Jenny Mckay EDRL 443 Spring 2012- Ladd Guided Writing Lesson

Description of Classroom:
Grade Level: 3 Gender: Male/Female Age: 8-9 years of age Demographic: 18 students

Background:
This is the first lesson on poetry. The students are at the acquiring stage.

Content Objective(s):
Given an example of a poem, students will input their own words to make up their own poem based on a season of their choosing. .

Language Objective(s):
Students will be able to recite their poem for the other students and the teacher.

Nevada Standards:
3.RL.10- By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 2-3 complexity band independently and proficiently. 3.W.10- Write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. 3.RFS.4- Read with sufficient accuracy and fluency to support comprehension

Key Vocabulary:
Poem, stanza, limerick,

B est Practices:
(put an X next to those that you address in your lesson)

P r e p a r a ti o n

Scaffolding

G r o u p i n g O p t i o n s X X Modeling Guided practice Independent practice Verbal scaffolds Procedural scaffolds x x Whole Class Small groups Partners Independent

x x x I n t e g r a ti o n o f P r o c e s s e s x X

Adaptation of content Links to background Links to past learning Strategies incorporated Application

A s s e s s m e n t

Listening Speaking

Hands-on Authentic (Meaningful)

Individual Group

X X

Reading Writing

X x

Linked to objectives Promotes engagement

x x

Written Oral

Teaching Strategies:
Students will listen to teacher read aloud two types of poems. After giving a model for writing a poem, the teacher will assist in giving the students something to write about.

Warm Up Activity:
The teacher will begin the activity by asking if the students are familiar with poetry, and read two poems for the students to know what a poem could be.

Lesson Sequence:
1. After the warm-up activity, the teacher will provide a model for the students to follow to write their own poem. 2. Students will work quietly by themselves for five to ten minutes while the teacher assists when needed. 3. After the students are done working, they will read aloud their poem to the group. 4. The teacher will observe to make sure students have followed the model that was provided.

Accommodations:
Pacing will be adjusted to meet the needs of the students. Teacher will provide extra assistance if necessary.

Supplementary Materials:
Copies of the two poems to be read in class, pencils, paper, a model of the form to be used by the students

Review/Assessment:
Students will be assessed informally by their teacher on their accurate use of the model.

Reflection
As I was writing out the guided writing lesson, there were many thoughts that kept coming around in my mind. First, was this lesson strong enough, but not too hard for these students? Would they be even interested in writing poetry? Would they be engaged with this lesson? For the first part of this lesson, I read two poems to the students. The first one from A Writing Kind of Day and the second from my favorite book of poetry, Where the Sidewalk Ends. I have always loved poetry, both for its romantic connotations and its beautiful rhythmic sense of purpose. I had found a simple outline of a poem and hoped the students wouldnt think it was too boring. Telling the students they would be writing poetry with me, the boys in my group figured it was just a girls thing. However, since I showed them that males can write some cool things too, they got way more interested in it as well. I then let them know that the poem would be about our favorite season and had them look over a paper where I had pictures of an ear, a nose, a hand, and some eyes to represent those things we could hear, smell, touch, and see respectively with those body parts. I had them try to visualize every item that they would be in contact with in their favorite season. Giving them a rubric to write the poem with was very helpful since they were intimidated by the long poem I originally read to them. Emphasizing that poems can be very short, long or somewhere in the middle, students were able to relax and choose their words more carefully. After the poems were written by the students, they then transferred their work to a book format. The students then read their books to me and their classmates. Students decorated their books with drawings and color. My lesson went extremely well, better than I could have imagined. It would be a

great way to introduce poetry to students while exploring their imagination. I would definitely use this lesson in a full group format without any future instructions. The students I worked with had fun especially designing the book but took a lot of time doing that. In the future I would give them a time limit. The only other thing I would change would be to cover the vocabulary much better when I do it with a whole group since I totally forgot about it during the guided writing lesson. Other than those minor changes, the lesson has great potential.