Stage 1: Desired Results

General General Outcome 4 (Gr. 3)

Outcome(s) Students will listen, speak, read, write, view and represent to
enhance the clarity and artistry of communication.

Specific 4.3 Present and Share

Outcome(s) Present information
present ideas and information on a topic, using a pre-
established plan
Enhance presentation
use print and nonprint aids to illustrate ideas and
information in oral, print and other media texts
Use effective oral and visual communication
speak or present oral readings with fluency, rhythm, pace,
and with appropriate intonation to emphasize key ideas

Learning Students will:

Objectives Work on their neat writing (B) by rewriting their poems (P)that
they shared through email on another piece of paper (M)

Stage 2: Assessment Evidence

Formative Summative Students will be marked on

Assessment Assessment how neat their writing is. See
rubric.

Stage 3: Learning Experience

Prior to Print of poems Resources to Read through these 5

Lesson: Bring: steps to have good
handwriting.
May need one or two
chromebooks for
students that did pick a
poem.
Time: 842- Content/Description Notes/Materi
10:20 als

Introduction:
On Monday we found poems on the laptops and shared
them with Mr. Martens.
Check to see if any students didnt find a poem.
(anyone missing that morning? Todd?)
Today our goal is to rewrite out poem on a blank piece of
paper.
Before you do this I will share with you a few tips
with you to help you write neatly.
Before we do that I want to have a quick discussion about
monday when we were finding poems.
Body: Students will
Have a quick discussion about how they found finding a need a blank
poem. piece of
By raising your hand I would like to hear from a paper, pencil
few students about how they found their poem. and the copy
Ask these students if finding a poem was of the poem.
was easy or hard
What was easy what and was
hard?
I want everyone to think about the poem you found. Think
in your head about what your poem was about. Without
telling anyone think about the topic. Put your thumb up if List material
you you can remember what your topic was. Assessment
Invite all students share with their elbow partner type
about the topic of their poem.
If a student cannot remember what their topic of
their poem was then I want them to share how How they are
they found finding a poem, if a student was not to change
here I want them to share what type of poem they activities
would like to find.
Students will have 30 seconds to share List material
with their partner. At 15 seconds I will have Assessment
students switch whos sharing. type
Great I found it interesting to hear what everyone had to
share.
Now on Monday I showed you two rubrics. See rubric.
Who can tell me why I showed you the rubric?
Who can tell me how I am going to use the rubric?
Show the first rubric and point out VISUAL
REPRESENTATION to the students. Read this
section to the students so they know how they will
be marked.
To get an E on Visual Representation what
do we have to do?
Completely rewrote
To get a E on this section
you will have to rewrite all of
you poem on another piece
of paper.
Write neatly (BAD Writing)
For this rewriting I want you
to write your very neatness.
I want everyone to use a
 black piece of paper. Now a
blank piece of paper
sometimes hard to write on
neatly.
Does anyone in the
class have any ideas
that students can
use to write neatly
on a blank piece of
paper?
Use a lined paper
behind.
Share the 5 steps
Decorating
My poem about a racoon.
Read poem
I need some ideas of
what I could draw by
my poem writing?
Monster?
Cats?
Make sure
students
understand
the
importance of
making sure
it relates to
poem.
Have a student share what
their poem about?
What drawings might
you draw on the
paper after your
rewrote your poem?
While you do your writing I want you to remember
the 5 steps we learned.
Good grip
Let the lines on the paper behind guide you
Write slowly
Write with little pressure
Play a game
We are going to have a jenga game
 going. When I see students trying
their best, I am going to have them
go to the red table in the back and
play jenga. This game is supposed
to just give a little break from
writing. I will have only two people
back there at a time and they will
have about a 2 minutes is all. When
I tell you to go back to the red table
I want you to go back there safely
and when I ask you to leave there
needs to be no questions so that
you have a chance to return again.
Breaks will be short so that
everyone get a break.
Any questions
Transition: While I handout poems I need everyone to get 3
things.
1. Pencil with an eraser
2. One blank piece of paper
3. One line piece of paper
This should take everyone only one minute. When you return to
your desk and have a poem I want you to start writing out your
poem. If it makes it easier you can tape your papers to the table
so that the lines stay in the same place. If you return to your desk
and dont have a poem I want you to raise your hand.

Handout poems
Circulate through the room, first going to students that
normally need extra help and get them started first.
Pick the first two student that are working hard to go to
the jenga game.
Allow students to work on their poems.
If I notice a lot of students need a body break we
will do this
Rock paper scissors
Just dance
Stretching
Have students work till 10:15
 Conclusion:
Have students rate themselves to a few questions. By
using their fingers. Materials (like
With your fingers I want you to answer this exit slip, etc.)
question. 1 just started 3 almost done 5 finished.
How far did you get done writing out your
poem?
With your fingers how neat did you write you
poem? 5 being perfect 3 being pretty but could
be better and 1 not very neat.
Next class we are going to work on reading out poems so
that by Friday we are all ready to present them to the
class.
For 20 mins we need to do our word work.

Reflection

What went well in this lesson?

What did I struggle with specifically in the lesson?

How would I change this lesson to increase learning for next time?