Liberal Studies Lesson Plan for LS 4000/4001

Name______________________________________ Grade Level for this Lesson

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I. Academic Content Standards
Reading Standards: Craft and Structure
4. Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
II. Unit of Study
The unit of study this lesson focuses on is poetry.
III. Academic Learning Outcomes
TLW be able to write a bio poem about themselves.
TLW be able to come up with different adjectives to describe personality.
IV. Implementation
1. Introduction to Lesson (Hook)
Today we will be reading a book about our mood, or how we feel at particular times. Before we
start I want you to close your eyes and think about how you might be feeling right now. I want
you to keep this feeling with you and think about how it changes as we read our book. I cant
wait to share this book with you!
2. Sequence of Activities
1. TTW read the book Today I Feel Silly: And Other Moods That Make My Day aloud to
the class on the carpet.
2. Throughout the book the TTW pause to talk about the different moods the character is
experiencing and create a list of moods on the board for students to see.
3. After reading the book TTW create a new list of adjectives based on the moods the
character experienced during the book. TLW also brainstorm adjectives based on
themselves and family or friends.
4. TTW transition to modeling the template that TLW use to create their own bio poems.
5. TTW model the template line by line having students help by using the brainstorm from
after the read aloud. The students will partner share their ideas for each line before having
the class decide on their favorite suggestion.
6. TLW be allowed to go back to their desks with a template to do independently after the
teacher is done modeling the whole template. Students that may still be struggling will be
allowed to stay at the carpet to continue brainstorming for their own template.
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7. Once everyone is finished with their template TTW model how to draw the lines based on
the template on their final draft.
8. TLW be given a pre-folded square envelope shape to follow along drawing the lines with
a pencil and ruler.
9. TLW write their poem in the envelope first in pencil and then trace it in marker when
they feel confident with their work.
10. TLW have the freedom to decorate the rest of the envelope however they like after they
write their poem inside.
11. TTW have students come back together at the carpet to have students partner share their
poems. Even if there are students still working on their final drafts they will be able to
participate by reading the poem from their template. TTW ask students to share their
poems or envelopes with the class if they feel comfortable to do so.
3. Closure
1. TTW have students close their eyes and have them reflect on their feelings throughout the
lesson and how it related to the poem that they created.
2. TTW have students partner share what they thought of and let them share only if they
would like to.
Grouping Strategies

Whole
1. TTW model the lesson by having an example of the poem template on the board with
blanks.
2. TTW go line by line with students having them fill in the blanks based on our brainstorm
after the read aloud.
Small
Students are given multiple opportunities to share with partners like reading their poem to a
partner and in the closure to talk about their feelings.

Independent
1. TLW complete the template on their own.
2. TLW create their final draft of the poem.
Differentiated Instruction
Student with ADD:
The list of moods and adjectives along with the class example will be up for the students to
refer to throughout the lesson.
English language learner:

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Provide a template inside the final draft envelope for them to fill in the blanks. There will
also be time for them to collaborate with the teacher to brainstorm for their own templates.
Adjectives will also be part of the designated ELD instruction for the weeks so students will
already be familiar with the part of speech.
V. Assessment:
TLW have created a final draft of their bio poem ready for display.
TTW observe students during the brainstorm for participation in partners and as a class.
VI. Materials
- the book Today I Feel Silly: And Other Moods that Make My Day by Jamie Lee Curtis
-markers
-template paper
-pre-cut squares
-anchor chart example
-whiteboard marker
-rulers
-pencils

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