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Lesson plan

Lesson 1 - Poetry Workshop: Writing a Poem, Part I - Planning

teaches Common Core State Standards L.4.3 http://corestandards.org/ELA-Literacy/L/4/3
teaches Common Core State Standards RL.4.5 http://corestandards.org/ELA-Literacy/RL/4/5
teaches Common Core State Standards W.4.5 http://corestandards.org/ELA-Literacy/W/4/5
teaches Common Core State Standards W.4.4 http://corestandards.org/ELA-Literacy/W/4/4
teaches Common Core State Standards L.4.3.c http://corestandards.org/ELA-Literacy/L/4/3/c

Lesson 1 - Poetry Workshop: Writing a Poem, Part I - Planning

To learn more about this lesson, read the Lesson 1 Narrative found under the Additional Materials tab.

Daily Learning Targets

  • I can write a poem inspired by something meaningful to me.

Purpose of Lesson

  • In this lesson, students consider the question “What inspires me to write poetry?” as they write their own poetry inspired by something meaningful to them. They consider structure, imagery, rhythm and rhyme, and repetition as they write.
  • Students need to understand the importance of writing about something that is meaningful to them, because this makes the process much easier. See a list of options for students to consider on the Poetry Options handout (see supporting materials).
  • Students should be given the freedom to write what feels meaningful to them in a way that feels meaningful. There should be minimal teacher guidance unless requested.
  • Consider sharing models of student poetry from EL Education’s Models of Excellence website (see Technology and Multimedia).
  • In this lesson, the habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are respect as they each write poems about something meaningful, and perseverance as they write independently.
  • The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
  • Note that the student version of Goal 2 Conversation Cues (and expected student responses) are built into the Discussion Norms Anchor Chart in this lesson. Conversation Cues and discussion norms are similar in that they seek to foster productive and collaborative conversation. Furthermore, Conversation Cues aim to ensure equitable conversation by gradually building student capacity to become productive, collaborative participants. Goal 1 Conversation Cues focus on the fundamentals of encouraging students to talk and be under- stood, whereas Goal 2 encourages students to listen carefully to one another and seek to understand. Goals 3–4 take students to deeper levels of conversation, from deepening their thinking to thinking with others. Although some of the Goal 1 cues added to the Discussion Norms Anchor Chart during Unit 1 may seem similar, the cue added in this lesson should be used to help students reach Goal 2.
  • This lesson is the first in a series of three that include built-out instruction for the use of Goal 2 Conversation Cues. Conversation Cues are questions teachers can ask students to promote productive and equitable conversation (adapted from Michaels, Sarah and O’Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. http://inquiryproject.terc.edu/ shared/pd/TalkScience_Primer.pdf. Based on Chapin, S., O’Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K–6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 2 Conversation Cues encourage students to listen carefully to one another and seek to understand. Continue drawing on Goal 1 Conversation Cues, introduced in Unit 1, Lesson 3, and add Goal 2 Conversation Cues to more strategically promote productive and equitable conversation. As the modules progress, Goal 3 and 4 Conversation Cues are also introduced. Refer to the Module 1 Appendix for additional information on Conversation Cues. Consider providing students with a thinking journal or scrap paper. Examples of the Goal 2 Conversation Cues you will see in this unit and in Module 2, Unit 1 are (with expected responses):
    • To help students listen carefully to one another and seek to understand:
      • Teacher: “Who can repeat what your classmate said?”
      • Student: “She said _____.”
      • Teacher: “Who can tell us what your classmate said in your own words?”
      • Student: “He was saying that _____.”

In Advance

  • Prepare photographs to inspire poetry, by creating three sets of the photographs.
  • Review the Thumb-O-Meter protocol. See Classroom Protocols.
  • Post: Learning targets, Performance Task.

 Digital Materials Preparation:

  • Prepare to display and assign the lesson and new digital materials to students before class.
  • For digital assignments, ensure that students have access to a digital device.

 New Digital Materials to Assign:

  • Unit 3 Digital Vocabulary Log (students will access this digital material throughout the rest of the Unit and during ALL Block)
  • Unit 3 Digital Independent Reading Journal (students will access this digital material throughout the rest of the Unit and during ALL Block)

Vocabulary

  • Lesson-specific: meaningful

Materials

  • Affix List (from Unit 1, Lesson 11; one per student)
  • Vocabulary logs (from Unit 1, Lesson 3; one per student)
  • Performance Task Anchor Chart (begun in Unit 1, Lesson 1)
  • Writing a Poem: Planning Graphic Organizer (one per student and one to display)
  • Poetry Options handout (one per student and one to display)
  • Photographs to Inspire Poetry (optional; for students needing additional support)
  • Discussion Norms Anchor Chart (begun in Unit 1, Lesson 1; added to with students during Work Time C)
  • Discussion Norms Anchor Chart (Example, for Teacher Reference) 
  • Working to Become Ethical People Anchor Chart (begun in Unit 1, Lesson 2)
  • Paper (blank and lined; one piece of each per student)
  • Working to Become Effective Learners Anchor Chart (begun in Unit 2, Lesson 1)

 

 

 

 

 

 

 

 

 

 

Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.