Lesson Plan Day 2 (and subsequent days) Grade Level: 4th Grade Length of Instruction: 20 Minutes Standard(s) Addressed

(Common Core) CCSS.ELA-LITERACY.W.4.2.D Number of Students: 15 Instructional Location: Classroom

Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.4.3.D

Use concrete words and phrases and sensory details to convey experiences and events precisely.
Content Objectives Language Objectives Students will be able to follow a poems structure to compose Students will be able to write a poem using context clues and aids of his or her peers. a singular poem within the poems structural limits.

Mentor Texts: na Materials: Classroom Library Paper/writers notebook, Pencil, Promethium Board

Strategy Focus: Students find a strategy that steers them away from believing poetry MUST be rhyme Vocabulary: Rhyme, Rhythm, Repetition

Add any relevant information that is essential to understanding the context of your lesson: Students need to use creativity and context clues to bind their book binding phrases together. Prerequisite Skills: Students must know what a basic poem is. Students must be able to form complete sentence structures. Students must be able to organize sentences to make a coherent sequencing. Enduring Understandings (Big Idea): Explore creative writing of nonfiction and fiction texts through modes of poetry. Essential Questions: What makes a poem? Are poems read differently than other forms of writing? MINILESSON Setting the Purpose: Connect to prior learning: -This morning we discussed how we are exposing ourselves to books. Now we are going to use those exposures to write a piece of poetry. Introduce and explain: -It is important to know that ALL poetry is NOT rhyming. This type poetry using more creative outlook. We are looking at different strategy to writing poetry instead of finding the constant of Repetition, Rhyme, Rhythm. Strategy Teaching: -What: Spine Poetry is using various book titles to make a poem. The students use at LEAST 4 books to create a poem. Students use the spines to organize the poem into 4 separate lines. -Why: It gives students the opportunity to make choices in their writing and promote creativity. It also helps break down the stereo type that poetry must rhyme. -When: This type of poetry can be written at any time as long as there are books or magazines available for use. Modeling- I will demonstrate how to do the type of poetry on the Promethium board. I will walk the students through each step and

help them visualize the uniqueness and creativity of this type of poetry. It gives students the opportunity to be quirky and make a silly story through poems. -Share examples- Personal example completed in front of class. Active Engagement (Guide Practice) Have students as small groups create 1 piece of spine poetry as a group. This will give them some guided practice before they each make individual pieces of poetry using the guidelines. * Participant Structures: small group Link to Independent Writing The strategies and key words we are finding in the book spines (characters, settings, etc) are what give poetry the meat and meaning. Remember these literary elements from your other writing (comparison/persuasive/narrative) when linking it to this new form of poetry. INDEPENDENT WRITING -During this time students will be individually choosing books and manipulating the book spines into their own piece of poetry. The students are to attempt to complete multiple poems using the strategy. Creativity is the ultimate goal of the activity. -During this time the teacher will be monitoring student work and give individual aid to students needing assistance. SHARING TIME -Students may sit in the Authors Chair and deliver their piece of poetry to the class. Students are to respond appropriately by snapping as applause.

TEACHER-STUDENT CONFERENCES I will hold conferences with the lower leveled students. These students need the confidence boost in their writing. It is important to help guide these students and give them the courage to attempt to be creative in a more open ended form of writing.

Assessment(s): -Students completed Spin Poetry

How might you extend this lesson? -I can extend this lesson by having the students use what they know about Spine Poetry and create a poem using song titles. It is best for students to be able to relate with poetry. Song titles may be more difficult because they are generally shorter phrases. Discuss how you differentiated instruction for your learners during this lesson? -lower level students: one-on-one assistance and only 1 poem required -Higher-level Students: more than 1 poem. Use at least 4 books- challenge using more books.

Brief Reflection Notes: Students wonderfully adjusted to the spine poetry. The student loved the choice and creativity of the lesson. I want to be able to build student confidence in their writing. It is hard to even begin writing poetry if a person cannot let go and use their creative side of the brain. However, it was hard for students to look at a spine of a book and realize a poem could be adapted from it. I was glad that many students trusted me and used my example as a way to create their own types of poetry. The conferencing with the students was used to help build their writing confidence and individual support for their learning.