EL 312

Candidate’s Name_____Kalysta Dohlman______________

Name of Lesson ____Writing Acrostic Poem____________________________
Target Age of Students (Year of School)____2nd Grade_______

1. Input/purpose. WHO is doing the work? (Teacher). What is the

purpose of the lesson? What do they need to know to do the
lesson? How will the student(s) benefit? What will the student(s)
learn?

The purpose of this lesson is for my students to have the

confidence to write their own poetry. My students need to know
the alphabet and descriptive words. My students will benefit from
this lesson by knowing how to write their own small acrostic
poem. My students will learn different forms of poetry that they
might have already known about in the real word.

2. Modeling. WHO is doing the work? (Teacher). Demonstrate what

is to be done – verbalizing the process out loud to help model to
students. Explain with great detail how modeling will occur.

I will first ask the class has anyone heard of poetry. Then I will
show my students how they might have heard or seen poetry
already. I will tell my class that I will be sharing a book called
“Bow Tie Pasta” by Brian P. Cleary. I will then explain to my
students today we are learning acrostic poetry and what that
looks like. Throughout me reading the book I will talk about the
patterns on each page and ask questions of what my students
might see. Then I will demonstrate my own acrostic poem on the
board, describing what to do first and come up with descriptive
sentences to use for your topic.

3. Shared Practice. WHO is doing the work? (Teacher and student

together). Teacher and student work together to do another
example of the lesson (one similar to modeling but slightly
different). Explain the procedure with detail.

As a class, we will come up with our own acrostic poem together. I

will ask to the class what subject they would like to write about. I
 will then write the word down the left side of the board. For each
letter, I will ask my students if they can think of a word that starts
with that letter and come up with a sentence describing our topic
we chose. I will write each sentence on the board next to the
letter, we will choose two topics to do together until I know we
can move on to partnering.

4. Peer/collaborative practice. WHO is doing the work? (Student

and peers). Students work with a student or students to do
another example related to the lesson. Teacher observes. How will
you observe?

I will ask my students to find a partner. I will then give my

students a topic on the board for them to do with their partner. I
will place a timer for my students to see how much time they
must do their acrostic poems. After the time is up, I will call on
groups to ask to share their poem to the class. When I see my
students are understanding I will move on for them to do an
acrostic poem on their own.

5. Independent Practice. WHO is doing the work? (Student works

alone). Student does another example of what was modeled and
practiced to demonstrate knowledge gained about what was
taught. Later lessons may reveal mastery through evaluation.

I will hand out a worksheet of an acrostic poem they can do on

their own. If they have any questions or concerns, I ask them to
raise their hand. I put on some relaxing music to set the mood to
come up with creative ideas. Once they are finished, they can turn
into the basket and then go over to the front of the class and pick
out a poetry book to read until everyone is finished.