Name:  Natalie SapkarovCooperating Teacher-Librarian: Hope MorrisonDate: Tue., Dec. 1, 2009School & City: King Elementary ...
Students will be able to write a concrete poem using a graphic organizer.
Students will be able to navigate the Shel Silverstein website effectively.
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Poetry Centers Lesson Plan

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While student teaching, I created a 5-week poetry unit for a third grade class. For three weeks during this unit, I divided students into three groups, visiting a different poetry center each week, from exploring the Shel Silverstein website to reading poetry aloud to one another to creating concrete poems.

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Poetry Centers Lesson Plan

  1. 1. Name: Natalie SapkarovCooperating Teacher-Librarian: Hope MorrisonDate: Tue., Dec. 1, 2009School & City: King Elementary School, Urbana Lesson Title: Poetry CentersGrade Level: 3rdLength of Lesson: 30 minutes<br />Purpose: To expose students to the different modes of using poetry (reading, writing, and speaking). <br />Learning Outcomes:<br /><ul><li>Students will be able to read poetry aloud with fluency, accuracy, and emotion.
  2. 2. Students will be able to write a concrete poem using a graphic organizer.
  3. 3. Students will be able to navigate the Shel Silverstein website effectively.
  4. 4. Students will be able to connect previous knowledge of poetry to each of their poetry centers.</li></ul>Illinois Learning Standards:<br />1.B.2d Read age-appropriate material aloud with fluency and accuracy.<br />3.B.1a Use prewriting strategies to generate and organize ideas (e.g., focus on one topic; organize writing to include a beginning, middle and end; use descriptive words when writing about people, places, things, events).<br />3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes.<br />4.A.1d Use visually oriented and auditorily based media.<br />5.A.1b Locate information using a variety of resources.<br />MaterialsNeeded by teacher: <br /><ul><li>FLIP video camera</li></ul>Needed by students: <br />Folders<br />Poetry Vocabulary worksheet<br />Writing Shape Poems worksheet<br />Reading Poetry Aloud guide<br />Poetry packet<br />Shel Silverstein Website instructions<br />Pencils<br />Dictionaries<br />Computers<br />Shel Silverstein books<br />Instructional ProceduresFocusing Event:<br /><ul><li>Remind students that we are continuing our poetry centers today. Tell students that this is our last day doing centers and that we will wrap up our poetry unit next week.
  5. 5. Pass out folders to writing, website, and speaking groups (in that order). Show students in each group which color sheet they will be working on in their folders and tell them that they should get to work right away. </li></ul>Instruction/Guided Practice/Closure:<br /><ul><li>Students will be working individually or in pairs at their centers. I will be circulating the room to offer help and answer questions as well as videotaping students in action.
  6. 6. Writing Center
  7. 7. Students will be working on their Writing Shape Poems worksheet independently.
  8. 8. When they finish, students should raise their hands so that I may give them further instructions. I will show them an example of a shape poem that I wrote, pointing out that the writing should go around the shape and that they do not need to rhyme or write in complete sentences. I will also answer any questions at this time and give them each their own shape poem template.
  9. 9. Students will be working on their final draft of their shape poem until the end of the class period.
  10. 10. Website Center
  11. 11. Students will begin by reading two Shel Silverstein poems from the book at their computer. They may then move on to exploring the Shel Silverstein website independently, using the Shel Silverstein Website instructions in their folder. Students will spend the entire class time exploring the website, playing games and listening to poems online.
  12. 12. Reading Center
  13. 13. Students will be reading poems aloud in pairs, which I will assign. Students will first independently read through their Reading Poetry Aloud guide, and then they will choose a poem from their Poetry packet to read silently.
  14. 14. When students have followed all of the instructions on the guide, they can then read their poems aloud to each other.
  15. 15. For students who finish early or would like a challenge, they may answer the bonus questions at the bottom of their reading guides. </li></ul>Check for Understanding<br /><ul><li>During the class period, I will circulate the room to make sure that all students are on task and to answer any questions.
  16. 16. I will be sure to start at the reading center to get this group going first. Then, I will move to the website center to make sure that all students are able to navigate the website effectively. I will then move to the writing center to answer any questions and check students’ progress. </li></ul>What’s Next? We will wrap up our poetry unit next week by filling in the L of our KWL chart and watching the video I will create of the past three weeks’ worth of work. If there’s time, I will let students come up and read either the poem they wrote or a poem they liked from their poetry packet. <br />

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