LESSON PLAN

NAME: Colin Campbell SCHOOL: St Marys College

CLASS: Year 6 TIME: 9:00am DATE: 15 June 2017

LESSON RATIONALE What experience/lessons have the class had previously? How will this lesson build upon prior knowledge?

Class has been exploring various types of poetry. They have explored types of words (Adjectives,
nouns, verbs) and techniques used in poetry (rhyming, form and lines). This lesson will focus on
form and rhyme extending on Quatrain poetry.

Experiment with text structures and language features and their effects in
LESSON creating literary texts, for example, using imagery, sentence variation,
OBJECTIVES: metaphor and word choice (ACELT1800)
These should outline
major skills,
knowledge and
qualities that learners This lesson will develop and explore limerick forms focusing on line length
will develop.
(syllables), form (AABBA) and rhyming.
MAIN LEARNING OUTCOMES AND DIFFERENTIATION ensuring progress for all students
These must be specific activities that are observable. How each one will be assessed must be stated in the Assessment for Learning section.

Students will:
Discuss and explore a topics and rhyming words
Describe limerick form
Create a limerick poem
Understand the difference between limerick form and other forms of poetry
Improve on literacy through exploring rhymes and words choice
Use ICT to improve vocabulary by using rhymezone

Differentiation:
Through the self-assessment criteria students will be able to work at their own pace
with at least one achievable goal for every student.
Success Criteria available (end of lesson plan)

KEY VOCABULARY:
What key terms are essential for
accessing this topic? What words Confidence, Pace, Tone, Volume, Lines, Rhyming, Poetry, Nonverbal
are used differently in everyday communication, communication
contexts? These words should be
defined for students.

Small group work planned for specific individuals by establishing clear

SUPPORT PLANNED
goal for the class which will enable small group focus.
FOR INDIVIDUALS:
What additional support will these
Gearing down - to present a poem from previous lessons
students receive in order to Gearing up Apply and describe peer feedback which has helped
achieve their potential?
improved or developed either a poem or performance.

Resources required:
However, plan for situations
where these are unavailable!
Smartboard, English workbooks, Poems
 LESSON PLAN
TIME STUDENT ACTIVITY TEACHER SUPPORT/Resource ASSESSMENT FOR LEARNING
Starter
5 mins Small group activity on rhyming
Before beginning topic, have a brainstorm activity to get Teacher words
students engaged - Smartboard
- Flipnote presentation
- Scrunched paper with prepared
words
ACTIVITY Workstation Rhymes
In workstations students will be given a random topic/word in Students
- Whiteboard
a scrunched up
- Books
As a group, they will think of a word associated with the topic,
- Markers
then pass to another at the workstation who has to continue
with another rhyming word.
If they get stuck introduce a new topic or new theme to the
workstation
They will aim for more than 2 syllables and write most
exciting and adventurous words on their whiteboards.

Main
35 Self-assessment using established
mins First slide: McGoo (Poem Structure) assessment criteria.
Students:
Open questions about first slide - Self-assessment criteria Small groups work with group
What features do student notice? What particular things objectives
can they observe focusing on the whole poem?
FOCUS Rhymes and Line Length
Is there anything similar to what we covered in Quatrain
and Haiku Poetry?
Does anyone know what this type of poem is called?

Second/Third/Fourth slide: Limerick

More open questions. Have students heard of a Limerick?
Direct conversation to key points:
 LESSON PLAN
o Limerick
o Lines 1,2 5 Rhyme and are longer
o Lines 3,4 Rhyme and shorter than other lines
o USE SMARTBOARD AND HIGHLIGHT feature!

Activity: Writing a Poem

Students will write a limerick poem
Walk, observe and assist students.

Plenary
10 Discussion/Observation
mins ACTIVITY Discussion

Self-Assess - end main task

Were there any challenges? How were they solved?
 LESSON EVALUATION SHEET

In what ways, if any, did the lesson deviate from the lesson plan?

The lesson stuck to the plan, some timing issues but due to the nature of all students
reciting poems this was hard to anticipate. Still achieved targets within time with extra
time to continue painting lesson. The additional goal for this lesson was to better utilise
the smartboard and also to reduce overall talking during activities. These objectives were
achieved.

How did students respond to the lesson content, activities and learning environment?

Students were very engaged and enjoyed the activities. The success criteria was
followed.
Students were able to identify and describe limerick form
Students were able to complete multiple poems and uses rhyming words consisting of
more than one syllable.

How well did students meet the learning outcomes and how did you assess this?

Students achieved the learning outcomes planned extremely well. It was assessed
through small group workshops, self-assessment and peer assessment as per success
criteria.

What learning and teaching strategies did you use and how did they affect learning?

I used small group work.

One of the targets for this lesson was to reduce talking and maintain better focus on
tasks. This was achieved through discussion about expectations and why we must be
considerate about making too much noise. What makes a positive learning environment.
Also stressed that although poetry can be silly or funny, this can be achieve without
being rude or being disruptive.

What strategies did you use to maintain class discipline and motivation?

I used positive reinforcement. When students raised their hand to speak, I positively
reinforced that they were following class procedures which in turn made others follow
class procedures.
Calming at times just reminded them that they had to calm down and not to be silly,
even if the poem was silly.
I also used communication to establish clear expectations of how they should be
behaving to not disrupt the learning environment.
 LESSON EVALUATION SHEET
Writing an Limerick Poem Success Self-Assessment
Criteria

I know what a line is

I can explain the AABBA Limerick Form

LIMERICK
Poems I can use rhyming words

I can use rhyming words bigger than one syllable

I can write more than one limerick