Concrete Poems

1. Literacy~Lesson~Plan
Name: Serena Porter Date: 3/3/17
Discipline: Writing Topic: Formal Poetry –
Concrete Poems
The big idea(s) or essential understanding(s): How can we express
thoughts, feelings, ideas, and deeper meanings through more than just the
meaning of a word?
State of Idaho Standards
CCSS.ELA-LITERACY.W.5.3.D
Use concrete words and phrases and
sensory details to convey experiences and
events precisely.
CCSS.ELA-LITERACY.W.5.10
Write routinely over extended time frames
(time for research, reflection, and revision)
and shorter time frames (a single sitting or
a day or two) for a range of discipline-
specific tasks, purposes, and audiences.
CCSS.ELA-LITERACY.L.5.1
Demonstrate command of the conventions
of standard English grammar and usage
when writing or speaking.
Domain 1:
Writing
Domain 2:
Language
Objectives (What the students will be able to do as a result of the lesson):
TSWBAT The students will be able to read and understand concrete
poems, and understand their purpose.
TSWBAT The students will be able to create their own concrete
poems.
Materials:
Several examples of concrete examples
Markers
White Paper and Notebook Paper
Glue Sticks
Black, Red, and Pink Paper
Scissors
Room arrangement/seating guidelines/plan for entering room, etc:
Everyone can remain in their seats, and they can be in groups of 4-5
people.
Precautions/Discipline rules (ex. Safety considerations for responses to
literature):

2. Everyone will need to be respectful of each other’s work, and allow for a
judgement free sharing classroom.
Sequencing/Steps (include anticipated time)
1. Anticipatory Set
(attention, review or motivation)
I will begin by asking the
class if any of them knows
what a concrete poem is. I
will then discuss what a
concrete poem is, and give a
brief history of concrete
poems. (1 minutes)
2. Purpose/Objective
(stated to the students)
I will ask the class why they
think these types of poems
might be necessary. I will
then talk about how and why
concrete poems are used
and created. (1 minutes)
3. Plan
Information/Modeling:
(LIST in Bullet form)
 Check for Understanding
(Make sure everyone understands what was taught
and/or directions)
 Guided Practice
(Teacher available for guidance as students work on
project or paper/how to manage proximity)
I will display a concrete
poem on the doc cam, and
give everyone a minute or
two to read it. I will display
another concrete poem, and
have the class read it as well
(4 minutes).
I will then tell the class that
today we are going to be
creating our own concrete
poem. I will give the
students a minute or two to
brainstorm with their group
what topic they want to write
about.
I will then explain to the
class that their poems need
to be at least 10-12 lines
long, and they should do a
rough draft of the poem on
the lines paper. Then their
poem can be put into their
shape on the white paper.
Outlines of the shapes
should be lightly done in
pencil. Markers can be used

3. on the final product. We will
be gluing them onto black,
red, or pink backgrounds
and displaying them. (10
min)
Once we are wrapping up
with our final products, I will
ask the students to do a
gallery walk and look around
at each other’s work. We will
open the floor for sharing if
time allows.
Assessment (a way of proving that student learning is
taking place – how will you measure learning?)
The final product of their
concrete poems will be my
assessment of their
understanding. Throughout
the writing process, I will be
walking around checking in
with students making sure
they know what they should
be doing and helping with
spelling, grammar, etc.
Independent Practice (usually homework or
teacher not needed to continue)
For independent practice, I
would ask students to create
another concrete poem but
maybe spend more time on
trying not to make the poem
as much about an object and
more about an idea or
theme.
Adaptations and Accommodations (for
special needs)
If students could not read
the poems, I could have
them sit closer or have a
printed version of the poems
for them if they needed
more time to read and
understand them. More time
could be allotted for those
stuck on the writing process.
Publication and presenting
could always be done
another day. This lesson
could easily be broken into

4. smaller chunks done over a
couple of days.
REFLECTION
1. Did the students meet the objective(s)?
Yes, the students were able to create original concrete poems, and
read and understand other works of concrete poetry.
2. What types of re-teaching is needed for unsuccessful students?
If students were unsuccessful, then the properties of a concrete
poem would need to be retaught. The process of drafting the poem
could also be broken down into smaller more manageable pieces if
necessary.
3. What went well?
The sharing and gallery walk went well. Students enjoyed being able
to see the shapes of their peers’ poems, and the poems themselves
were really creative. Some students really grasped the free form of
concrete poetry which was awesome.
4. What would I change next time?
Next time, I would break this lesson apart into several days really
focusing on the craft of the poetry rather than the presentation. If
time allowed, I would have the students complete the presentation
portion of the lesson which we were unable to get to this time
because of time restraints.
CONNECTIONS TO TEXTS
Student artifact(s)/ product(s)/ evidence: