find similarities in each
other. Discuss the flexibility, creativity and freedom that
come with concrete poetry.
Lesson Reflection Overall, students should be able to get a better feel for who
they are and understand their classmates better by accepting
and learning about each other’s culture. My lesson was
aimed to show that you are unique because of who you are
and your culture is something that should be shared, taught,
learned, accepted, and understood.

Writing Process Rubric & Checklist

The student’s poem… Completed Not completed
Uses 4 senses (sight, smell,
touch, sound)
Uses sensory adjectives and
verbs
Culture shape of poem
matches topic
Followed all steps in writing
process (pre-write, draft,
revision, final draft, artwork)
 Resources

Bloom’s Taxonomy Action Verbs. Retrieved from

http://www.fresnostate.edu/academics/oie/documents/assesments/Blooms%20Level.pdf

Christensen, C. (2018) Howard Gardner’s Eight Intelligences [PowerPoint slides]. Retrieved

from https://csn.instructure.com/courses/1301528/files/56730704?module_item_id=12994543
Christensen, C. (2018) LEARNING STYLES [PowerPoint slides]. Retrieved from
https://csn.instructure.com/courses/1301528/files/56730639?module_item_id=12994544

Christensen, C. (2018) Writing a Multicultural Lesson Plan [PowerPoint slides]. Retrieved from
https://csn.instructure.com/courses/1301528/files/56730642?module_item_id=12994545

Grade Three. (2006) Clark County School District, Las Vegas, Nevada. Retrieved from
http://sites.csn.edu/education/education_department_CSN/Resources_files/grade3.pdf

I'm Quite Unique (Celebrating Our Differences) [Video File]. (2012). Retrieved from
https://www.youtube.com/watch?v=0PnV8RbL6Wo

Manning, M.L. Baruth, L.G. Lee, G.L. (2017). Multicultural Education of Children
and Adolescents 6th
Edition. New York, NY: Routledge.

Poetry Prompts. (2006) Enchanted Learning. Retrieved From

http://www.enchantedlearning.com/poetry/shapepoems/