Spring 2016_Writing

Immersion I Lesson Plan Format

Name: Kylee Williams
School: Park Elementary
Grade Level: Third Grade
Number of Students in Class: 22
Unit: Figurative Language: Personification
Lesson Duration: 45
minutes
Day, Date, and Time of Lesson: [October 2016] 8:15 am to 8:45 am *subject to
change
1. Objective(s):
By the end of the lesson, students will define personification and learn how it is
applied by writing original poems with 100% accuracy

2. Colorado Academic Standards:

Content Area: Reading, Writing, and Communicating
Standard 3: Writing and Composition
Substandard 1: A writing process is used to plan, draft, and write a variety of literary
genres
Evidence Outcomes: C. Write descriptive poems using figurative language
3. Learning Target(s):
I can define and identify personification in poetry
I can write a poem using personification

4. Assessment:
Students will write a poem on the subject of their choice using the personification
technique. Teacher will have taken note of students struggling with ideas and
brainstorming during guided practice and at discussion points.

5. Materials:
Markers
Pencils
Notebooks
Paper
Document Camera
High lighters
Printed copies of:
The Sky is Low By Emily Dickenson (https://allpoetry.com/The-sky-is-low,-theclouds-are-mean, )
Resource: http://www.readwritethink.org/classroom-resources/lesson-plans/dancingminds-shouting-smiles-860.html?tab=4#tabs
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6. Essential Questions or Big Picture Statement:

- What word do you notice inside the word personification?
- How does the word "person" give you a clue as to the meaning of
personification?
- Why do you think a writer would want to use personification in a poem?

7. Introduction/Anticipatory Set:
So for the past several weeks, you guys have been working on informative writing.
In what ways have you been able to write out the subjects of your writing? Today,
well be exploring figurative writing through poetry. Well learn about what is
figurative writing and one of the techniques that goes with it. I will also show you
how to give life to non-living objects to give them more personality. (10 seconds)

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Connect:
So for the past several weeks, you guys have been working on informative writing.
Today, well be exploring figurative writing through poetry. Well learn about what is
figurative writing and one of the techniques that goes with it. (10 seconds)
Teach:
Direct Instruction:
1. Teacher will briefly describe the concept of figurative writing and
personification. Teacher will provide on the spot examples on the board (the tree
stretched towards the sunlight and . Teacher will ask students if they have two
more examples. Teacher will call on several students who are quietly raising their
hands. (3 minutes)
2. Teacher will place the first poem The Sky is Low under the document camera.
Teacher will ask students what their assumptions of what the poem is about. (30
seconds)
3. Teacher will tell the students that he/she is going to read the poem and to
observe personification at work. (30 seconds)
4. Teacher will tell students that they will be asked to write their own
personification poem and to think about what they might want to write about. (30
seconds)
Today we are going to look at the poem, The Sky is Low, the Clouds are Mean
by Emily Dickenson As we read each poem aloud, try to picture the imagery in
your head or think about words that look unfamiliar to you. (30 seconds)

Active Engagement:
Read The Sky is Low, the Clouds are Mean By Emily Dickinson.

Check for Understanding

Process:
Once the poem is finished, teacher will ask checking for
understanding content questions.
(5-7 minutes)
- Where do you think personification is being used?
Teacher will highlight lines that students notice personification.
- How does she intensify the image of an unpleasant day by using
personification?
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What does she compare nature to? Why do you think she does this?
Teacher will write some of the responses to each question on the
whiteboard.

- Before sending students to their seats to work, Teacher will demonstrate

how to write a poem using personification based on a pumpkin.
The wind gave me a chilly greeting
As I walked through the still neighborhood.
The Pumpkins gave me their best candlelit smiles,
As the leaves continues to dance in the wind.
- Teacher will gives three options for students to write about to help jumpstart
their brainstorming: Fall, Pumpkin, and one idea
- Teacher will tell the students to return to desks to begin writing their poems.
Link:
When we go to write today, I would like to see you personify an object of your
choice and think back to how Emily Dickenson wrote her poem and how we
worked on our example together. You can work with a partner to brainstorm what
to write your poem about and

Teacher will restate the instructions. Teacher will ask thumbs up if

they understand what they are going to do and thumbs down if not.

Differentiation:
For students who need support with the concept, teacher will give additional
instruction, provide support during guided practice. Students who move
quickly through the activity are encouraged to write a minimum of 1 poem and
then work on an accompanying drawing.
Guided Practice (about 10-15 minutes):
- Once students are seated, Teacher will circulate around to each student to
make sure they are getting started and understand the directions by restating to
students what they need to be doing.
- Teacher will circulate and make sure each student is progressing along with his
or her poem.
- Teacher will ask questions about students ideas or stage in the process they
are at. Teacher will help guide student to an idea if student is struggling.
Assessment:
Students will write a poem on the subject of their choice using the
personification technique. Teacher will have taken note of students struggling
with ideas and brainstorming during guided practice and at discussion points.
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Closure (5 minutes):
Teacher will call for students attention and choose students who would like
to share their personification poems with the class. Teacher will say to students,
I will like some of you to share the poem that you came up with if you would like
to. I will chose students who are stilling quietly and ready to show respect while
their classroom team members are sharing. Teacher will chose several students
to share.