COLLEGE OF EDUCATION AND ORGANIZATIONAL

LEADERSHIP
ED 468: INTRODUCTORY SUPERVISED TEACHING
Candidate:
Lauryn Fitzgerald
Content Area:
English/Language Arts
Subject Matter:
Poetry
Lesson Content Description:
Students will analyze a poem to learn how to
explain an idea in a text by linking details
together.
Type of Lesson: Direct Instruction: Cooperative Learning:

Date:
9/7/16
Grade Level:
4

Inquiry

Instructional Strategies/Method of Delivery:

DirectInstruction:Inductive:ConceptAttainment
LectureDiscussion:PoetryPass:Integrative
Instructional Strategies: Whole Group: Think-Pair-Share, Observation
Chart
Small Group: Poetry Pass activity (Numbered Heads Together),
Roundtable Consensus
Independent Instruction: Journal Response, Exit Slip
Guided Reading-Assigned reading partner/table group
Scaffold Instruction- Poetry word wall, Vocabulary picture cards, Google
slides, cooperative group work, teacher model/demonstration, Google
translate, additional time for responses/tasks
Graphic Organizer-Observation chart
Content Standard:
Key Ideas and Details:
CCSS.ELA-LITERACY.RL.4.1
Refer to details and examples in a text when explaining what the text says
explicitly and when drawing inferences from the text.
ELD Standard:
Part I: Interacting in Meaningful Ways: B. Interpretive: 6. Reading closely
literary and informational texts and viewing multimedia to determine how
meaning is conveyed explicitly and implicitly through language
Lesson Objective:
All students will be able to make inferences about the poems main
idea using the focus question and poem analysis icons to link details
together.
Assessment:
Entry-level: Think-pair-share, Observation chart- poem analysis icons
Formative: Poetry Pass (Numbered Heads Together), Roundtable
Consensus- poem analysis activity with icons, guiding questions,
Journal Response- answer focus question: According to the text, why
does the authors grandmother give away her one good coat?

Summative: Exit Slip- writing activity to reflect on poetry pass activity

and their their analysis of the poem

Lesson/Assessment Modifications: ELL: Special Needs

Provide reference chart for icons used to analyze poem.
Provide vocabulary cards to define unfamiliar words with
pictures/visuals.
Provide translation of poem from English to primary language.
Allow more time for student responses to questions and completion of
work.
Allow student to work with a partner so that the partner can read the
task aloud and explain the tasks.
Allow students to work together to verbally explain
tasks/directions/thought process
Repeat instructions in verbal and written form.
Technology: Describe the types of technology you will be utilizing in your
lesson
If no technology is used, please explain why.
Digital Fluency: Google slides, document camera, Smart Board
projector, classroom microphone, Google email, Google translate-Used
to display examples sentences, passages, and presentation.
Digital Collaboration: Google slides, Smart Board, document camera,
Google email, Google translate-Used to display examples sentences,
passages, and presentation.
Digital Communication: Google slides, document camera, Smart Board,
classroom microphone, Google email, Google translate- Used to display
written responses, passages, and presentation.
Digital Research: Online research for grade 4 standards, ELD standards,
poem, Google email, translation of poem-Used to display examples
sentences, passages, and presentation.
LESSON PREVIEW PRIOR TO TEACHING
Prior knowledge for this lesson/objective success
Students need to be exposed to poem analysis icons and meaning (i.e.
main idea, mood/tone, perspective, etc.) Pictures of icons can be used
to assist the students understanding of the meaning of the unknown
terms.
Students need to be able to summarize the main ideas/supporting
details of the text.
Review sub-skills required for this lesson/objective
Students need to be able to identify details and examples in the text,
explain what the text says explicitly, and draw inferences from the text.
By determining the main idea of each stanza, students will be able to
understand how each stanza relates to the overall main idea of the text
and be able to answer the focus question successfully.
March 30, 2012
INTO
Anticipatory Set/Orientation
(About 5 minutes)

T will the utilize Think-pair-share for class to contribute to a

discussion of what they already know about poems by asking the
question: How do you analyze a poem?
T will use an Observation Chart to chart responses on the whiteboard
of the characteristics they name, while prompting them about the
icons and offering ideas and comments as needed.
T will tell the Ss that in this lesson and throughout your lifetime, you
will be exposed to a large variety of poems. It is best to read poems
multiple times because each read offers a new insight. For example,
we can analyze a poem for the main idea, mood/tone, rhyming pattern,
or character growth in order to find a deeper meaning to the authors
purpose or to help us answer our own questions.

