Lesson Title/Focus

Jigsaw!

Subject Grade/level

Grade 7

Unit

Poetry

Teache
r
Time
Duratio
n

Stephanie
Gordon

Date

March 25,
2015

80 Minutes

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

Students will listen, speak, read, write, view and
represent to explore thoughts, ideas, feelings and
experiences.
Specific
Discuss and respond to ways that content and forms of
Learning
oral, print and other media texts interact to influence
Outcomes:
understanding
Use talk, writing and representing to examine, clarify and
assess understanding of ideas, information and
experiences
General
Learning
Outcomes:

KSAs:

# 3, 6, 8

LEARNING OBJECTIVES
Students will:
1. Participate and engage in cooperative learning.
2. Create couplets, triplets, and quatrains poems.

ASSESSMENTS
Observations:
Key Questions:
Products/Performanc
es:

Participation and completion of assignments.

What terms can we define as a class?
How do we write couplet, triplet and quatrain
poems?

LEARNING RESOURCES
CONSULTED
Program of studies

MATERIALS AND
EQUIPMENT
Poster paper
Powerpoint
Paper and pencils

PROCEDURE
Introduction
Attention
Grabber
Assessment of
Prior Knowledge
Expectations for
Learning and
Behavior
Advance
Organizer/Agend

Ask the students how their weekend was

because I have not seen them for a while.
Did they hand in the work they were
supposed to on Monday? How did they
lesson on Monday go?
Participation, phones away, engaged in
learning.
Couplets, Triplets, Quatrains
Jigsaw for literary terms
Completion of any assignments not done

Time
5 min

a
Transition to
Body

Bring up slide

Body
Learning Activity
#1

Assessments/
Differentiation:

Couplets, Triplets, Quatrains:

- Bring up slide and explain to
students what each poem is. The
definition of couplets, triplets, and
quatrains.
- Go through the slide with the
students and the directions for
composing each poem.
- Ask what they notice grammatically
and also anything with punctuation.
- Go through the examples one at a
time with the class and get them to
tell you one thing they notice about
them. As if they follow the rules and
definitions above?
- Explain to the students the rhyme
scheme of the poems. AA, AAA,
AABB.
- Ask them if they remember what we
discussed about rhyme scheme.
- Next, give directions; they are to
write one of each poem in a rough
draft for class today. We will be
moving on to something else next
class so they need to get them
finished.
- Go over the expectations: they must
contain a rhyme scheme; they need
to be hand written, and all on one
piece of paper.
- If they are not handed in at the end
of class they will be for homework.
- When they are finished they can
finish any poems they are not
completed yet, or read silently.
- Students are to be working quietly
so they complete the assignment on
time.
Students will be formatively assessed
through observation of participation and
contribution in class discussion, as well as
completing their poems on time.
Summative assessment will be taken of
their poems in their final poetry portfolio.

Time

30
min

Learning Activity
#2

Assessments/Differ
entiation

Assessment of
Learning:
Feedback From
Students:
Feedback To
Students
Transition To

Jigsaw of Literary terms:

- Go over the specific instructions to
the students so they do the activity
properly and well.
- This is something new for the
students; it is a jigsaw activity to
learn the terms in the curriculum.
- We will split into groups, to make the
groups I will have an object (cards)
and whoever has the same card is in
a group.
- The groups will number off, and
each will go to a literary term
station. There will be a poster with
information for that term and
students will have a form to fill out.
They will become the experts of that
term. (15 min)
- Students will come up with a
definition and an example in their
expert groups
- After the time is up they will go back
to their original groups and explain
each term to each other.
- They should have an example and
definition for each term by the end
of the period.
- This will be handed in and put into
their portfolio.

40
min

Students need to be participating in-group

work. It will be apart of their mark for this
assignment. If there are troubles a teacher
can go to that group and assist. I will be
circulation to observe and help when
needed.
They do not get to pick their groups for this
assignment.

Closure
Observation for formative assessment
of class behavior and participation.
Couplets, Triplets, Quatrains Poems.
Jigsaw worksheet
Did they students finish what they were
required to? Was it enough time for
them to finish both activities?
Explain I really enjoy the work they are
doing with their poems so far and I look
forward to doing more. They have been

Time
5
min

Next Lesson
doing a great job!
I will be away on a band trip next class,
I will explain to the students that Mrs.
Reflections

What went well?

What changes
would you make
in your planning?
What have you
learned to
improve upon
future
instruction?