Lesson Plan

Lesson Title: _Creating Poems__________________________________ Grade: _2____ Date: __October 28, 2016______
Subject/Strand: Language Arts Unit:_ Understanding Diversity Location: Classroom Time: (length in minutes): 50 min.

Lesson Plan Description (What are you teaching? How does it fit into the context of the unit? What are the big ideas/essential/enduring understandings?)

Through our unit, Understanding Diversity, students are learning about the commonalities and differences of
students throughout the world. This final lesson for the unit will focus on students demonstrating their knowledge,
skills and abilities through the development of a list poem on diversity. The goal is for students to understand
narrative structures, vocabulary related to diversity and demonstrate their personality through writing.

CURRICULUM CONNECTIONS
Ontario Curricular Overall Expectations (numbers from documents and details)

Writing: 2. draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience.

Ontario Curricular Specific Expectations (numbers from documents and details) selected & listed from the Ont. Curriculum, refined when necessary, has
verbs that are observable & measureable, has realistic number of expectations (1 to 3), have expectations that match assessment

2.1 write short texts using several simple forms.

Learning Goals Discuss with students: What will I be learning today? (clearly identify what students are expected to know and be able to do, in language that
students can readily understand.)

Today I will learn

To write a main idea and details in simple poems.

ASSESSMENT and EVALUATION

Success Criteria Discuss with students: How will I know I have learned what I need to learn? (Clearly identify the criteria to assess students learning, as well as
what evidence of learning students will provide to demonstrate their knowledge, skills and thinking, in language that students can readily understand).

I can: use expressive words to provide descriptions in writing.

Assessment How will I know students have learned what I intended?

Achievement Chart Categories (highlight/circle the ones that apply):

Knowledge and Understanding; Thinking; Communication; Application

Assessment For, As, Of Learning (Circle One) (Describe way(s) you and/or your students will assess.)
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Assessment Mode Assessment Strategy and Task for Students- Assessment Tool - Instrument used to assess task
Written, Oral, Performance What are the students doing to show their learning? e.g. and record learning e.g., rubric, checklist, observation sheet,
(Write, Say, Do) turn and talk, role play/individual, cooperative, etc. turn/talk, role play etc.

Write Pair and Share: students will share their Checklist: students will use a checklist to confirm their
poems with a partner who will review and poems have:
provide comments. Main idea;
Supporting details;
Descriptive words; and
About diversity.

Anecdotal Observation: Teacher will record notes

about students as they work, considering self-
regulation, collaboration, etc.

CONSIDERATIONS FOR PLANNING

Prior Learning: Prior to this lesson, students will have
Students will have learned about diversity throughout the unit.
In addition, students will have learned to:
o generate, gather, and organize ideas and information to write for an intended purpose and audience;
o draft and revise their writing, using a variety of informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience;
o use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to
correct errors, refine expression, and present their work effectively;
o reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most
helpful at different stages in the writing process.
*
Differentiation: Content, Process, Product, Environment, Assessment/Accommodations, Modifications
Scribes and technology to assist in writing can be used.

Learning Skills/Work Habits Highlight/circle ones that are assessed: responsibility, organization, independent work, collaboration, initiative, self-
regulation
Vocabulary (for word wall and/or to develop schema)

Word Wall:
repetition
poetry
poem
poet
rhyme
verse
meaningful

Resources and Materials /Technology Integration List ALL items necessary for delivery of the lesson. Include any attachments of student worksheets used
and teacher support material that will support communication of instruction. Include the use of Information Technology (ICT) in your lesson plan where appropriate.
Book: We All Sing with the Same Voice
Students language arts journal s

Learning Environment (grouping; transitions; physical set up)

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Classroom regular setup of desks.

Cross Curricular Links

Social Studies Curriculum Grade 2 overview - expectations provide opportunities for students to explore a
number of concepts connected to the citizenship education framework, including community, identity,
relationships, respect, and stewardship (p.73).

Three Part Lesson

Identify what the students are expected to think about or do. Write the lesson description with enough detail that another teacher
could replicate the lesson without a personal discussion.
What Teachers Do: What Students do:
Minds on: Motivational Hook/engagement /Introduction (5-15 min)
Establish a positive learning environment, connect to prior learning, set the context for learning, pre-determine key questions to guide lesson.
Time: ___7___-__10_____ (Indicate time breakdown of instructional
elements)

Today we will each be writing a short poem

based on what weve learned about diversity [Students listen to instructions]
through our unit.
We will be writing list poems. List poems are
simple pieces of writing that have a main idea
and a list of descriptive sentences that provide
more details about the main idea.
[students observe parts of a list poem].
List poems usually have a list in the middle,
plus a few lines at the beginning and a few
lines at the end. You can think of the beginning
and end of a list poem like the top and bottom
slices of bread in a sandwich. The list is like
the meat or peanut butter or whatever else is
between the bread. Picture it like this:
o Beginning
o List
o List
o List
o List
o Ending.
[Students listen to book, noting parts of list poems].
Before we begin, let take another look at one of
our books from this unit, We All Sing with the
Same Voice, as an example of a main idea, and
supporting descriptions.

[teacher reads book highlighting main

idea/repeating verse, and descriptions
throughout the book].
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OK, now its your turn. Work at your desk to

write a list poem related to diversity in your
Language Journal. Our success criteria for this
task is:

I can: use expressive words to provide

descriptions in writing.

After youve completed your poem, read it to

your elbow partner. Partners, be prepared to
provide feedback. Consider ways to focus
your thinking. Maybe start from the
perspective:
o What questions would you ask during an
interview?
Youll be using the feedback to make revision
to your poem.
Ill be going around if you have questions and
listening to your poems.

Action: During /Working on it (time given for each component, suggested 15-40 min)
Introduce new learning or extend/reinforce prior learning, provide opportunities for practice & application of learning.
Time: _30_____-__38_____ (Indicate time breakdown of instructional
elements)

So, take out your Language journals and get [students start to work on their poems].
started.
[Teacher moves around room observing [Once completed, students turn and share, providing
students, answering questions and listening feedback].
to poems. Questions could include:
o Can you explain your main idea?
o What other descriptive words could you
use?]
Consolidation & Connection (Reflect and Connect) (5-15 min.)
Help students demonstrate what they have learned, provide opportunities for consolidation and reflection.
Time: __5____-__10_____ (Indicate time breakdown of instructional
elements)

OK. How did you find the task? [Students respond to questions, offer answers, etc.].
Are there things that you would change if
you were to do this again? [Teacher selects
a few students to share, but builds on their
responses using Q-Chart as necessary].

Extension Activities/Next Steps (where will this lesson lead to next)

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This could build into future activities related to using expressive terms.

Personal Reflection (what went well, what would I change, what will I have to consider in my next lesson for this subject/topic)
The Lesson: N/A

The Teacher: N/A