State technology that will be used:

T will use document camera, Smart Board, Smart Board projector,
computer, Google translate, and Google email to access Google
slides- Used to display examples written responses, passages, and
presentation.
T will use classroom microphone -Used to project voice to Ss.
Re-state Content Standard and Objective in student friendly terminology:
Must tie into Assessment
T will review the targeted reading comprehension skills (i.e. The poem
was written by Tony Medina, etc.)
T will continue to state content standard (i.e. In the past youve learned
that great readers refer to the text when they ask and answer
questions, this means that we should use the text to help us answer
our questions, doing this helps us construct a solid answer to the
question, it also shows that we have done a great job of reading and
paying attention to the main ideas and other important information. So
as we move forward with this text, lets make sure we use information
from the text to support our answers).
T will state main objective (i.e. Today, we are going to be exploring the
question about why the grandmother had one good coat. We are going
to use three steps to guide us. First, we are going to reread the
selected text to underline the key details in this section of the text.
Second, you are going to ask yourself, How do these key details work
together to teach me a big idea? Then, you are going to ask yourself,
How do these details connect with the other ideas I am learning from
the text?)
Outline adaptations for EL and special needs students
Provide reference chart for icons used to analyze poem.
Provide vocabulary cards to define unfamiliar words with
pictures/visuals.
Provide translation of poem from English to primary language.
Allow more time for student responses to questions and completion of
work.
Allow student to work with a partner so that the partner can read the
task aloud and explain the tasks.
Allow students to work together to verbally explain
tasks/directions/thought process
Repeat instructions in verbal and written form.

THROUGH
Modeling/Presentation
(About 8 minutes)
T will place a copy of the poem on each Ss desk.
T will give Ss 3 minutes to read the poem, reminding them to read the
poem more than once.
After 3 minutes, T will tell the Ss that they are going to write only one
sentence that tells what they think the poem was about. They will play
Poetry Pass (Numbered Heads Together) - they will write down one
sentence on a blank sheet of paper and pass the paper to the next
group member.
After each pass, Ss will write one sentence that states what the poem
is about.
After a sufficient number of passes, T will ask Ss to pause and answer
the question Why does the grandmother give away her one good
coat? based on their reading of the poem.
T will chart class responses on poem and remind Ss to share new
insights/observations paying attention to what others have stated.
State technology that will be used:
T will use document camera, Smart Board, Smart Board projector,
computer, Google translate, and Google email to access Google
slides- Used to display examples written responses, passages, and
presentation.
T will use classroom microphone -Used to project voice to Ss.
Outline adaptations for EL and special needs students
Provide reference chart for icons used to analyze poem.
Provide vocabulary cards to define unfamiliar words with
pictures/visuals.
Provide translation of poem from English to primary language.
Allow more time for student responses to questions and completion of
work.
Allow student to work with a partner so that the partner can read the
task aloud and explain the tasks.
Allow students to work together to verbally explain
tasks/directions/thought process.
Repeat instructions in verbal and written form.
Guided/Structured Practice
(About 15 min)
T+S will read the text aloud.
T will verbally explain to Ss the meaning of unknown terms.
T will then break students into groups of 4-6. Each group will read the
poem again and then analyze the poem according to icons using
Roundtable Consensus. They will analyze the poem according to the
icons previously learned. (For example, they can analyze the poem
based on the main ideas, mood/tone, perspective, unknown words, and
overall main idea/theme.) Ss will decide how to analyze the poem and
will explain their choices to the T.
S groups can share their analysis of the poem and explain their icon
choices using evidence from the text.

If Ss are having difficulty with analyzing the poem, T may refer to the
guiding questions listed below:
(About 3 minutes)
T asks Ss the following question: In the poem, what is the
connection between the narrator and the old woman?
T will pull name stick/pick S raising hand
Ss possible answer: In the poem, the narrator makes the important
point that the old woman had no coat. For example, I read in the fourth
stanza on line 1 that she sat coatless on a cardboard box. I think that
is a big part of the reason the narrator feels sorry for the old woman.
T will utilize the Numbered Heads Together strategy to monitor Ss
discussions by looking for Ss who notice the different structure of the
feature box, ask additional questions about the main ideas for each
stanza, and are talking about the mood/tone and perspective of the
poem
T will continue to ask Ss guiding questions and prompts (i.e. What do
you notice about the title and the first stanza? What is the main idea of
each stanza? What is the overall main idea of the poem? What are the
unknown words?, or What is the mood/tone and perspective?)
S can continue working through the questions with their groups
(About 3 minutes)
T asks Ss the following question: In the poem, what details
does the author provide to show how the old woman is
coatless?
T will pull name stick/pick S raising hand
Ss possible answer: The author provides a couple of specific
examples of how the old woman is coatless. In the text the author
states, she sat coatless on a cardboard box. The author also writes
about how the authors grandmother goes to her closet to hand the
author her coat because she doesnt use it.
T will look for specific Ss in their groups who use specific evidence from
the text to support their thinking and use quotation marks correctly in
their writing.
T will continue to ask Ss guiding questions and prompts (i.e. In the
poem, how do you know that the old woman could be homeless?
Where does the author claim that the old woman is homeless?
According to the poem, what kind of coat is given to the old woman?)
T will try to have Ss stay focused on the task while other Ss are sharing
connections
(About 3 minutes)
T asks Ss the following question: Why does the author
provide so many details about the coat?
T will pull name stick/pick S raising hand
Ss possible answer: I think that the author provides multiple
examples of the coat because the author is trying to get us to notice
that her grandmother is going to give away her one good coat to the
old woman. A good coat will keep the homeless woman warm. Also, the
author tells us that she is sad because the old woman is homeless in
the cold with no place to be warm. Having a coat would keep the
homeless woman warm in the cold weather.
T will look for specific Ss who truly understand the main idea of the
poem, who can discuss the mood/tone and perspective of the author.
T will continue to ask Ss guiding questions and prompts (i.e. Can you
list some of the details the author mentions about the coat in the
poem? How does the author show that the author is sad?)

