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Lesson Plan

Unit/Topic: Poetry

Date: 26/05/2016

Key Learning Area: English

Year Level: 2/3

LESSON OUTCOME
(Key Knowledge and Skills students should achieve in the lesson taken from relevant
curriculum documents.)

Units: Year 2: C2C Unit, Unit 2 & Year 3: C2C Unit, Unit 2
Year 2/3 Content Description:
Poetic devices: Identifying, understanding and applying poetic devices to
our writing.
Define the following poetic devices: Alliteration, Imagery, Metaphor,
Onomatopoeia, Personification, Repetition, Rhyme, Rhythm and Simile.
Identify these poetic devices in a range of poems.
Structure and language in poems:
o Identifying sound and word patterns
o Identifying syllables and rhythmic pattern
o Identifying rhythm and rhyme in a poem
Acrostic Poems
Reading, viewing and creating a variety of acrostic poems
Identify the structure of an acrostic poem
Variety of themes
Write about space
Write about heat
Write about your favourite place in Australia
Write an ACROSTIC poem on a friend or a family member
Poem Comparison
Analysing poems
Comparing two familiar poems using a Venn Diagram

LESSON STRUCTURE:
Time

Introduction (Set):

Teaching
Approaches

5
Mins

WALT We are learning to We are learning


about acrostic poems; the definition of what
acrostic poems are and their structure.

e.g. DOL strategies, grouping


strategies

WILF What Im looking for For students to


be able to Identify what an acrostic poem is and
its structure.

Strategy One - Attitudes and


Perceptions

DOL Strategies:

Strategy Two - Extend and


Refine Knowledge
Strategy Four - Use Knowledge
Meaningfully
Grouping Strategies:
Within class performance
grouping.

Time
20
mins

Main Content:
-

Define an acrostic poem with the


students. Define: An acrostic poem is a
poem in which the first letters of each
line spell out a word or phrase.
Ask the students to write the definition
into their English books.
Explain the structure of an acrostic poem.
Students to write the following notes onto
the board.

Teaching
Approaches
DOL Strategies:
Strategy One: Attitudes and
Perceptions.
Strategy Three: Extend and
Refine Knowledge
Strategy Four: Use Knowledge
Meaningfully.
Grouping Strategies:

To create an acrostic, follow these five


Within class performance
easy steps:
grouping.
- Decide what to write about.
- Write your word down vertically.
- Brainstorm words or phrases that
describe your idea.
- Place your brainstormed words
or phrases on the lines that
begin with the same letters.
- Fill in the rest of the lines to
create a poem.
Classroom Management: Students to be sitting
at their desks. No students are to get out of their
chairs. Students are to raise their hand when

they need to speak. Whilst the students are


copying their notes down I will establish to the
students my clear expectation of no talking
whilst completing their notes, so that the students
stay focused and on task to complete their notes.
Scaffolding and other support strategies for
students:
Ask various questions to perform formative
assessment to seek students knowledge at the
end of the lesson. Exemplar questions will be:
- What did we just learn about?
- The word that we are going to turn into
an acrostic poem, which way does it run
down the page?
- Does the word that we are basing the
acrostic poem around does it have any
relevance to the content found within the
poem?
Differentiate between what students have gained
in knowledge from the content taught in this
lesson and what they still need to extend upon.
Take notes of this for the next lesson to make
sure that students have gained a full
understanding of acrostic poems.
TM and JM will need their notes written onto
their student whiteboards in manageable pieces
to copy into their English books.
Provide scaffolding to the class by picking a
short word to base the acrostic poem around. (An
example of this word will be Mum or Dad.) Then
choose a harder word to extend for the year three
students. (Mother, Father, Brother and Sister).
Higher students that finish their notes before
others that are waiting ask them to write their
own acrostic poem on family to promote an
extension activity and promote higher order
thinking skills for these students.
Time

Conclusion:

5 mins Revise with students what an acrostic


poem is. Use the formative
assessment questions established
above.

Teaching
Approaches
DOL Strategies:
Strategy Four: Use Knowledge
meaningfully.
Strategy Five: Habits of mind.

Resources
(Include equipment required for class and/or for teacher preparation)
Whiteboard
Whiteboard Marker
Class English books
Student writing implements

Safety Considerations/Materials
Students to sit at their desk and not roam around the room.

Assessment
Formative assessment to be completed in the conclusion of the lesson.
The questions are noted above.

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