LESSON PLAN FORMAT FOR TLS 322/323

Name: Cassie Plote Date Submitted____2/11_____

Grade Level___5____ Date Taught________________________

Essential Question(s):
There are often different or hidden meanings expressed through poetry- what
does poetry mean to you?

Arizona State/Common Core Standard(s):

.Bytheendoftheyear,readandcomprehendliterature,includingstories,dramas,andpoetry,atthehigh
endofthegrades45textcomplexitybandindependentlyandproficiently.(5.RL.10)
Analyzemultipleaccountsofthesameeventortopic,notingimportantsimilaritiesanddifferencesinthe
pointofviewtheyrepresent.(5.RI.6)
Writeroutinelyoverextendedtimeframes(timeforresearch,reflection,andrevision)andshortertime
frames(asinglesittingoradayortwo)forarangeofdisciplinespecifictasks,purposes,andaudiences.
(5.W.10)

Content Area Objective(s) Blooms Taxonomy:

Students will be able to compare and contrast 2 pieces of poetry.
Students will analyze poems through close read.
Students will identify main idea of poems.
Students will respond to question through quick write.

Language Objective(s):
Students will discuss poem inferences with small group.

New Vocabulary (2-5 words):

Inferences
Compare and contrast

Anticipatory Set:
Poetry
Figurative Language
Stanza

Learning Experiences:
Finding inference/ main idea in poetry
Working in small group and sharing with large group
Close reading and making inferences
Comparing and contrasting 2 poems ( Langston Hughes and Maya
Angelou)
Quick write- what does poetry mean to you ( 5 min)
 Students work in groups of 3 close reading poetry and putting ideas
on their poster

Teacher Actions/Student Actions:

Teacher-
1. Teacher has slide ready on board and directs helper to pass out papers.
2. Works the room as students are writing
3. Give directions about close reading poems in groups share
expectations and material collection procedure
4. Pick popsicle sticks of threes to assign groups (students can find a
comfortable spot anywhere in room)
5. Teacher walks around as students work, visiting each group
6. Teacher asks: Who can tell me what an inference is? What happens
when me infer something/ make an inference? You all just made
inferences! Lets look at these poems and make some inferences
together
7. Look at both poems (Power point shows poems- read both through
once) -each group shares what they found in their stanza(s) with class.
We work together to analyze and make inferences about poem.
8. Use what we learned to compare both poems
9. Teacher walks around as students write
Students-
1. Quick write- what does poetry mean to you? (5 min)
2. Students find spot in room and gather materials
3. Students work in groups of 3 to close read poem
4. Students share and listen to ideas regarding inferences
5. Students look at poems- sharing what they found and listening to
others
6. Students use what they learned to compare poems
7. Quick write- what does poetry mean to you? (5 min)

Possibilities for Differentiation:

Student may need his/her own copy of the poem.
Student may need only one stanza at a time.
Student may work better independently or in specific group/ with
certain people.

Closure:
Quick write- what poetry means to you

Assessment (formative and/or summative):

Students assessed formatively through sharing their ideas from small
group with whole group
Summative assessment- quick write
Materials/Resources:
Poster paper (8)
Poems (8 pages)
Markers, highlighters, pens, pencils
Power point presentation (projector, computer)
Lined paper

Follow up lesson:
Next day students will find a comfortable/ inspiring place in the room
to create their own poem.
No restrictions can be on what ever you want.
Short class discussion to brainstorm and elicit student ideas
Students write for 15 minutes straight
Meet with a partner (separate room by chocolate and vanilla ice cream
flavors)
Meet and compare your poem so far to 1 poem from previous day.
Must meet with 2 people from opposing side.
Find seats, volunteers share their comparison with whole class
Add to previous quick write