Reflective Lesson Plan Poetry

7/30/2019 Reflective Lesson Plan Poetry

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Claflin University School ofEducation

EDUC 450: Professional Clinical Practice

Reflective Lesson Plan Model

Name: Nakita Manigault Date: March 20, 2013

PART I: PLANNING

Title of Lesson Poetry: In Rap or not in Rap? That is the question!

Source

Is this lesson original idea? If not, from what source did I

borrow this lesson?

This lesson is my original idea.

Subject Area (s) English Language Arts

Grade Level 4th Grade

Curriculum Standards

4-1.9 Recognize characteristics of poetry (including stanza,

rhyme, and repetition).

Description and

Background Information

Describe the lessons activities and content.

- To begin the lesson, students will complete a daily reading

reinforcer on alphabetical order and context clues. (Students

are provided copies of the daily reading reinforcer.)Students will be given 5 minutes to complete both

questions. Once students have selected their answers, we

will review the questions and correct answers.

- After the daily reading reinforcer, students will participate

in an anticipatory set titled Poetry in Rap. The purpose ofthis activity is to give students the focus of the lesson as

well as activate thinking skills and prior knowledge.Students will listen to a short rap song about the seasons of

the year. Students will listen to the song, and think aboutthe types of figurative language in the song, the rhyme

scheme as well as the refrain.

- Next, we will begin the Power Point presentation poetry,identifying the characteristics that make up a poem. During

this time, students will read and review notes (printed slides

from the presentation) and underline important details aboutthe content.

- During the presentation, I will guide the students through


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identifying the refrain and rhyme scheme of the passage as

well as the amount of stanzas in various poems.

- Next, Students will complete an independent practice

activity on poetry. Students will be given ten minutes to

complete the assignment and we will review and grade theactivity together.

- Lastly, for closure we will review characteristics of poetry

together using the ball toss method. Students will respond

to the questions How do you determine whether or not apassage is a poem or a paragraph? What are the three

things you look for in a poem?

Lesson Objectives What will students be able to do at the conclusion of this lesson?

- Students will be able to identify the characteristics of apoem.

- Students will be able to correctly identify parts of a poem.

Varying Objectives for

Individuals Needs

How will I vary these objectives for students who do not understand the

material?

- If the entire class does not understand the content of the

lesson, I will re-plan the lesson to ensure that it is verydescriptive and explicit and reteach it during the next

lesson.

- If a small group of students do not understand the content

being taught, I will hold a small group session during

independent practice to reteach the skills students do notunderstand.

- If students are having difficulties due to lower reading

levels, I will help them by reading passages, questions andanswer choices so that they can better understand the text.

How will I vary these objectives for students who have already mastered the

concept?

- Students who have already mastered the concept will be

given additional poems to identify thyme scheme, theamount of stanzas and the refrain as well. If they complete

the additional work as well, they will review their notes in

preparation for the test that will occur on this coming

Friday.How will I vary these objectives for students who are presently learning

English?

- Students who are ELLs will be given extra time to carefully

read passages and respond to questions. These students will

also have the opportunity to sit independently with me and I

will help these students read and re-read any passage,question or answer choice they have difficulty with to

ensure comprehension.

Statement of Purpose

Why is it important for the students to learn this content?

- Poetry is a type of language that is used every day. Rappers

and singers use poetry to create songs. They write wordsthat flow smoothly together and tell an explicit and vivid

story about an event that can be real or made up. Students

love music and they have a favorite rapper or singer, so if


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students understand that poetry is a part of their everyday

lives, they will be able to understand poetry more easilybecause its something that they are familiar with.

- Also, the characteristics of poetry is an important skill

that will be assessed on the PASS exam. Comprehension ofthese skills during the lesson will ensure mastery on the

PASS.

Materials and Resources

What materials and supplies are needed to help your students achieve thestated objectives?

What will the teacher need?

- Copies of the daily reading reinforcer

- Printouts of the slides for note taking

- Printouts of independent practice

- Smart Board

- LaptopWhat will the students need?

- Students will only need sharpened pencils prior to the

lesson

-

All activities will be handed out as needed.What other resources are needed?- No other resources will be needed.

Will you use resource speakers?

- There will be no speakers for this lesson.

Anticipatory Set What will you do to motivate the students and get their attention? What isthe hook that will serve as a focus for the lessons activities?

- I will ask students the question Do rappers and singers usepoetry? After students respond, I will tell students that

they will listen to a rap song about the four seasons. While

the song is playing, they should listen to what the rapper is

saying and the way he is saying his lyrics. From this song,students will be able to activate their prior knowledge of

poetry and think about the parts of a poem and the type of

language used in poetry.

Part II: IMPLEMENTATION

Pre-assessment

How will I find out what students already know about this topic?

- During the anticipatory set, I will ask students Do rappers

and singers use poetry? After the anticipatory set, I will

ask students What types of language is used in poetry?

The response should be figurative language, and the typesof figurative language will vary from alliteration, to

hyperbole, to personification.

Teacher Modeling or

Demonstration

What will I do to show students what is expected?

- During the lesson, I will read different poems and think

aloud how to I identify the amounts of stanzas in variouspoems as well as the rhyme scheme and finding the refrain.

Guided Practice

What will we do together as they learn how to succeed at the new task?

- We will identify how many stanzas are in a poem and howmany lines are in a stanza.


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- We will also identify the refrain or repeated line(s) of apoem.

