SIOP Lesson Plan Template 2

STANDARDS:
CC.1.5.6.G: Demonstrate command of the conventions of standard English when speaking based
on Grade 6 level and content.
CC.1.3.6.J: Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase important
to comprehension or expression.

THEME: Poetry
LESSON TOPIC: Poetry Terms and Vocabulary
OBJECTIVES:
Language:
Students will be able to construct examples of poetry terms during guided practice.
Students will be able to read aloud their creative writing that emphasizes the new poetic
elements.

Content:
Students will be able to identify poetry terms in the provided poems.

LEARNING STRATEGIES:
Students will create and share their own writing containing poetry terms.
Teachers will model the poetry terms through examples and demonstrations.
Teachers will provide a scaffolded outline to the students to actively engage them.
Teachers will present the content through visual aids and a PowerPoint presentation.

KEY VOCABULARY: Simile, Metaphor, Alliteration, Personification, Hyperbole

MATERIALS: PowerPoint presentation, Scaffolded Outline, Poem Handouts, Guided Practice
Worksheet

MOTIVATION:
(Building background)
The teachers will begin the lesson by activating prior knowledge. They will ask the students what
information they already know about poetry and to identify any terms they recollect, specifically
simile and metaphor.
The teachers will also hand out the scaffolded outline, asking the student to follow along and fill in
the responses when appropriate. They will then begin the PowerPoint presentation, focusing
mainly on the recap of simile and metaphor to build confidence and knowledge.

PRESENTATION:
(Language and content objectives, comprehensible input, strategies, interaction, feedback)
The teachers will then continue with the PowerPoint, instructing on the new topics of alliteration,

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SIOP Lesson Plan Template 2

hyperbole, and personification. They will stop to clarify any points or answer any questions.
When discussing alliteration, the teachers will play a short audio clip of a reading of the poem to
further demonstrate how sound plays a role in poetry and specifically alliteration.

PRACTICE AND APPLICATION:

(Meaningful activities, interaction, strategies, practice and application, feedback)
After completing the PowerPoint and answering any questions, the teachers will then hand out the
three poems to the students. They will guide the student in reading aloud each poem and help
them to identify which poem matches with which new poetic term.
Once the student correctly matches the poem with the term, the teachers will ask the student to
highlight all of examples of each term in each poem, providing a visual cue for the student.
If need be, the teacher will once more play an audio clip for alliteration so the student can hear
the sounds.

REVIEW AND ASSESSMENT:

(Review objectives and vocabulary, assess learning)
As a final review, the teachers will once more describe and explain the poetry vocabulary for this
lesson. They will then hand out the assignment sheet and explain the next activity, a Create Your
Own Poetry.
Directions:
1. On this sheet that Ms. Flyge is handing out, please write your name on the top left corner. I
will read to you the instructions on the handout.
2. Now that you have learned about different styles of poems, it's your turn to try them out!
3. In each of the spaces below, write one example phrase of each poetry term that we learned
today.
4. For example, under alliteration, please write a phrase using words with the same beginning
sounds.
5. We are here to help if you have any questions or need assistance.

EXTENSION:
After reviewing the student-constructed examples, the teachers will then explain the final
extension project: students must create a full, five line poem that incorporates at least two of the
poetic element's learned in today's lesson. The teachers will provide assistance and feedback as
necessary.
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2008. Making Content
Comprehensible for English Learners: The SIOP Model.)

2008 Pearson Education, Inc.