CEP Lesson Plan Form

Teacher: Ariel Alexander Date: 11/1/21 School: Shepardson Elementary Grade Level: 3rd

Content Area: Reading, Writing and Communicating and Physical Education

Title: Introduction to Poetry Lesson #: 1 of 4

Lesson Idea/Topic and The idea for a lesson on poetry comes directly from our mentor teacher. The
Rational/Relevance: students in this classroom will be tested on the elements of a poem on their
standardized tests this year. The lesson will go over the elements of a poem
(lines, stanzas, the title, and the poet). The students will first go over the
elements whole class, then as a class we will label a poem together. After
labeling one poem together, the students will then work independently on
labeling their own poem.
Student Profile: This class is made up of 22 students. We have five girls and seventeen boys
in our class. The students in this class have a wide range of developmental
skills due to the pandemic. Many of our students struggle with reading and
writing. We have two second language learners in our classroom. We also
have three students who are on IEPs that require extra assistance during
activities.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

● Reading Writing and Communicating:

○ 1. Apply strategies to fluently read and comprehend various literary texts.
○ 3. Apply knowledge of spelling patterns (orthography), word meanings (morphology), and word relationships to decode words and
increase vocabulary.
● Physical Education:
○ 2. Perform cross lateral and rhythmic exercises that make a brain-body connection.

Colorado State University College of Health and Human Sciences Page 1

CEP Lesson Plan Form

Understandings: (Big Ideas)

● Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. (CCSS:
RL.3.1) *
● Summarize central ideas and important details from a text.
● Describe and draw inferences about the elements of plot, character, and setting in literary pieces, poems, and plays
● Demonstrate understanding of how research inspires development of ideas.

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

● What are the elements of poetry?

● What are stanzas in a poem?
● What are lines in a poem?
● Where are the author and title located on the poem?
● What is a metaphor?
● What is a simile?
● How does my drawing represent my poem?
● What certain movements relate to the elements of poetry?
● How do I use metaphors or similes to write my own poem?
● How does structure affect our understanding of a text?

Evidence Outcomes: (Learning Targets)

Every student will be able to: (Create your own lesson objectives from the standard using student voice)

● Describe the elements of poetry (lines, stanzas, poet, title)

● Label the elements of a poem on a sample poem
● Connect body movements with the elements of a poem

Colorado State University College of Health and Human Sciences Page 2

CEP Lesson Plan Form

List of Assessments:

● KWL chart (used throughout the unit)

● Assess for student understanding through whole group discussion after the lessons
● Assess for student understanding by walking around and looking at each student’s individual labeling of the poem

Colorado State University College of Health and Human Sciences Page 3

CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Introduction to Poetry

The purpose of this lesson is for students to gain a better understanding of the elements
of a poem.
Co-Teaching Which model(s) will be used?
Will co-teaching models be utilized in this lesson? One Teach, One Assist
Yes _x__ No ___ Why did you choose this model(s) and what are the teachers’ roles?
I chose this model because it will be extremely helpful for the other teachers in the room
to assist with student’s individual needs while I teach the whole group lesson. The other
teachers' roles include walking around the classroom and answering any questions that
students may have while they work independently. The teachers will also help with
classroom management during the lesson.
Approx. Time and Materials Approximately 30 minutes
Google Slides for whole class instruction
Link: Poetry Lessons
Markers
Pencils
Student’s poetry packet (provided by me)
Anticipatory Set The lesson will start off with a whole class discussion about what they already know
about poetry and what they want to learn about poetry (KWL chart). By doing the KWL
chart, the students will start to get their brains focused on poetry. This will allow me to
tap into their background knowledge prior to the lesson.

Procedures The strategy I intend to use is:

Whole group discussion/modeling and unguided individual work time.
I plan to use whole group direction for a majority of the lesson so that the students can
receive direct instruction on the elements of poetry. The students will then have time to
participate with the whole group in labeling a poem together. Then the students will be
given time to work individually on labeling a poem.