- For rhyme scheme, we will work together to identify the

pattern of rhyme. We will work through a short poem and

compare each line to identify the rhyme scheme.

Checking for

Understanding

What questions will you ask to determine if students understand so far?

- What is a stanza?

- What is rhyme scheme?

-What is a refrain?

- How will you know whether a passage is a poem or a

paragraph?

- How do you create the rhyme scheme for a poem?

- What letter do you begin with and why?What techniques or strategies will be used to determine if students

understand so far?

- Students should be able to explicitly delineate the

definitions of the types of poetry, whether they use thedefinition give in their notes, or if they paraphrase. Students

should also be able to actively participate while identifying

parts of poetry during guided practice.

Independent Practice

What will students do by themselves to show that they have internalized the

knowledge?

- Students will complete an assignment with 7 PASS likequestions on poetry. The assignment assesses students on

stanzas, lines, rhyme scheme and rhyming words. If

students participated in the lesson, they will be able to showa mastery level of 80% or better on this assignment.

Closure

How will I conclude the lesson and relate it to future experiences? How will

you wrap up the lesson to reinforce concepts taught during the lesson?

- Students will respond to the questions How do you

determine whether or not a passage is a poem or a

paragraph? What are the three things you look for in apoem? We will review by using the ball toss method. I will

toss a small beach ball around the classroom as I ask

questions. Students will be able to think about and respondto questions and pass the ball to a classmate if they need

assistance.

- Students can either respond by paraphrasing what they havelearned, or they can state exactly what they learned in the

lesson.

Assessment

(attach to lesson plan)

What will students do to demonstrate what they have learned?

- Students will review their notes in preparation for the test

on this coming Friday. On the test students will readvarious poems and identify the different parts learned in thelesson.

Extension Activities

What can students do at home or in the classroom to apply the knowledge

or skills?

- Students can listen to their favorite song and identify the

different parts related to a poem. They can identify the

rhyme scheme, the separate stanzas and the refrain orchorus of the song. If they need help, parents can help them

print out the lyrics of the song so the student can see the


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lyrics easily.

- Students can also try to create their own poems and identify

the rhyme scheme of that poem. Students can determine

how many stanzas are in the poem and whether or not it

will have a refrain.How could you use your colleagues or community agencies to improve

student performance?

- Students took the PASS writing exams this week and they

are also taking district benchmark assessments this week aswell as next week. Students can write poems about why

PASS the benchmark exams are important. Each homeroomteacher can help students create a poem that uses figurative

language to effectively explain why these assessments are

very important.

- Teachers and students can work together to identify reasons

why the exams are important, and students can use whatthey have learned about both poetry and figurative language

to compose a poem. Once students have completed their

poems, we can have a PASS Poetry Jam to have students

read their poems to their classmates in preparation for thenext PASS exams in May.

Technology

How will you use technology to assist students with learning the concepts?

What technology will you use to enhance the delivery and comprehension of

your content?

- Technology will help present information to students in avery organized manner. Information is presented on

Prezi.com via laptop and Smart Board so that students can

easily follow along without feeling confused.

- I will use Prezi.com to present students with information on

Classifying and Sequencing. Prezi is similar to Microsofts

PowerPoint software. I input my lesson information andpresent it to students.

Connection Across the

Curriculum

How will you connect this lesson with other content areas across the

curriculum?

- Poetry can be integrated with many different content areas.

In Social Studies, students can create a poem about an

important person in history such as Daniel Boone, AbrahamLincoln or Rosa Parks. In Music, students can create a song

or rap (like the one used during the anticipatory set) using

alliteration, hyperbole personification. In Art, students cancreate a picture and write a short passage describing the

picture. After they complete their picture, students can writea poem about the picture. In Physical education, studentscan create a poem about their favorite activity to do in P.E.

or their favorite way to get exercise at home after school. In

Math, students can write a poem about their favorite shape,

or their favorite formula, or their favorite angle. In English

Language Arts, students can create a rap or a song using

mostly figurative language about a topic of their choice.

PART III: REFLECTION


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Strengths

Describe the strengths of your instructional techniques, strategies and

classroom management.

- I felt as though this lesson went fairly well. It went

smoothly. Following Ms. Kennedys flow of instruction, I

ask questions during the lesson to assess whether studentsare paying attention and focusing, as well as

comprehending what is being taught. Students responded to

the questions, and if answers were incorrect I was able to

redirect them or guide them to the correct answer. Therewas a situation between two students and I was able to

diffuse the small altercation before it got out of hand.Describe the strengths of student engagement.

- Students actively participated in the lesson and focused

throughout the lesson.

Weaknesses

Describe the weaknesses of your instructional techniques, strategies and

classroom management.

- The biggest issue in this lesson was time. I taught each class

after students completed the second day of the PASS

writing assessment. The class periods were limited to 35

minutes so everything was slightly rushed. Because of thetime constraint, students were not able to complete the

independent practice, however it was sent home to be

completed for homework.

- During the lesson, I noticed I spent a bulk of my time on the

beginning of the lesson (daily reading reinforcer andanticipatory set), leaving the rest of the lesson rushed.

Describe the weaknesses of student engagement.

- In my opinion, there were no weaknesses in studentengagement.

Suggestions for

Improvement

What would you change when teaching this lesson again?

-Overall, I would thoroughly plan each section of my lessonto ensure I spend an adequate amount of time on each part

to endure completion for myself and for my students.

Revised 1-2012

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Reflective Lesson Plan Poetry