Shelby Scheck

Lesson Plan
Title of Lesson:
Poetry
Grade Level/Subject
3rd grade ELA- Poetry
Standard
3.RL.3. Refer to parts of stories, dramas, and poems when writing or
speaking about a text, using terms such as chapter, scene, and stanza;
describe how each successive part builds on earlier sections.
3.RL.10. By the end of the year, read and comprehend literature, including
stories, dramas, and poetry, at the high end of the grades 2-3 text
complexity band independently and proficiently.
Overview/Purpose
The students will read poems and be able to identify different parts of poetry
within those poems that they have learned about in their 3rd grade poetry
toolbox
Essential Questions
What parts of my poetry toolbox are in this poem?
Can I understand the figurative language within the poem?
Time
~1 hour
Materials

Class set of all different poems in plastic sleeves or laminated

Dry erase markers
Packet of poetry response sheets
Class set of the same poem for guided practice

Content Objectives
1. SWBAT identify the different parts of poetry within poems.
Common Core/Language Objectives

1. SWBAT comprehend the language used within poems.

Key Vocabulary
Poetry
Figurative Language
Stanza
Mood
Rhyme
Lesson Sequence/Procedures
1. I will start by trying to use and anticipatory set reminding them of their
learning the last Friday when we started poetry when I showed them
the first poem and we talked about their poetry toolboxes
2. I will have the students talk with their tables to remind them of all of
our tools in our poetry toolboxes
3. I will explain the task analysis, that we will each be looking at different
poems and filling out the poetry response sheet for the poems we read
4. I will then model exactly what they should do, thinking out loud so they
can tell my exact thinking process
5. We will then go into guided practice, so the entire class will be doing
the same poem and filling out the sheet part by part together
6. They will then go into independent practice, where they will each get
their own different poem that they study and fill out the poetry analysis
sheet for themselves.
7. They will do probably 2 on their own, depending on how long it takes
them to do one.
8. At the end, I will then pull the class together and we will review what
we learned today.
QUESTION: should the guided practice be all together or maybe work
with partners? Or should I let them work with partners for the
independent or no? Im thinking that they should work alone to see
who gets it, also because we started poems today and they seemed to
be into it. I just am not sure if I should let them for their first one so
they get the hang of it or not.
Review/Assessment
I will be able to assess the students understanding from their independent
practice on the individual poems by assessing their poetry response sheets