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Mary Batalis November 1st, 2013 READ-3226-002 Dr.

Rovenstine Direct Instruction Lesson Plan Grade Level/Subject: 3rd grade Topic: Poetry Rationale: The students will be identifying the different parts of a poem in a story and being able to define what a stanza and a line are in poetry. CCSS: ELA-Literacy.RL.3.5 Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections. Behavioral Objective: After reading a short story, students will create their own poems that connect to the book, which was about Easter. The students will use stanzas and lines to create their own poem.

Prerequisite Knowledge& Skills: Students will need to understand poetry and the different parts of poetry. Students will need to know rhyming words, lines, and stanzas for this activity. Materials/Resources: The Night Before Easter by Natasha Wing Post-it notes Focus/Review: The teacher will ask students what they have learned about poetry. The teacher will then ask the students to look for rhyming words and how the rhyming is structured throughout the story (Every other line). The students will need to be counting in their head the lines and stanzas that they see as the teacher reads the book. Objective (as stated for students): The students will explore and discuss a book that is written in a poem format to demonstrate a growing awareness of how line breaks affect rhythm, sound, meaning, and appearance. Teacher Input: The teacher will introduce the book to the students. The teacher will then ask students to keep note of the lines and stanzas throughout the read aloud. The teacher will stop on the first page of the story and ask students how many stanzas are on this page? (1), how many lines are on this page? (4), what words did we read on this page that rhyme? (dawn, lawn), does every line rhyme or does every other line rhyme? (every other line). The teacher will continue to read the story and will make sure to emphasize the rhyming words on each page.

Guided Practice: Once the story is over the teacher will ask students to turn to a partner and try to determine the rhyming in the book and how many stanzas were there all together. Was the rhyming the same on each page or did it change? How many stanzas were on each page? How many lines were on each page? Was the number the same throughout the whole book? The students can write their answers on post it notes to remember what they talked to their partner about. The teacher will also ask the students to determine how many lines were there in the entire story by doing an equation. The teacher will ask the students to share their answers with the class and create a group discussion. The teacher will then go back through every page and the students will count how many stanzas are in the whole story. (18). The teacher will ask the students, how can we determine how many lines are in the story if there are 18 stanzas and 4 lines on each page? The teacher will ask a student to go to the board and write an equation that they could use to determine how many lines are in the whole book. The equation would be 18 stanzas x 4 lines= 72 lines in the whole story. The teacher will then ask students about the main idea, characters, and sequence of events to make sure they were paying attention to the story. Independent Practice: The teacher will have each student write a short Easter or spring poem at their seats that uses rhyming, stanzas, and lines. Their poem is to have at least 4 stanzas and at least 4 lines per stanza. Their poem can either rhyme every line or every other line. The students will be encouraged to use sounds and emotion in their poem to give the reader a visual when they read the poem. Closure: After the students have worked on their poems they can share a line or two with the rest of the class. The students will then continue to work on their poems and will add this poem to their book of poems that they will keep. Evaluation: The teacher will check for understanding by asking students how many stanzas, lines, and what the rhyming sequence was throughout the story. The teacher will also read through their poems to make sure they understand the line breaks and how the line breaks affects the other components of a poem. The teacher will work with students who seem to be struggling and students will not be able to turn in their poem until the teacher believes they have understood the concept they are working on. Plans for Individual Differences: Slow Learners: Students who work at a slower level will be able to have extra time to work on their poems. I will also conference with students as much as I need to in order for them to understand the independent practice and what we learned in the lesson. ESL learners: These learners will be able to work with a partner that can translate for them and help them with the activity we are working on. Challenging Learners: these students who finish early will be able to create an illustration for their poems or create a second poem for their poem book. Resources: My cooperating teacher.

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