Madeline Hunter Lesson Plan Template How to Lesson

Lesson Plan Phase 1

LESSON PREPARATION
Title of Lesson

Exploring Poetry

Topic/Subject

Language Arts

Grade Level

4th

Approximate Time for Lesson

40- 45 mins.

Objective (Be specific; Use a verb from Blooms chart. Only one objective for this lesson.)
Students will understand that poetry is different from prose

Level of Blooms Taxonomy:

Application

Materials (List everything you need for the lesson using numbers or bullets.)

Color sheets for each student

Computer lab
Internet connection

LESSON IMPLEMENTATION
Anticipatory Set
Ask students to brainstorm characteristics of poetry, and, one at a time, to write their ideas on the board or chart
paper.
Ask students to elaborate on their contributions.
Be sure to explain that the brainstormed list represents our ideas now (the list may not be accurate)
Explain that today we will focus on one defining feature of poetry -line breaks
Objective (Copy and paste the objective listed above. You will state the objective to the class.)
Students will understand that poetry is different from prose

Instructional Input (What information will you provide for students to accomplish objective? How?). Be specific.
1. As a group look at the poem A million miles from Tallahassee by Alice Schertle, on chart paper or online
2. Tell students to notice the line breaks. Why are the where they are? Emphasize that this is the authors decision
3. Talk about how the poem might be different (appearance, meaning, emphasis, how you read it aloud) if the line
breaks were different
4. Try rewriting it and reading it aloud with the same words but different line breaks suggested by the students
5. See what happens to the sound, meaning, and appearance
6. Do you think the author did this on purpose? Is there any punctuation? Why or why not?
Modeling
1. Students will work in small groups looking at two poems Ninjas and Daughter, Mother, Daughter- as has
just been modeled in the large group (prev. steps)
2. Circulate and support small group work
3. As groups finish, or as follow-up, students can explore the Line Break Explorer where they can move words
around and manipulate line breaks in a poem online.

Check for Understanding (What questions will you ask to make sure they understand the objective?)
#

Question

Level of Bloom's Taxonomy

Ask each small group to share with the whole class what they noticed or
discovered about the line breaks. *Add anything they may not have noticed.

comprehension

Share more books or poems you might have which offer good examples of
how line breaks f unction

understanding

Procedure for asking questions (How will you determine which students to call upon?)
Students who were the most inactive during the brainstorm and the whole class period
Guided Practice (What will the students do to perform the objective under your guidance?)
1. Observe students involvement in looking at and talking about the poems presented. Are students engaged,
interested, and anything to do the activities?
2. Listen to childrens contribution. Do each ones comments reflect understanding of:
-Line breaks as special to poetry?
-How line breaks affect a poems sound, meaning, and appearance?
-How line breaks can substitute for punctuation.
3. Look at students writing. Do they experiment with line breaks? Do their line breaks contribute to the sound,
meaning, or appearance of poems? Can they explain why they broke the lines the way did?
Closure (Lesson summary! Be sure to involve your students.)

Give them the remaining time to visit these fallowing websites and monitor to see how they are doing
Website links
http://www.funenglishgames.com/readinggames/poem.html
http://www.readwritethink.org/files/resources/interactives/lb_explorer/index.html
http://www.nowaterriver.com/wp-content/uploads/2013/04/no-pants.jpg

Implementing this digital strategy positively impacts learning (ISTE

Standards)
The use of Technology benefits this project because it makes easier for
the students to manipulate poems structure and verses
References
Wollman, J. (unknown publication date) What makes poetry? Exploring line breaks. Retrieved
November 02, 2016, from http://www.readwritethink.org/classroom-resources/lessonplans/what-makes-poetry-exploring-88.html?tab=4#tabs