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Teacher candidate: Cristina Speirs

Course: EDU 521.01


Grade: 4 Topic: Concrete Poetry

Professor: Moroney
Date: December 9, 2015
Content area: ELA

Instructional Objective
After both a class discussion and powerpoint presentation, students will be able to identify
concrete poems and how to create their own.
Key concept: Students discover the meaning and concepts of concrete poems as they become
familiar with identifying them and knowing how they are used.
Standards and Indicators
ELA and writing standard: Key ideas and Details (W.4.4) Produce clear and coherent writing
in which the development and organization are appropriate to task, purpose, and audience.
Indicator:
This will be evident when the students create concrete poems
ESL Standard 1.
Students will listen, speak, read, and write in English for information and understanding
Indicator:

This will be evident when students successfully complete a concrete or shape


poem.
This will be evident when students collaboratively in pairs on their
assessment.

Motivation
Students will enter the classroom and see a picture of a poem on the SmartBoard. The teacher
will then ask the students to raise their hands and participate in a class discussion. They will be
asked about what they see, notice, and if they can identify this specific poem. They will all have
a chance to share their ideas with the class.
Materials
SmartBoard
PowerPoint presentation
Pen/Pencil
Paper
Computer
Strategies
In class group discussion, direct teacher instruction, technology use, collaborative
learning
Adaptations
TESOL students that have difficulty understanding the lesson will be paired up with
English speakers.

Students struggling with sharing answers can write them down for the teacher to see
afterwards.
Students who have not been exposed too much poetry in the past can have the poem that
will be on the board and will have more time to think about what it is.

Differentiation of Instruction
Some students can write a noticing and wonderings chart to guide them and share their
diagram with the class.
Auditory students have the opportunity to pair up with a classmate and share answers.
Visual learners will be placed in front of the class and the picture on the board will be
enlarged.
Linguistic learners will write down any information they can in order to remember what
other classmates shared about concrete poems.
Developmental Procedures

With guidance from the teacher, students will quickly review what they have all learned
from the lesson. (What are concrete poems? How are they different?)
Students will be broken down in pairs in order to create poems on a specific topic
assigned to them. (How you should go about making a concrete poem? Is the format and
originality appropriate for your topic?)
Students will come up to the class and present their poems in front of their classmates.
For homework, students will bring in a concrete poem from home and write down its
features including shape, information and opinion.

Assessment
Students will work in pairs to create concrete poems based on a specific topic. The teacher will
circulate the room, making sure everyone is up to task and understanding of what they must do.
Students will give an oral presentation in front of the class.
Independent Practice
Students will write down in a brief paragraph what they have learned about concrete or shape
poems.
Follow-Up
Direct Teacher Intervention- The teacher will help struggling students on the computer to learn
more about these kinds of poems to gain a better understanding.
Academic Enrichment- Students will write down the steps in making a concrete poem and
eventually create their own.

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TEACHER REFERENCES
"How to Write a Concrete Poem :Poetry for Kids." How to Write a Concrete Poem :Poetry for
Kids. N.p., n.d. Web. 06 Dec. 2015.
http://www.instructables.com/id/How-to-Write-Concrete-Poetry/
http://playfullearning.net/2014/11/use-words-exploring-concrete-poetry/

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