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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![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 Purpose: To expose students to the different modes of using poetry (reading, writing, and speaking). Learning Outcomes: ,[object Object]](https://image.slidesharecdn.com/kingpoetrycenters-091213153911-phpapp01/85/Poetry-Centers-Lesson-Plan-1-320.jpg)
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Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
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Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish t ...
ASSURE Lesson Plan CLujan
This lesson plan involves students selecting a poem and creating a Google Slides presentation to demonstrate their understanding of the poem's themes. Over four class periods, students will analyze poems, design their presentations incorporating images and sounds, and finally present their poem and slideshow to the class. The lesson is intended for an honors 9th grade English class and aims to develop students' skills in literary analysis, multimedia presentation design, and oral communication through a poetry slam activity.
Poetry Centers
This is my lesson plan for third grade poetry centers in the library as well as the materials I created for it.
How Full is Your Bucket
The lesson teaches students about respect through reading the book "How Full is Your Bucket" and creating buckets to display respectful behaviors. Students will summarize what respect means, identify respectful and disrespectful behaviors, and create a personal plan to demonstrate respect. Assessment includes think-pair-share, participation in creating an anchor chart on respectful behaviors, journaling, and displaying buckets. Students are encouraged to fill each other's buckets with notes about respectful acts.
Lesson Plan PhonicsTeacher Candidate Course L.docx
Lesson Plan: Phonics
Teacher Candidate:
Course:
LESSON PREPARATION [before the lesson]
Topic: Phonics
Specific Strategy: Rhyming short, one-syllable vowel words
Subject and Grade Level: Reading, First Grade
Standards: State [Virginia SOL or reading standard of your state]
English 1.6 The student will apply phonetic principles to read and spell.
Standards: National [IRA/NCTE]: Standard 3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts.
Standards: Liberty TCA 1.6 Teacher candidate enhances success of all learners, providing for: diverse backgrounds (race, SES, gender, ethnicity, language)
Liberty TCA – Part 2: 2.1 Teacher candidate shows a high standard of ability in the English language arts and discerns, comprehends, and applies conceptions from reading, language, and child development, in order to assist students to effectively use their developing skills in dissimilar circumstances.
Standards: Common Core CCSS.ELA-Literacy.RF.1.3.b
Decode regularly spelled one-syllable words.
Primary Objective: Given one short vowel, one syllable word (ex. Dog), the student will be able to correctly match seven rhyming words out of a list of ten words with the original word provided.
Diversity: There are two students with ADHD that have IEP’s, and one student of Hispanic background with limited English proficiency. The students with ADHD will benefit greatly with the hands-on materials provided by this lesson and the songs and audio materials will be useful for the LEP student in order to see and hear the words in English.
Differentiation: Auditory: Students will be given the opportunity to listen to the short vowel words and hear how the one syllable words make rhyming patterns in the reading.
Visual: The students will be able to visualize the rhyming words when placed on the whiteboard and can identify the similarities between each short vowel word.
Tactile: Students who learn best tactilely will benefit from the use of hands-on materials, such as letter blocks and tiles to form the rhyming words.
Kinesthetic: Students will have bigger letter blocks to form the short vowel words and can physically move each block around to form the correct letter pattern.
Children’s Literature Selection:
Seuss, Dr. Hop on Pop. New York: Beginner Books, 1963.
Materials/Equipment:
v Mini Charts
v Plastic letters
v letter tiles
v alphabet cards
v Hop on Pop
v Hop on Pop worksheets
v Quiz on identifying the rhyming word
Technology Integration:
“Sing your way into phonics” is an excellent resource for integrating technology and diversity in the classroom. By using the provided CDs, children can experience the different sounds of short, one syllable rhyming words as they view them in class. https://www.actionfactor.com/pages/phonics-products.html#CB1
Character Education Principle: Compassion: Be kind to one another in and out of the classroom. “So whatever you wish th ...
Reaching all students scenario
This document outlines a lesson plan for teaching poetry analysis. It involves defining poetry elements, having students read and analyze poems together as a class and in groups, and creating original poems in the style of poets they studied. The goal is to get students actively engaged with poetry through hands-on activities using various learning styles and technology tools.
Kids and poetry
Poetry can be used in the classroom to develop listening, speaking, reading and writing skills while also sparking students' imaginations. Introducing poetry need not be daunting - start by reading fun poems aloud and using pictures or mime to help convey meaning. Different types of poems like acrostics or limericks can offer structure ideas for student writing. Choosing an interesting topic focused students' thoughts as they plan, draft, and revise their own poems to later share with the class.