After Ss finish the third supporting question, they can move back to
working individually on their written response.
It is likely that Ss will be able to answer the focus question without the
help of the supporting questions. However, the answer to the last
supporting question is a very important point, one that is found by
understanding the title of the text. Hopefully, Ss will be able to include
this in their final written answers.

State technology that will be used:

T will use document camera, Smart Board, Smart Board projector,
computer, Google translate, and Google email to access Google
slides- Used to display written responses, passages, and
presentation.
T will use classroom microphone -Used to project voice to Ss.
Outline adaptations for EL and special needs students
Provide reference chart for icons used to analyze poem.
Provide vocabulary cards to define unfamiliar words with
pictures/visuals.
Provide translation of poem from English to primary language.
Allow more time for student responses to questions and completion of
work.
Allow student to work with a partner so that the partner can read the
task aloud and explain the tasks.
Allow students to work together to verbally explain
tasks/directions/thought process
Repeat instructions in verbal and written form.
Checking for Understanding/Formative Assessment
(About 5minutes)
T challenges Ss to write an answer (Journal Response activity)
to the focus question: According to the text, why does the
grandmother give away her one good coat?
Ss possible answer: In the text, the author writes that the authors
grandmother gives away her one good coat to a homeless person.
Another important reason is that she noticed that the author was sad.
According to the author, the old woman was homeless and sat coatless
on a cardboard box.
T will look for specific Ss who are using information from the text to
support their answer and are able to give multiple examples instead of
just one.
T will continue to ask Ss guiding questions and prompts (i.e. How does
looking back at your thinking on the notes on the text help you answer
this question? What are some examples of how we know that the old
woman does not have a coat? How does the author feel?)
Ss should be working independently on this question.
T will allow Ss the necessary time to reread, mark up the text, and
write their answers.
T will try to draw attention to the fact that the authors grandmother
gives away her one good coat to a homeless person. T will encourage
Ss to reread the poem and see if they can find out the main idea for
each stanza.
T will restate the steps of the lesson (i.e. So today, we used three steps
to answer the focus question. First, we began with step one to reread
the selected text by underlining the key details in this section of the

text. Then, we moved onto step two which was to ask yourself, How
do these key details work together to teach me a big idea? Finally in
the third step, we asked ourselves, How do these details connect with
other ideas I am learning from the text? So in this lesson youve
learned to explain an idea in a text by linking details together.)
State technology that will be used:
T will use document camera, Smart Board, Smart Board projector,
computer, Google translate, and Google email to access Google
slides- Used to display written responses, passages, and
presentation.
T will use classroom microphone -Used to project voice to Ss.
Outline adaptations for EL and special needs students
Provide reference chart for icons used to analyze poem.
Provide vocabulary cards to define unfamiliar words with
pictures/visuals.
Provide translation of poem from English to primary language.
Allow more time for student responses to questions and completion of
work.
Allow student to work with a partner so that the partner can read the
task aloud and explain the tasks.
Allow students to work together to verbally explain
tasks/directions/thought process
Repeat instructions in verbal and written form.

BEYOND
Independent Practice/Summative Assessment/Closure
(About 5 minutes)
T will restate the lessons objective (i.e. When we analyzed the poem
today, we used three steps to help guide us. We used these steps in
order to connect how the key details work together to teach us the
big idea. We also learned how to relate this idea to other ideas that
we are learning in the text. We call this poem analysis because you
thought carefully about the poem.)
T will ask Ss the question: What else do you have to do in order to
analyze a poem?
T will conclude lesson by having Ss complete an Exit Slip.
Ss will write a reflection on notebook paper based on the poetry pass
activity, using the same question: Why does the grandmother give
away her one good coat?
Ss should be able to identify how their answer has changed. Ss
answers should be more complete now since they have analyzed
and understood the poem.
Ss can try to write their reflections in the authors style/structure.
T can assess Ss by reviewing their analysis of the poem and
reflections.
State technology that will be used:
T will use document camera, Smart Board, Smart Board projector,
computer, Google translate, and Google email to access Google
slides- Used to display written responses, passages, and
presentation.

T will use classroom microphone -Used to project voice to Ss.

Outline adaptations for EL and special needs students

Provide reference chart for icons used to analyze poem.
Provide vocabulary cards to define unfamiliar words with
pictures/visuals.
Provide translation of poem from English to primary language.
Allow more time for student responses to questions and completion of
work.
Allow student to work with a partner so that the partner can read the
task aloud and explain the tasks.
Allow students to work together to verbally explain
tasks/directions/thought process
Repeat instructions in verbal and written form.
March 30, 2012