Lesson Plan

Teacher Candidate: Josie Carriglitto Date: 2/22/23

Group Size: 23 Allotted Time: 30 minutes Grade Level: 3rd

Subject or Topic: Narrative poems

Common Core/PA Standard(s)

Standard - CC.1.4.3.L
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.

Standard - CC.1.4.3.Q

Choose words and phrases for effect.

Standard - CC.1.5.3.A

Engage effectively in a range of collaborative discussions on grade-level topics and

texts, building on others’ ideas and expressing their own clearly.

Learning Targets/Objectives

The students will be able to identify and write narrative poems by working with a partner to
create their own ending to a narrative poem.
Formative Assessment Approaches Evidence observation or method of collection
1. Thumbs up 2.
2. Observational
….
Assessment Scale for any of the assessments above if needed

Summative if applicable
Subject Matter/Content to be taught in the lesson

Prerequisites
Poems
Free verse
Rhyme
Repetition
Metaphor

New Key Vocabulary

Narrative poem

Content/Facts

Narrative poems tell a story and are usually longer than other poems.
Introduction/Activating/Launch Strategies

1. Teacher will uncover the narrative part on the anchor chart. “We are now going to be

talking about narrative poems.”

2. Teacher will read an example of a narrative poem to the class. (Sarah Cynthia Sylvia
Stout)

Development/Teaching Approaches

1. Teacher will pass out part of the poem Snowman by Shel Silverstein.
2. “Listen and follow along as I read.”
3. Teacher will read poem.
4. “What if I told you this was only the first stanza and there is more to this poem?”
5. “Now we are going to pretend to be the writer of this poem.”
6. “In your poetry books, we are going to write another stanza of this poem to continue
the story.
7. “What might the author write next to continue this story?”
8. “Talk about it with your group for a few minutes.”
9. Students will talk with their group and teacher will walk around observing/asking each
 group their thoughts.
10. “Who would like to share their idea for a first sentence for our next stanza?”
11. Teacher will write on board and students will copy into poetry books.
12. Process will continue until we have another stanza written.

Closure/Summarizing Strategies
1. “I want you to remember that a narrative poem is a story poem and has a character.
These poems are usually longer.” Tomorrow, we will be learning about imagery and
reviewing free verse and rhyme.
2. “I am going to pass out the books again for you to explore. I want you to look for all of
these things we have talked about so far.”
3. “If you would like to challenge yourself, try to keep adding to the narrative poem we
wrote.”

Accommodations/Differentiation

Students who want more of a challenge can add more lines to the poem in the book.

Materials and Resources:

Anchor chart:

Shel Silverstein poems

Poetry booklet
 Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Students had an understanding of what a narrative poem is and were very surprised to hear that
there was more to the “Snowman” poem. They were very excited to think of what would
happen next in the story and anxious to hear the real version of the poem.

Remediation Plan (if applicable)

Personal Reflection Questions

What changes would I make to this lesson?

I would give the students the first stanza of the poem and ask them to add onto it. I would
tell them to notice how this poem has a character like a story. After that is when I would tell
them that there is more to the story and uncover the narrative part of the anchor chart.

How could I enhance student learning?

I would include more examples of narrative poems after the students write and read the
rest of the “Snowman” poem. I think they would benefit from more examples because I don’t
think they had enough exposure to this type of poem. They might have needed more practice.

Additional reflection/thoughts