Unit plan paper
This unit plan focuses on introducing 11th grade English students to poet Sylvia Plath over the course of five days. On the first day, the teacher will give a presentation on Plath's life and notable works. Students will then read excerpts from The Bell Jar and craft written responses. They will listen to an audio recording of Plath's poem "Daddy" and draw illustrations. Later in the week, students will read and analyze additional Plath poems, write their own poems on similar themes, and watch clips depicting Plath's life to analyze her voice in her poems. The teacher will assess students based on their participation in discussions, drawings, written responses and poems.
ACTION ORIENTED APPROACH [Autosaved].pptx
Reader's Theater is a strategy that allows students to practice their oral reading skills by reading a script aloud without memorizing, blocking, costumes, or additional props. Students read from a script to bring the story to life for an audience through vocal expression.
Classroom observation final presentation
This document summarizes a classroom observation of a kindergarten classroom. It describes the demographics of the students, the daily lesson plan and activities, including a math activity, story time, and writer's workshop. It also discusses adaptations the teacher makes for English language learners, including modeling, tactile learning, social interaction, repetitive practice, and assessment. The recommendations call for further labeling of objects in the classroom and adding visual supports to explain abstract concepts discussed during lessons.
Up asr m
This document provides a lesson plan for a high school music appreciation class. It will analyze the learning styles of the students, set objectives for exploring, relating and appraising music, and select media and materials including a class blog, Dropbox tutorial and opera history webquest. The plan is to introduce these tools, have a class discussion on the blog, teach Dropbox, assign the webquest homework and encourage questions via Dropbox. Students will participate through discussion and completing assignments independently while the teacher assesses individual and class progress daily and allows for revision if needed.
Power point for reading strategies
The K-W-L chart is a reading strategy used by teachers to determine students' prior knowledge on a topic by having students fill out what they "Know" and "Want to learn" before reading, and what they "Learned" after. For example, if teaching about birds, the teacher would ask what students know about birds to fill the "Know" section, have students discuss what they want to learn to fill the "Want to learn" section, and after the unit students would fill the "Learned" section.
Instructional Planning for Poetry Project
This document outlines a week-long instructional plan for a poetry project aimed at developing students' contextual knowledge of a literature's setting prior to reading. Students will research the setting of a novel or short story of their choice and create an "I Poem" using figurative language to describe the setting from the perspective of a character or aspect of the setting. Each student will present their poem on a shared Google Presentation slideshow. The plan provides details on daily activities such as an overview, independent research time, examples of I Poetry, a lesson on figurative language, work time, and a final presentation. Scaffolding techniques such as modeling, guided practice, and independent work are incorporated throughout the week.
TPD - HIGH SCHOOL - CLASS N°3
This lesson plan summarizes a lesson for a 3rd year English class in Argentina. The lesson focuses on stereotypes, bullying, and developing communicative skills. It includes 5 stages: a warm-up to discuss stereotypes, reading and acting out a story, working in groups to continue the story, practicing vocabulary in pairs, and individual writing practice. The plan aims to integrate reading, writing, speaking and listening through pair and group work, role plays, discussion and interactive activities using the textbook, CD player and computer.
Year 3 poetry ideas j villis
The document provides ideas and activities for teaching poetry to Year 3 students. It begins by outlining the Australian curriculum requirements around poetry, including discussing language devices like rhythm, onomatopoeia, and imagery. It then presents several engaging activities to introduce different poetry concepts and techniques to students, such as creating brainstorm webs, using thinking hats to evaluate poems, writing with poetry magnet apps, and creating concept maps to inspire poems. A variety of poetic forms are explored, like free verse, alliteration, rhyme, and onomatopoeia poems. Bloom's taxonomy is applied to scaffold poetry writing across different levels of thinking. The document aims to equip teachers with fun, hands-on ways of teaching poetry to middle
Teacher's worksheet
The document is a teacher's worksheet for a literacy appreciation lesson on poetry. It includes 4 poems to use in exercises focused on performing poetry with emphasis on pitch, rate and volume. It outlines a two stage lesson plan: 1) Students practice reading poems aloud with different emphases. 2) Students perform one of the poems for the class, acting it out. The goal is for students to understand how to engage their voice and body to effectively perform poetry.
