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EAL Lesson Plan Template

Pace TESOL

Author: Katherine Ellingsen One-to-one

Age: Grade 4
Student Needs “Where I’m From,” by George Ella, graphic organizers, model “I Am” poem
and Resources: written by another student.

Unit (Central What is an “I Am” poem?


Focus):

Essential How does one write an “I Am” Poem?


Question/Aim:

Duration: Three periods of forty-five minutes Date: December 20, 2015

Standards: CCSS.ELA-LITERACY.W.4.4
[ Produce clear and coherent writing in which the development and organization are
appropriate to task, purpose, and audience. (Grade-specific expectations for
writing types are defined in standards 1-3 above.)

CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain
the topic.

Objectives: Content Students will learn about the basics of poetry, specifically the
Objective(s) practice of writing “I Am” poems.

Functional SWBAT recognize the format of this kind of


(Academic poem. SWBAT report facts and ideas about
language) themselves to fill in graphic organizers. Students
Objective(s) will be able to make connections between the “I
Am” poem and themselves. SWBAT create a
rough and final draft based on the model poems
provided. Student will make the connection
between the value of personal expression and
creative writing.
Language SWBAT read and understand the two model poems. SWBAT
Objectives: produce their own poem based on the correct integration of
their answers to the graphic organizers. SWBAT articulate,
share, and write about what is personal to them throughout
the poetry assignment.

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EAL Lesson Plan Template
Pace TESOL

Targeted Vocabulary from “Where I’m From,” such as clothespin,


Vocabulary / forsythia, beets, Dutch elm, fudge and dress box. Completing
Phrases: sentences in the present tense such as “I wonder ____,” “I
worry ____,” and “I love to see ____.” What is a stanza?

Method(s)/ Modeled Writing


Strategies

Expected Final draft of “I Am” Poem


Evidence of
Learning
(Assessments)

Procedures 1. Teacher will introduce the concept of the “I Am” poem.


using Gradual 2. Teacher will scaffold for the student what this poem consists of, how
Release of and why it is written, and present her with several ideas about how to
Respnsibility write her own.
[Model 3. Teacher will read “Where I’m From,” by George Ella to model the
Guided Practice correct format of the poem. Teacher will provide student with pictures
Independent and corresponding words of vocabulary that may be foreign.
Work 4. Teacher will present student with a graphic organizer outline to begin
Assessable writing. Teacher will model for the student a copy of this outline
product] which has partially been filled out. Teacher and student may begin this
exercise in collaboration if necessary.
5. Student will use a second worksheet to write her original “I Am”
poem in the correct format (broken down into three stanzas).
6. Teacher will correct this rough draft and go over spelling and syntax
errors with student.
7. Student will write a final copy of her “I Am” poem and draw a picture
detailing who she is and why.

Homework: Draw a picture that represents who you are.


Complete the final draft of “I Am” poem.

Resources: Handouts

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EAL Lesson Plan Template
Pace TESOL

Differentiation Teacher will (or would) provide graphic organizers differentiated for proficiency
strategies: level. For example, an entering ELL would receive a worksheet with questions
such as “I like ___” and the question would follow up with a word bank (such as
“soccer, movies, dancing”). A graphic organizer in the student’s native language
would also be helpful. An intermediate ELL’s worksheet would be composed of
such questions as “I would like to become ____” and/or “One thing that inspires
me is ____.” A commanding ELL would not need an outline with examples, or
illustrations and would be free to come up with his/her own questions if they felt
so inclined. The graphic organizers themselves would be based on the depth of
each student’s vocabulary and writing skills.

Anticipated Problems: Solutions:


Issues:
Student will have trouble with the Teacher will scaffold the lesson and model the
broad concept of the “I Am” poem. poem repeatedly. Teacher will do the first two
activities with the student.

Student will fill in the graphic Teacher will be available for questions during
organizer using incorrect tense and/or the assignment. Teacher will correct the first
format. draft with the student.

Student will recall unpleasant Teacher will be sensitive and prepared with
experiences, prompted by this activity more positive examples to keep the lesson
(i.e. “I cry ___”). moving.