Millicent Atkins School of Education: Common Lesson Plan Template

Teacher Candidate Name: Myah Malchow

Grade Level: 5th Grade- Mrs. Weiszhaar Simmons Elementary
Subject: Language Arts- Poetry
Date: 11/2/2020
PLANNING
List the Common Core/State Standard(s) to be addressed in this lesson.
CCSS.ELA-LITERACY.RL.5.4
Determine the meaning of words and phrases as they are used in a text, including figurative language such as
metaphors and similes.
CCSS.ELA-LITERACY.W.5.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose,
and audience.
List the Rationale (cite theories or theorists):
Lev Vygotsky’s theory of social development explains how student’s cognitive development stems from social
interactions between themselves and their peers and interactions of students and instructor. Within this theory of
learning, the instructor needs to model how they want their students to perform while doing tasks. Students also
model behavior from their fellow peers, by having students interacting throughout the entire lesson it will help them
further understand the topic or in this case the story better.

List the learning objective(s) to be addressed in this lesson (specific, measurable, attainable, timebound).
Use the following format: “Students will be able to…”
Students will be able to identify elements of poetry, figurative language and what makes up a poem. Students will be
able to write their own poems using elements of poetry and figurative language.

Describe how the learning objective(s) and the learning outcomes is/are appropriate for the
age/developmental level of the students.

The learning objective and outcomes are appropriate for this age group because they are starting to get into type of
figurative language and how to write them into their stories. By incorporating the figurative language and elements
of poems into their stories that they will write throughout the rest of the school year it will help them create more
interesting works of writing.
Describe the Classroom Demographics: (e.g., ethnicities; gender ratios; special needs, including those of
gifted students, those of students’ physical needs, and those due to cultural characteristics).
There are 11 boys and 13 girls, 4 ESL students, 1 IEP and 1 504 plan.
Describe your Knowledge of Students: (in terms of the whole class and individual students)
(e.g., language needs; approaches to learning; prior learning and experiences; academic
proficiencies/behavioral differences; areas of interest).
All the students like hands on activities such as using whiteboards or having textile items to help them with math.
They also like to be able to use their IPads in any way that they can

List the materials/resources you will need to teach the lesson.

Smart board, IPad (students and myself), students will also need a pencil and paper
Technology
Describe the instructional and/or assistive technology that you plan to incorporate into the lesson and explain how it
will enhance instruction and student learning.
I will need to use the smart board to project my PowerPoint and the poem that I want the students to analyze. I will
also need the students to use their iPad while presenting during our open mic night on Wednesday. Students will
record themselves on their iPad if they want and upload their poem to SeeSaw.
Accommodations: Base this on the information you provided for Classroom Demographics and
Knowledge of Students above.
Describe the accommodations/differentiation/modifications you will use to meet the needs of all learners
and accommodate differences in students’ learning, culture, language, etc. *
I will try to make the lesson as hands on and interactive as possible. I will have the students write their own poems
at the end of the lesson and have them present them to the class during the next class period that we are in.
Pre-Assessment: Describe the instrument or process you will use to measure students’ level of
understanding toward the learning objective(s) prior to teaching the lesson.

Mini Quiz See slide 2 on PowerPoint

Pre-Assessment: Describe how the results of the pre-assessment (what the students have demonstrated
they know) will be used to design the lesson objectives, instruction, and post-assessment. (Include charts,
graphs if applicable)
These four questions from the mini quiz will help me assess where students are at with their knowledge of poetry.

Classroom Management
Identify the management and motivational strategies you will use to meet student behavioral/developmental needs
in order to keep students on task and actively engaged throughout the lesson.

Leadership/Disrupt Points (Her classroom management strategy)

Teacher vs Student (Her classroom management strategy)
Proximity
Total participation
Circulating the room
Positive relationships with the students
Implementation
“I Do”
(Teacher introduces lesson and models expected outcome(s) of learning objectives)
Describe what instructional strategies you will use to model/explain/demonstrate the knowledge and skills
required of the objective.
Step 1 – While students are outside for recess, I will set up my PowerPoint on the Smart Board along with
prepping the room to how I want it set up for the students.
Step 2 – Once the students are in from recess, I will have slide 2 up on the board. The students will be
expected to come in and follow the instructions listed on the slide.
Step 5 – I will go through the slides with the class and ask for examples when it comes to the figurative
language slides (Onomatopoeia, Alliteration, Similes, Metaphor, Personification)... slides 10-14.
“We Do”
(Teacher engages students in guided practice)
Describe the learning activities you will use to provide students multiple opportunities to practice the skills and
content needed to meet the learning objective(s).
Step 4 – after students finish their assessment, students will share their ideas on questions 1 and 2 with
the class
Step 6 – We will go through the poem listed on slide 15. Students will engage in think pair share to answer
the questions listed.
“You Do”
(Students engage in independent practice)
Describe what the students will do to independently practice the knowledge and skills required by the lesson
objectives?
Step 3 – Students will fill out the assessment that is listed on the PowerPoint slide
Step 7 – After we go through the poem listed together students will start working on their own poem with
specific instructions see slide 16!
Step 8 – (Wednesday) After students are finished with their poems, they will get the opportunity to
present to the class. Students will also be able to record themselves and submit their poem video to
SeeSaw
Lesson Closing
Describe how you will reemphasize the lesson objective(s) and any skills/content that were taught in an
interactive manner (whole/small group, etc.).
How I plan on reemphasizing the lesson objectives is to have the students write their own poems. By
having students take what they are learning and putting it to paper it will help them retain the information
that was just taught along with allows them to practice creating poems.
Post-Assessment: APPENDIX: Include a blank copy of the lesson post-assessment you will use to measure
students’ level of understanding toward the learning objectives after teaching the lesson.

After the lesson I will ask the students to write down the same 4 questions and see if they have learned more from
the lesson or not!
Analyze
Post Assessment: Based on the results of the Pre and Post-Assessment, to what extent did students achieve the
learning goals/objective of the lesson? Cite examples from the lesson plan, assessments, and/or video.
If applicable, insert a table/chart/graph before your explanation.

Reflect
Reflect on your instructional strategies, interactions with students, and classroom management strategies. Describe
what went well and what areas you need to revise in the future. Cite examples (from video) that support your
conclusions.
Describe revisions that you could make if you were to teach this lesson again. Why would you make each revision?
Cite examples from the lesson plan, video and/or student work that would prompt revisions.
Slide 2

Slide 15

Slide 16