Instructional Plan Revised 3/2/2011

Teacher Candidate: Makayla Coffey

Date:
April 21, 2015
rd
Cooperating Teacher: Mrs. Bradshaw
Grade: 3
School
District: Pullman
School: Franklin Elementary
University Supervisor: Lori White
Unit/Subject: Poetry
Instructional Plan Title/Focus: Introducing Poetry
Learning Targets/Purpose/Previous Learning
a.
Instructional Plan Purpose: Students are introduced to poetry and understand the
concept of rhyming.
b.
State Learning Standards:
CCSS.W.3.4- With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
CCSS.SL.3.4- Report on a topic or text, tell a story, or recount an experience with
appropriate facts and relevant, descriptive details, speaking clearly at an understandable
pace.
c.
Content Objectives:
SWBAT rhyme words.
SWBAT write a short poem.
d.
Language Objectives:
SWBAT annunciate words clearly when reciting.
SWBAT recite their poems.
e.
Previous Learning Experiences:
The students have only briefly learned about Haiku poetry. They have had no other
instruction in poetry other than that one brief lesson. Students however know how to
rhyme words. They have previous knowledge of presenting in front of their classmates.
Assessment Strategies
The questions will ask the students are based on rhyming words and about the book I will
read to the students. Questions like, Does anyone know who Eric Carle is? and Did
anyone notice any patterns in the poems?

Formative: measures process/progress toward mastery of target(s)

Summative: measures outcomes/achievement of target(s)

Content/ Language Objectives

SWBAT rhyme words.

SWBAT write a short poem.

SWBAT speak clearly when reciting.

SWBAT recite their poems.

Assessment Strategies
Formative: Students will demonstrate this
ability by playing a rhyming game in
groups. The teacher will walk around or
participate in the game to evaluate if the
students know how to rhyme.
Summative: The students will write a
poem in which they are required to create a
rhythmic pattern.
Formative: Students will write their own
short poem on an animal. The teacher will
observe their writing progress.
Summative: The students will write their
own poem and will have the choice of
presenting it in front of the class.
Formative: The teacher will observe the
students as they create their poems and will
observe as they recite it.
Summative: The students will recite their
poem to the class and display their ability
to speak clearly.
Summative: Students will recite their
poem in front of the class and either take
their poem home or post it on the
classroom wall.

Add rows to chart as needed.

Student Voice: Select two components of student voice and identify how students will
reflect and/or communicate on their learning or progress toward meeting the goals. You
may eliminate the components not being addressed.
K-12 students will:
Student-based evidence to Description of how
be collected (things
students will reflect on
produced by students:
their learning
journals, work samples,
projects, papers, etc.)
1. Communicate
Poems
Students will create a poem
in which they have to show
the learning
their progress towards
targets and their
learning about poetry and
progress toward
creating poetry of their
them.

2. Communicate
the support and
resources that can
be accessed to help
them achieve the
learning targets.

Reflections

own.
Students will reflect on
their poetry and how it was
helped by the poems
demonstrated in class.

Grouping of Students for Instruction

Students will be grouped as a whole during the reading time when the teacher is
reading them samples of poems form the Eric Carle Animals Animals poetry book. They
will the be split into two groups where they will play a rhyming game that gets them
thinking about words that rhyme with each other. They will then go back to their desks
and work in creating their own poem and they are allowed to work in table groups if they
so choose.
Learning/Teaching Experiences
1. Introduction: I will introduce the topic by talking about how the students already have
studied Haiku poetry in the past. I will also introduce the book by Eric Carle Animals
Animals and ask them, Have any of you ever heard about Eric Carle before? Have any
of you read the book The Very Hungry Caterpillar? and then I will read preselected
poems from the book.
2. Questions:
Have any of you ever heard about Eric Carle before?
Have any of you read the book The Very Hungry Caterpillar?
Did you notice any patterns in the poem?
What was different about this poem than the previous one?
What is key behind making a poem?
3. Learning Activities:
1. The teacher will introduce the topic
2. The teacher will then read preselected poems from the book Animals Animals.
3. Student will be slip up into two groups and the game will be introduced to them.
4. The students will take turns rhyming words with the starting word (for example
students will have to rhyme words with wood).
5. Students will then go back to their desks and write their own poem about an
animal.
6. For the last part of the lesson the students will be allowed to share their poem to
the class.
7. Students will then either post their poem on the class wall or they will put it in their
mailboxes to take home.
4. Instructional Considerations:
a)
Demonstrate poem, demonstrate the game, group practice, individual work.
b)
Teacher will present by reading a poem, demonstrate the game, and individual

c)
d)
e)
f)
g)
h)
i)

assistance.
Answer questions, listen to poems, participate in group game, write their poem.
Show knowledge of rhyming in the game and by writing their poem.
Students can write shorter poems or they can pick a topic of their choice to write
on.
I will integrate them when they share with the teacher and when they share with the
class.
Variety of animal poems that the students would have prior knowledge about.
I did have a plan that I went off of when teaching the lesson.
The student who finish early an either create another poem or they can add a picture
to illustrate their poem.

Closure: Explain how you are going to bring closure to the lesson.

Students will share what they have learned by pulling from examples in their own
writing. Some questions I would ask to begin the conversation would be, What did you
do to make your writing into a poem? and What pattern did you use when writing your
poem?

I will remind the student about the importance of rhyming words in poetry and how
they will be learning more about it in the next few day.
Independent Practice: Students will share their poems to their family and will be
encouraged to write their own poems and share with the class when there is time.
Instructional Materials, Resources, and Technology
Attach a copy of ALL materials the teacher and students will use during the lesson; e.g.,
handouts, questions to answer, overheads, powerpoint slides, worksheets.

Additional Requirements

Integration with Other Content Areas: This lesson did not specifically integrate
any other content areas except there were examples of science being integrated in the
poems read to the class that dealt with animals.

Acknowledgements: Instructional Plan Created by Makayla Coffey. Materials used

for instruction came from Eric Carles book Animals Animals.