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Lesson plan

Lesson 6 - Writing a Poetry Presentation: Conclusion

teaches Common Core State Standards SL.4.4 http://corestandards.org/ELA-Literacy/SL/4/4
teaches Common Core State Standards W.4.2.a http://corestandards.org/ELA-Literacy/W/4/2/a
teaches Common Core State Standards L.4.1.f http://corestandards.org/ELA-Literacy/L/4/1/f
teaches Common Core State Standards L.4.1 http://corestandards.org/ELA-Literacy/L/4/1
teaches Common Core State Standards RF.4.4 http://corestandards.org/ELA-Literacy/RF/4/4
teaches Common Core State Standards W.4.2 http://corestandards.org/ELA-Literacy/W/4/2
teaches Common Core State Standards W.4.4 http://corestandards.org/ELA-Literacy/W/4/4
teaches Common Core State Standards RF.4.4.a http://corestandards.org/ELA-Literacy/RF/4/4/a
teaches Common Core State Standards RF.4.4.b http://corestandards.org/ELA-Literacy/RF/4/4/b
teaches Common Core State Standards RF.4.4.c http://corestandards.org/ELA-Literacy/RF/4/4/c
teaches Common Core State Standards W.4.2.e http://corestandards.org/ELA-Literacy/W/4/2/e
teaches Common Core State Standards W.4.2.b http://corestandards.org/ELA-Literacy/W/4/2/b

Lesson 6 - Writing a Poetry Presentation: Conclusion

To learn more about this lesson, read the Lesson 6 Narrative found under the Additional Materials tab.

Daily Learning Targets 

  • I can write a conclusion for a presentation about what inspired me to write my poem, using complete sentences. 
  • I can read a new poem aloud fluently.

In Advance

  • Prepare a research reading share using with the Independent Reading: Sample Plan document, or using your own independent reading routine.
  • Strategically pair students for Work Time A with at least one stronger reader. Consider whether students can remain in the same pairings from Work Time or whether new partnerships will need to be created. For reading fluency in Closing and Assessment, students should be paired with someone reading the same excerpt.
  • Determine how much of the poem to give to each student for reading fluency and prepare accordingly. Consider giving most students just the first stanza, and students who require an extension both stanzas.
  • Review the Thumb-O-Meter protocol. See Classroom Protocols.
  • Post: Learning targets, Working to Become Ethical People Anchor Chart, Performance Task Anchor Chart, Working to Become Effective Learners Anchor Chart, and Poetry Presentation Structure Anchor Chart.

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.
  • Be sure students have access to the Unit 3 Digital Independent Reading Journal in order to complete the homework assignment.

New Digital Materials to Assign:

  • Grade 4, Module 1, Unit 3, Lesson 6 Homework

Materials:

  • Working to Become Ethical People Anchor Chart (begun in Unit 1, Lesson 2)
  • Independent Reading: Sample Plan (see Module 1 Appendix; for teacher reference)
  • Performance Task Anchor Chart (begun in Unit 1, Lesson 1) 
  • Grade 4: Module 1 Performance Task
  • Model Poetry Presentation (from Lesson 4; one per student)
  • Working to Become Effective Learners Anchor Chart (begun in Unit 2, Lesson 1)
  • Poetry Presentation Structure Anchor Chart (begun in Lesson 4; added to during Work Time A)
  • Poetry Presentation Structure Anchor Chart (Example, for Teacher Reference)
  • Poetry presentations (begun in Lesson 4; added to during Work Time B; one per student)
  • Poem (begun in Lesson 1; one per student)
  • Domain-specific Word Wall (begun in Unit 1, Lesson 3)
  • Reading Fluency Poem 2 (one per student)
  • Fluent Readers Do These Things Anchor Chart (begun in Lesson 4)
  • Fluent Readers Do These Things Handout (from Lesson 5; optional; for students needing additional support)

 

 

 

 

 

 

 

 

 

 

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