Professional Documents
Culture Documents
Let's Talk About It: Katelynne Boggs 3rd Grade ELA
Let's Talk About It: Katelynne Boggs 3rd Grade ELA
Let's Talk About It: Katelynne Boggs 3rd Grade ELA
Katelynne Boggs
Lesson Summary:
Estimated Duration:
I plan on dividing the lesson into four days, with each class period lasting 50-55 minutes.
Commentary:
Instructional Procedures:
Day 1:
For the first 10 minutes we will review the rules for engaging in collaborative class
conversations. This way students know what is expected of them. For the next 20 minutes
the class will watch a “how to” video on writing a poem. This is to help refamiliarize the
students with poetry. This particular video will help to engage students in an interactive
activity (https://www.youtube.com/watch?v=r3FZyXFS6bU). For the next 20 minutes, the
class will watch the video My Pet Germs by Kenn Nasbitt. This video will be followed up with
a class discussion about the poem’s main idea and the students’ thoughts on it.
Day 2:
For the first 10 minutes, students will be told who is in their assigned group, and they will
proceed to meet with their group members at one group of desks. The next 10 minutes will
be explaining the project. Students should create a group poem with at least one illustration.
They should do this by effectively collaborating with one another. After the lesson is
explained, students should use the last 30 minutes of the class period to engage in
conversation and collaborate to create their poem. Students will be provided with a table
through Google Docs that they should all fill out during the discussion. This can then be
reviewed by the teacher. Students will take 5 minutes to complete an exit slip, using Google
Forms.
Day 3:
For the first 20-25 minutes, students will continue working with their group to collaborate and
create their group poems with illustration (the background chosen in Storybird may count).
They may use Google Docs on their laptop to finish typing out their poem, but it should later
be typed into Storybird for an official grade. Then for the next 20 minutes, each group will
meet with a different group. Here they will discuss the poems with each other and give ideas
for how each group could improve. For the last 5-10 minutes of the period, groups will revise
their poem as needed.
Day 4: The whole class period will consist of students presenting group poems. After each
group presents, there will be a class discussion. The group will hold their own discussion
about their poem, allowing everyone to express their own thoughts and ask questions.
Pre-Assessment:
After reading the first poem to students in the review lesson, students will be required to
participate in small group discussions where they will build upon each other’s ideas of what
the poem means, what the main idea is, who it’s about, supporting details, ect, while taking
notes. Teacher will join in on the conversation of each group. Students should be able to
successfully recall important elements for poems. Teacher will observe each group
Scoring Guidelines:
Teacher will use their own judgement from observation to dictate how well students
engage in a collaborative discussion over poetry during Day 4. Teacher will once
again join in on student discussion to ask questions and help build upon the ideas of
others.
Post-Assessment:
Students will be divided into groups of four for a group project. They will have to collaborate
and discuss how to put together a poem using ideas from each group member. It should also
include at least one illustration. This should be done using Storybird, it can be pulled up on
the smartboard, and read in front of the class. Afterwards, the teacher will ask the whole
class questions about each group poem, such as, “What is the main idea”?
Scoring Guidelines:
The scoring for this particular project will be a pass/fail. I will grade the student
projects based off of their ability to cooperate in a small group and build on each
other’s ideas. If the group was able to successfully collaborate on their project and it
shows they understood the assignment, they will pass. If it is obvious that one person
did all the work and directions were not followed, the group will fail. If it seems that
certain students were unable to understand the assignment altogether, they will
receive one-on-one instruction. Student group projects will be graded based on effort,
collaboration, and incorporating key elements.
Extension
This is a helpful printout for students to use at home to show how to establish voice in a
poem.
https://www.teachervision.com/poetry/importance-voice-poetry
This video is a helpful guide in getting students prepared for an engaging collaborative
discussion.
https://learn.teachingchannel.com/video/evidence-based-discussion-ousd
Students are recommended to find a poem they like and engage in a discussion with
someone in their family.
Interdisciplinary Connections
ART: Students are able to use any illustrations that would make sense with their poem.
Key Vocabulary
Additional Notes
This lesson plan is about students being able to engage in a collaborative discussion. I
chose to incorporate poetry into it because it was part of a different standard in the reading
strand. Giving an assignment that includes a previous lesson would provide better insight to
how students are handling this specific standard. This is because they already learned about
poetry earlier in the year and should be able to participate in a collaborative discussion and
assignment more effectively.
Resources:
Ohio's Model Curriculum with Instructional Supports for English Language Arts Grade 3
Video - Page 2 of 3 - Kenn Nesbitt's Poetry4kids.com