Teacher Actions Student Actions Data Collected

Colorado State University College of Health and Human Sciences Page 4

CEP Lesson Plan Form
*Before the lesson, teacher
will prepare all lesson
materials (poetry packet)
Hand out all student poetry
packets
Set up document camera to
write on the KWL chart and
begin KWL (whole class
discussion)
Set up anchor charts on the
round table so that each
student can see. (anchor
charts include one for the
elements of poetry and one
for the sample poem)
Go over google slides,
starting with the elements
of poetry. Go through each
element and label them on
the sample poem
*Go over each hand
movement for each
element
Direct students into next
activity (labeling a poem on
their own)
Go over the individual
poem and review through a
whole class discussion.
Colorado State University College of Health and Human Sciences Page 5
Students will write their
names on the packet
Turn to KWL page in the
poetry packet
Students will turn to their
next page (elements of
poetry page)
Follow along on their
respective pages in the
packet, labeling as we go
Do hand movements to
match the elements
Label their own sample
poem
Make sure that their poems
are labeled appropriately.
Fill out the ‘L’ on the KWL
chart along with the class
Observation that students
are paying attention and
following directions
What students already
know about poetry and
what they want to learn (‘K’
and ‘W’ in the KWL)
Observation that students
are paying attention and
following directions
Observation that students
are paying attention and
following directions
Observation that students
are able to successfully
label the elements of a
poem individually
Observation that students
are paying attention and
following directions
What students learned in
this lesson (‘L’ in the KWL)
CEP Lesson Plan Form

Finish KWL chart

Closure The closure of this lesson will be completed when the students complete the KWL chart.
This will wrap up the lesson and give the students an opportunity to connect their
learning. This will be facilitated through a whole class discussion.
Differentiation Content Process Product Environment
Modifications: The student will The student will The student The student will
label fewer work with a achieves the work in a small
elements of a partner or a objectives of group with an
poem to help teacher to label the lesson with assisting
further the poem. the help of a teacher to
understanding teacher. identify the
instead of elements of a
pushing for sample poem.
more and
understanding
less.
Extensions: The student will The student will The student The student will
complete the identify the achieves the work
entire lesson rhyming words objectives of independently
and identify located in the the lesson and help others
what they poem after independently when finished.
learned at the completing the and begins to
end of the initial task. identify
lesson. rhyming words.
Assessment
KWL chart.
This will help students connect their learning throughout the entirety of our poetry unit.
This will also allow me to get a better understanding of what my student’s level of
understanding is so I can adjust future lessons if needed.

Self-Assessment Chart.
The students will self-assess their understanding at the end of the lesson by holding up a
certain number of fingers (1-4).

Colorado State University College of Health and Human Sciences Page 6

CEP Lesson Plan Form

Observation of understanding.
The teachers in the room will observe the students as they work through their poetry
packets. This will allow students to ask questions when needed. I will assess
understanding by observing if the students are completing the sample poem labeling.

Colorado State University College of Health and Human Sciences Page 7

CEP Lesson Plan Form

Post Lesson Reflection

1. To what extent were lesson objectives achieved? (Utilize assessment data to justify
your level of achievement)

After completing this lesson I was able to review the assessment data to check for
student understanding. When reviewing the KWL, it is very clear that the students were able to
grasp the concepts of poetry after practicing just a couple of times. I was also able to see the
students bring their concentration more directly towards the goals of this lesson in the ‘L’ part
of the KWL. In contrast, in the beginning of the lesson, the students were giving out ideas for
the ‘K’ and ‘W’ parts of our KWL chart and most of the ideas were broad concepts about poetry.
I was also able to utilize assessment data to justify the level of achievement of objectives
through the students completing a self assessment by holding up fingers to show how
comfortable they feel with the topic. When the students first held up fingers prior to the lesson
to show comfortability with the topic, most students held up one or two fingers (low
comfortability and understanding). However, when the students held up fingers after the lesson,
most students held up three or four fingers. Only a few students held up one or two fingers
after the completion of the lesson. Overall, my students achieved the lesson objectives at a high
level of understanding.

