ESU Elementary Education Annotated Lesson Plan Format

1. Context and Learning Environment for this Lesson:Intern’s name ____Jessica McClure_____________________ School ___William Allen White________________________

Mentor teacher ___Mrs. Dalton_____________________________ Subject ____Language Arts/Poetry____________________

Grade level (s) ____Kindergarten____________ Tentative date to be taught ___October 7, 2016______________ Time __8:20_______

The setting: There are 16 children, 8 boys and 8 girls, in this class. These students have varying ability levels, low to high. One student doesn’t speak English, but is beginning to catch on to the language. The students will all be seated on the “steps,” a set of stairs for students to sit on. This is located in a back corner of the room, isolated from excess distractions. In front of the step is a podium for displayed paper and a chair for the teacher.

Materials:Shout! Little Poems that Roar by Brod Bagert Chart paper “Apple” A poem by Linda Sloan (20)Markers Pens“Colors of Poetry” Book (20)

2. Lesson Goals, Outcomes, Objectives : Describe what you expect students to be able to do, to achieve, including:2.1 Instructional Objectives: - The students will identify words in read-aloud books that help make the poem rhyme.

2.2 Relevant local district/state/common core standard(s) - (ksde.org):RL.K.5 Recognize common types of text.

3. Assessment:

3.1 Assessment/Evaluation: I will know the students have achieved the lesson objective when the students circle the rhyming words on the Apple Poem. I will also know they have achieved the lesson objective when they circle the rhyming words in the “Colors of Poetry” book.

3.2. Strategies and tools/materials used to assess students will include:

o Apple Poem handouto “Colors of Poetry” booko Markers/Pencils

3.3. Criteria for Mastery (for judging/scoring student success):

o The students will have met mastery when they circle 4 out of 4 rhyming words in the Apple Poem handout. o The students will have met mastery when they correctly circle the rhyming words and color the pages with appropriate color

with 5 out of 7 pages.

4. Adaptations:

Plan Approved for Teaching (initial & date):

Instructor ______LM______ Mentor ____________

4.1 “Gearing down” (provide more support/differentiation): Students will orally describe the rhyming words in the Apple Handout and “Colors of Poetry” book.

4.2 “Gearing up” (provide more extension): Students will create their own poem and perform their piece in front of others.

5. Integration:

Across: Writing is integrated with Reading when the students use a combination of drawing, dictating, and writing to compose opinion pieces (their favorite part of the poem).

Within: Reading is integrated with speaking when students participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults.

6. References/Resources Used:

Bagert, Brod. (2007). Shout! Little Poems that Roar. New York, NY: Penguin Group Inc.

7. Instructional Design – Teaching Plan

7.1 Introduction:

a. Anticipatory Set: Ask and Discuss: Do you know what poems are? Have you heard poems before? What are poems about? Can YOU make a poem?

b. Communication of Objectives : “Today we will be talking about poetry. Poems are a silly way to say something! They make you feel happy, excited, sad, mad, and more. They can be about anything the author wants.” The teacher will use the chart paper to write characteristics of poetry.

*7.2. Input: The teacher will introduce the word “poetry.” The students will orally discuss what they know about poetry, the teacher will use the chart paper to write characteristics of poetry.

*7.3 Modeling: The teacher will read the book Shout! Little Poems that Roar. This will give students examples of rhyming poems about various topics.

*7.4 Guided Practice:

After the teacher reads the Apple Poem Handout, the teacher will assist the students in finding the words that rhyme in the Apple Poem handout.

“Apple, apple way up high,

I can reach you if I try.

Climb a ladder,

Hold on tight.

Pick you quickly,

Take a bite!”

*7.5 Checks for Understanding:

The teacher will ask rhyming related questions throughout the book Shout! Little Poems that Roar.

The Apple Poem Handout, to which they circle rhyming words, will also demonstrate their understanding.

7.6 Independent Practice/Assignment :

Each student will receive a “Colors of Poetry” book. Page by page, the teacher will read aloud the poems (re-reading as necessary). The student will circle the words and color the page with the appropriate color.

Example: Yellow

Yellow is the star.Yellow is the sun.

Yellow is the moon, When the day is done.

The student will then color the page and pictures YELLOW.

7.7. Closure, wrap-up:

After the “Colors of Poetry” book is complete, students will share which words they circled and tell why they colored the page a certain color. The teacher will encourage students to create poems using words or objects they see around them and bring them to class to share.

Jessica McClure

INTERN’S AFTER-TEACHING REFLECTION (Language Arts Lesson Plan)

A.Describe at least two things that went well during the lesson.

o This lesson required a lot of talking on my part, I was pleasantly surprised at how well the students listened and comprehended what I was saying.

o The students loved the “Colors of Poetry” book to color. Within the book there were sight words that the students could read and color words they could recognize. They thoroughly enjoyed being able to read the book themselves.

B.Describe one thing that went “differently” than expected (if applicable).

o As I lightly mentioned previously, I did not expect the students to listen so attentively. This lesson required me to talk and explain more than they were able to be hands-on. I was prepared for repetition and redirection, but the students were engaged and curious of the new word “poetry.”

C.On the scale below, circle the number that best reflects the attitude children exhibited during your lesson.

(Negative/frustrated) 1 2 3 4 5 (Positive/optimistic)

Explanation (required): I gave the student’s attitude a four rating because the students were positive but at times confused/stumped on what poetry consists of.

D. On the scale below, circle your rating of the degree of difficulty you experienced in teaching your lesson.

(Very difficult) 1 2 3 4 5 (Taught with ease)

Explanation (required): I gave the degree of difficulty a three. I was concerned with my kindergarten-language for explaining poetry, I wanted it to be age appropriate but didn’t want to tell them wrong information as I simplified it. At the same time, I did not want it to be an advanced explanation. For me, the level of concern in my language made it more difficult than any other lesson I had taught. In addition, I was introducing an entirely new topic. The students were not even familiar with the word poetry/poems.

E. Briefly describe evidence of the degree to which students achieved the objectives of your lesson. This might include a summary of student assessment data or work sample.

o Students met the objective when were able to identify rhyming words in the Apple Poem Worksheet and “Colors of Poems” book.

F. Based on the extent to which the students achieved the lesson’s objectives, describe any changes you’d consider of you were to teach this lesson again.

o If I were to alter the lesson, I would bring a hands-on element to my lesson. The students are more receptive when they get to participate. I had them circle words on the board, but I would have liked more student involvement.

G.Also related to the degree of success students achieved, describe what you would do if you had the opportunity to plan and teach a follow-up lesson to the same group of students.

o If I were to plan and teach a follow up lesson, I would introduce a non-rhyming poem and have them identify the “beat” of the poem.

H.As a result of your work I planning, teaching, and reflecting on this lesson, plus your mentor teacher and/or university professor’s coaching and assessment, what have you learned about yourself as a teacher-to-be?

o I’ve learned that my preparedness has readied me for success in the classroom. Being particular about lessons and the words I say help as I teach and help my students gather comprehendible information.