Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: _Alison Elphick__________________ Grade (K-12)/Developmental Level: _3rd grade_____________ Date Lesson Will Be Taught: _TBD_________________ Lesson Subject Area: _Language Arts_______________ Lesson Topic: _Introduction to Poetry__________________ Preservice Teacher: _Shayla Hosaka______________________

Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections?

• Poets use words to express his/her ideas and feelings. These words must sound right, have meaning, be arranged correctly, and use imagery.

• Poets use many elements to create poems. These elements include: rhythm, sound, figurative language, and form.  

Common Core Standards: CC-LA-2014. 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.

Understandings: Students will understand that…..

• Poetry is a collection of words that express an idea or an emotion using rhythm and/or rhyme.

• Line is a single line in a poem. • Stanza is a group of lines in a poem. • Rhyme is words that have the same ending sound. • Rhyme scheme is a way of describing the pattern of end

rhymes in a poem. • Rhythm is the beat of the poem.

Essential Questions: What questions highlight the big ideas?

• How can poetry be defined? • Why is language and word choice important in poetry? • What is figurative language?

Content Acquisition (Objectives): Student will know….

• Different types of figurative language • Poetry Vocabulary Terms:

Skill Acquisition (Objectives): Student will be able to…

• Identify lines and stanzas, rhyming words, rhyming schemes, rhythm, and repetition.

 -Poetry -Rhyme -Rhythm -Illustration -Beat -Syllables -Author’s purpose -Mood -Line -Stanza

Stage 2- Assessment Evidence Performance Tasks: What tasks will students be able to do to demonstrate understanding?

• Read poetry book, answer questions, and make observations.

• Come up to the board to fill in answers During PowerPoint introduction to poetry.

Other Evidence: What other things can students do to show what they know?

• Participate in answering questions during class discussions

Self-Assessments: What ways can students check understandings to set future goals?

• Answer the following in their journals: -What is poetry? -One thing new they learned -One thing they would like to learn -One question -Rate from 1-10 their level of understanding of Poetry

Reflections: What did you identify during self-evaluation?

Stage 3 Learning Plan Learning Activities: What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed? Introduction:

• Have students fill out a KWL chart in groups of everything they know and wonder about poetry.

 • Introduce students to poetry by showing students a PowerPoint.

(Rhyming, Rhyming Schemes, Rhythm, Lines and Stanzas, Illustrations) • Introduce students to key words (Poetry Vocabulary). • Students will be able to participate by coming up to the board to fill in answers on PowerPoint. • After PowerPoint is presented, students will be asked to pair-share what they learned and return to class discussion to ask any

questions they may have. • Briefly have students look at anchor chart on the wall. Anchor chart will have various types of figurative language to help

students enhance their writing. Have students become familiar with figurative language. During:

• Students will come up to the table to pick out a poetry book they would like to read. • Give students time to read through their books with a partner. • Students will jot down notes in their poetry journal. • Students will look for any kind of rhyming, rhyming schemes, rhythm, lines and stanzas, illustrations that they see in the book

and write briefly about what they see. • Students will write down anything else they notice about their poetry book that they would like to share with the class. • After students finish reading, we will have different pairs come up to the front and share their observations of their poetry book.

Closing:

• Ask students: “What is Poetry?” What else did we learn about today?” (Rhyming, Rhyming Schemes, Rhythm, Lines and Stanzas, Illustrations), “What are people who write poetry called?”, “What is figurative language?”, “Why do we use figurative language?”

• Introduce students to poetry journal exit slip. Students will answer the following: -What is poetry? -One thing new they learned -One thing they would like to learn -One question -Rate from 1-10 their level of understanding of Poetry

Materials:

• PowerPoint • Poetry Books • Journals • Pencil

 • Anchor Chart

Resources:

• http://www.teacherspayteachers.com/Store/Jessica-Zannini Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________ (Course instructor, university supervisor, and/or cooperating teacher)