2. What changes, omissions, or additions to the lesson would you make if you were to
teach again?

After having some time to reflect on this lesson I believe that it would have been
beneficial to read the poems aloud that we labeled together as a class. A big part of poetry is
listening to the poem aloud to help gain a better understanding of the poem so by doing so in
this lesson it would have been a great opportunity to push this lesson just a bit further. I also
would have liked to see my slides become an anchor chart because the slides felt a bit awkward
with such little information on them. Additionally, if I were to make my slides into an anchor
chart, I would also have my students come sit on the floor by the chart.

3. What do you envision for the next lesson? (Continued practice, reteach content, etc.)

The next lesson in this unit continues pushing the students' knowledge on poetry
further. We are moving on from labeling the elements of a poem and having the students work
on identifying metaphors and similes in poems. This lesson will have students receive a
refresher on what metaphors and similes are then they will practice writing their own before
identifying them in a poem.

4. If you used co-teaching, would you use the same co-teaching strategy for this lesson if
you were to teach it again? Were there additional co-teaching strategies used during
the lesson not planned for initially? Please explain.

In this lesson I used the co-teaching strategy of one teach, one assist. I believe that this
strategy was incredibly beneficial to me and my students throughout this lesson. My
co-teachers were able to assist the students who may need extra support while I was able to

Colorado State University College of Health and Human Sciences Page 8

CEP Lesson Plan Form

continue pushing through the content of the lesson. I would most definitely use this strategy in
future lessons. Additionally, there were no additional co-teaching strategies used during the
lesson. All teachers in the room were assisting during the entire lesson.

Colorado State University College of Health and Human Sciences Page 9

CEP Lesson Plan Form

Lesson Plan Appendix

Lesson Idea/Topic and Rational/Relevance: What are you going to teach and why is this lesson of
importance to your students? How is it relevant to students of this age and background?

Student Profile: Write a narrative about your learners. What are their special needs? Exceptionalities?
Giftedness? Alternative ways of learning? Maturity? Engagement? Motivation?

Name and Purpose of Lesson: Should be a creative title for you and the students to associate with the
activity. Think of the purpose as the mini-rationale for what you are trying to accomplish through this
lesson.

Co-Teaching: Models – One teach/One observe, One teach/One assist, Station teaching, Parallel
teaching, Alternative/Differentiated/Supplemental teaching, Team teaching.

Approx. Time and Materials: How long do you expect the activity to last and what materials will you
need?

Anticipatory Set: The “hook” to grab students’ attention. These are actions and statements by the
teacher to relate the experiences of the students to the objectives of the lesson, To put students into a
receptive frame of mind.
● To focus student attention on the lesson.
● To create an organizing framework for the ideas, principles, or information that is to follow
(advanced organizers)
An anticipatory set is used any time a different activity or new concept is to be introduced.

Procedures: Include a play-by-play account of what students and teacher will do from the minute they
arrive to the minute they leave your classroom. Indicate the length of each segment of the lesson. List
actual minutes.
Indicate whether each is:
● teacher input
● modeling
● questioning strategies
● guided/unguided:
o whole-class practice
o group practice
o individual practice
● check for understanding
● other

Closure: Those actions or statements by a teacher that are designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together in their own minds, to make sense
out of what has just been taught. “Any Questions? No. OK, let’s move on” is not closure. Closure is used:
● To cue students to the fact that they have arrived at an important point in the lesson or the end
of a lesson.
● To help organize student learning
● To help form a coherent picture and to consolidate.

Colorado State University College of Health and Human Sciences Page 10

CEP Lesson Plan Form

Differentiation: To modify: If the activity is too advanced for a child, how will you modify it so that they
can be successful? To extend: If the activity is too easy for a child, how will you extend it to develop their
emerging skills? What observational assessment data did you collect to support differentiated
instruction?

Assessment (data analysis): How will you know if students met the learning targets? Write a description
of what you were looking for in each assessment. How do you anticipate assessment data will inform
your instruction?

Colorado State University College of Health and Human Sciences Page 11