Lesson Plan

Candidate: Becca Ciamacco Date: 3/28/16

Grade Level: K-2 Subject: ELA Number of Students: 17

1. Central Focus

Students will explore and write poetry with

rhythm.

Core Standard/Content Standard:

RL.K.5 Recognize common types of texts (e.g., storybooks, poems).

RL.1. 10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
Activate prior knowledge and draw on previous experiences in order to make text-to-self or text-to text
connections and comparisons.
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.

Learning Objective/s:

Students will write and perform a biography poem set to a beat.

2. Learning Experience Plan

Anticipatory set/Introduction:
Must include, numbered:
1 Gain Attention: If you can hear my voice
2 Review Previous Learning: What is a poem? Has anyone ever written a
poem before? Heard a poem?
3 Motivation: Today we get to use musical instruments while we write poetry.
4 Statement of Student Objective: By the end of today you will have written
your very own poem that is all about you and add rhythm to it.

Strategies/Methods: (describe steps in instruction)

Students will be guided through the elements of a poem using an
anchor chart.
Students will listen to selected poems from the story, Hip Hop Speaks
to Children.
Students will contribute ideas for items to include in their own
biography poem.
Students will be given approximately 15 minutes to write their own
biography poem.
Students will share their poem in pairs exploring how to add rhythm
using a musical instrument.
Select students will volunteer to share their poem with the whole group
using their musical instrument.

Closure/Conclusion:
 Students will be asked, What was the most difficult part of creating a poem with
rhythm? What was the easiest part?

3. Supporting Learning:

Materials /Resources needed:

Poetry Anchor Chart
All About Me Anchor Chart
Hip Hop Speaks to Children book and CD
Speaker
Musical instruments
Differentiated poem writing sheets

Grouping for Learning:

Large group, individual, and partners

Language Demands: (vocabulary demands AND other communication demands)

Vocabulary demands: poetry, feelings, emotions, lines, rhythm, beat
The students will be expected to listen, respond, write and speak aloud in front of
the group.

4. Assessment/Monitoring Learning:

Type of Assessment (describe):

Students will be assessed using informal observation. This is an introductory lesson
and the first time students are learning about poetry and rhythm.

Monitoring of Progress: (describe)

Monitoring of progress will take place during the review of previous learning, the mini
lesson, writing time, partner time and sharing portion of the lesson.