Thursday April 14 2016 lesson plans
The document outlines lesson plans for poetry, writing, and math for Jacqueline Miller on April 14, 2016. For poetry, students will learn about haiku poems and their structure, then write their own haikus. In writing, students will continue developing their stories by adding details like sensory words and transition words. For math, the lesson reviews telling time, including quarters past/till, noon, half past, and midnight, with activities for students to demonstrate their understanding.
Pelan taktikal
This document provides details of 11 weekly activities for an English Language Society. The activities include committee meetings, creating a literature scrapbook from magazines and newspapers, drawing a story, making mini sandwiches from a recipe, writing poems, labeling pictures with words and phrases, singing songs, creating captions for pictures, making scrapbooks on literature and personalities, analyzing news items by identifying parts of speech, and displaying chosen adjectives to describe themselves. The document also provides materials needed and notes for teachers for each activity.
Unit Plan Lesson- Revising
This lesson plan is for a 7th grade language arts class where students will revise peer essays. The objectives are for students to revise peers' essays for focus, topic sentences, and evidence, and to make revisions to their own essays based on feedback. Students will work in groups to peer review drafts of essays about Anne Frank or The Book Thief based on a list of revision points. The teacher will assess students informally during peer review and formally based on revisions between drafts.
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Lesson Plan PhonicsTeacher Candidate Course L.docx
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This document contains promotional text for various children's books mentioning if they are part of a series, who the author is, and the release date. It promotes 10 different books, providing information on 6 books being part of a series, 3 books by particular authors, and 1 being an author/illustrator combination. Dates range from June 5, 2018 to September 25, 2018.
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This document provides a summary and list of book recommendations for summer reading from the Lower School Librarian at Carolina Friends School. It includes categories such as picture books, chapter books, graphic novels, novels, books in Spanish, and nonfiction titles. The librarian has selected a variety of books appropriate for different readers and interests within the school community.
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1) This document provides a list of 20 books for students in the Forest and Mountain class to read during the 2017-18 school year to vote for the Forest & Mountain Reader's Choice Award winner.
2) The books are divided into different genres including realistic fiction, picture books, adventure, humor, fantasy, science fiction, and graphic novels.
3) The Forest & Mountain Reader's Choice Award was created for students to celebrate their reading tastes and interests, and students who read at least 5 books from the list will be eligible to vote for their favorite next year.
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NCCBA 2017
Students will read 10 picture books by March and then vote for their favorite to send to a statewide committee, as students choose the books on the award list and vote for the winners each year. Last year over 78,000 students voted, with Gaston receiving the most votes in the picture book category.
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The document lists different activities for each day of the week during lunch recess, with Make-It Monday, Storytime Tuesday, Workout Wednesday, and Thinking Thursday mentioned.
StoryWalk 2016 - Hensel & Gretel
StoryWalk at the Eno River State Park presented by Carolina Friends School and Durham Academy Lower School Libraries
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This annual report summarizes the activities of the Carolina Friends School Lower School Library for the 2015-2016 school year. It describes the library's transformation into a larger learning commons space, new resources and programs offered, increased circulation and collection, classroom collaborations, special events, the librarian's professional development activities, and plans for future growth of the library.
LS Summer Reading 2016
Check out some of these new books at your local public library or
bookstore this summer! I created this list with a variety of
readers in mind, thinking about our school community,
and including some of my favorites from the year. Happy reading!
-Natalie, Lower School Librarian
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Carolina Friends School and Durham Academy Lower School Libraries, in collaboration with Eno River State Park, invite families to hike the 0.5 mile Eno Trace Trail on October 17th between 2-4pm and read a story along the way as part of a StoryWalk project. Attendees should park near the picnic area and follow signs to read pages from a story book posted along the trail. The StoryWalk project was created by Anne Ferguson of Montpelier, VT to encourage reading and being active outdoors.
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The document announces an author event on January 23rd at 3:30pm in the Smith Library. Ms. Pellett and Ms. Sapkarov have tickets available for reserving seats to hear the creator of Bob the Builder speak.
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Poetry Centers Lesson Plan
- 2. Students will be able to write a concrete poem using a graphic organizer.
- 3. Students will be able to navigate the Shel Silverstein website effectively.
- 7. Students will be working on their Writing Shape Poems worksheet independently.
- 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. Students will be working on their final draft of their shape poem until the end of the class period.
- 10. Website Center
- 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. Reading Center
- 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. When students have followed all of the instructions on the guide, they can then read their poems aloud to each other.
- 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. 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.