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Grade Level/Subject: 4th grade

Central Focus: Poetry

Essential Standard/Common Core Objective:


CCSS.ELA-Literacy.RL 4.5 Explain major differences
between poems, drama, and prose, and refer to the
Date submitted:
structural elements of poems (e.g., verse, rhythm, meter)
Date taught: 3/16/16
and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or
speaking about a text.
Daily Lesson Objective:
Performance: The students will answer interpret a poem by picking out action words,
describing feelings, and describe the main character with supporting reasons.
Conditions: The assessment will be completed independently but students may use the
poem as well as the Literacy Notebook.
Criteria: The students must receive 6 out of 10 points on the assessment to meet the
objective and be proficient in the assessment.
21st Century Skills:
Academic Language Demand (Language Function and
Communication and
Vocabulary): Describe
Collaboration: Articulate thoughts
and ideas effectively using oral,
written, and nonverbal
communication skills in a variety
of forms and contexts.
Prior Knowledge: Understanding of theme, setting, and characters.
Activity

Description of Activities and Setting

Time

Reread poem What Was That? from yesterday. Ask students


5
1. Focus and Review for their opinions of the mood of the poem.
minutes
Review the term action word.
2. Statement of
Objective
for Student

Today we will analyze and describe the poem 74th Street


by Myra Cohn Livingston. You will learn how to interpret
meaning from the text, describe characters feelings, and
point out action words.

3
minutes

3. Teacher Input

Teacher will ask students what describe means.


Teacher will ask students what are some action words
from What Was That?
Teacher will ask students how they think character is
feeling in the poem?
Teacher will state that to fully comprehend what we are
reading sometimes we must pause and interpret what a
phrase in a poem means before continuing on to the next
20
stanza.
minutes
Teacher will discuss how students can visualize the action
words that are in the poem.
Teacher will ask students to raise their hand if they have
ever been roller skating.
Teacher will give each student a copy of the poem 74th
Street.
Teacher will choose a volunteer to act out the poem as
the teacher reads it to the class.

4. Guided Practice

Teacher will give directions to the students to underline


any action words they see in the poem as they read it
silently. Teacher will also instruct students to underline
any interesting things they read about the character.
Teacher will pair students up and have them turn and
talk. Students will compare action words and anything
else they underlined.
20
Teacher will write a few other topics/questions on the
minutes
board to give students ideas of what they can discuss. 1Why do you think the title is 74th Street? 2- How old do
you think the main character is? 3- What do you think this
poem is about? 4- What do you wonder about the poem?
Teacher will have a few students share their responses
with the class.

5. Independent
Practice

Students will complete a worksheet on the poem 74th


Street.
Students will list at least two action words from the
poem. Students will use at least two words to interpret
the skaters feelings. Students will choose three words of
15
their own to describe the character. Students will write a minutes
paragraph describing the main character of the poem
using examples from the poem to support their answer.
Teacher will state that students may use their copy of the
poem and their Literacy Notebooks for references.

Teacher will collect student's worksheets and check for accuracy.

6. Assessment
Methods of
all objectives/
skills:

Students will receive up to 2 points for correct action words.


Students will receive up to 2 points for words interpreting and
describing the skaters feelings. Students will receive three points
(1 point per word) for using their own words to describe the type of
person they think the skater is. Students will receive up to 3 points
for their paragraph describing character and interpreting her
efforts.
Students must receive 6 out of 10 points on the worksheet to meet
the objective and be proficient in the assessment.

7. Closure

I will have students turn and talk with a partner to discuss


how you feel about the character and why.
I will have a few students share their thoughts of the main
character.
I will summarize why it is important to use examples from
the poem to support your answer.

5
minutes

15 out of 28 students received 10 out of 10 points. (54%)


8. Assessment
Results of
all objectives/
skills:

6 out of 28 students received 9 out of 10 points. (21%)


3 out of 28 students received 8 out of 10 points. (11%)
1 out of 28 students received 7 out of 10 points. (3.5%)
2 out of 28 students received 5 out of 10 points. (7%)
1 out of 28 students received 4 out of 10 points. (3.5%)

Targeted Students Modifications/


Accommodations: For students who may
need assistance, teacher should pair them
with an upper level reader. The teacher
should assist any student who needs help
reading the poem or the questions on the
assessment if working with the partner
does not work.

Student/Small Group Modifications/


Accommodations: Teacher will be walking
around during assessment. If the teacher sees
that a student is struggling with a question, the
teacher should reread and perhaps reword the
question to be sure of students comprehension.

Materials/Technology:
Copy of 74th Street poem for each student
Assessment Worksheet for each student
Whiteboard
Pencils
References: allthingsupperelementary.blogspot.com,
http://classroom.kleinisd.net/users/2253/docs/poetry.pdf
Reflection on lesson: See written reflection