Lesson Plan – Plan – Story Story Poem
Day: Tuesday
Date: 20/10/2017
Learning Area: English
Time: 12:45pm
Year: 5/6 – Literacy group Red
Topic: Poetry – Story Poem
Curriculum content description: o
Understand how texts vary in purpose, structure and topic as well as the degree of formality (ACELA1504)
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Understand the use of commas to separate clauses (ACELA1521)
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Understand how ideas can be expanded and sharpened through the car eful choice of verbs, elaborated tenses and a range of adverb groups/phases (ACELA1523)
Students’ prior knowledge and experience:
Students have a prior knowledge of narratives, procedures and auto biographies. In the first week of term four, the students started the topic poetry. They are starting to gain the understanding of the verity of poems. The students are familiar with their literacy group and the class literacy rotation. Learning purpose:
The learning purpose is for students to gain an understanding of the text structure of a story poem. At the end of the poetry unit the students will be selecting from poems they have written to create their own book. Learning objectives:
Evaluation:
On completion of this lesson, students will be able to:
Monitor the students work by observations and
Recognise the structure of a story poem.
questioning throughout the lesson. On completion of
Understand that a story poem must tell a story, fiction
the lesson use the story poem records as a checklist
or non-fiction.
and anecdotal notes.
Write their own story poem using setting, plot and dialogue. Preparation and Resources: o
White board
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White board markers x 3 different colours
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Investigating poetry (story poem) work sheet x 6 ( A3 x3)
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Example work sheet of investigating poetry (story poem)
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Literacy group book and writing book for each student within the group
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Students to bring their pencil case
Catering for diversity
Literacy groups are grouped based on ability. Students who need extra instruction are provided some one-on-one time and feedback. Peer mentoring is used if students finish early. Collaboration within the group is encouraged during the modelled session to provide scaffolding and support those unsure. RED GROUP – Complete the activity as a group. Provide scaffolding and assistance for each step of the story poem.
Within this group there is a student who is legally blind and another student with vision impairment. To cater for these students the lesson must be conducted at their usual group of desks as this is where t here assistive equipment is. Their work sheet must be an A3, all writing is required at font size 48 and in a dark black colour. There must be no glare and the whit e bored must be positioned where they ar e able to see and/or be a ble to use their equipment to magnify what is written on the board or their work sheet.
Timing:
5mins
Learning Experiences: Introduction: o
Work sheets and books are to be placed on the student ’s desk prior to the lesson. Example poem is to be on the white board.
o
WALT – WALT – We are learning to write a story poem. WILF – WILF – What I’m looking for is for you to be able to write a story poem using a
setting, plot and dialogue. o
Introduce the topic of ‘Story Poems’ to the students. Inform the students that they will be typing this up on after morning tea. Ask the students within your group if they know what a story poem is or if they could guess what a story poem may be. If the students know what type of poem this is then repeat their answer and give the students the information that they can use rhyming words if they want to and the poem must have a beat. If not than go over the main structure and that it needs to tell a story.
o
“Your story poem must tell a story with a setting plot and dialogue.” “Hands up, who can tell me what a setting of a story is?” “Hands up, who can tell me what the plot of a story is?” “Hands up, who can tell me what a dialogue of a story is?”
5 mins Sequence of learning experiences:
I do o
“I’ll now read an example, I want you to lis ten for rhyming words, the setting, the plot and the dialogue”
When reading the poem, change the tone of voice for the rhyming words and read it to sound upbeat and fun. o
After the poem has been read, ask the students what rhyming words they heard in the poem.
10 mins
Then ask the students for the setting, plot and dialogue. o
If the students require more scaffolding re r ead the example poem and stop when you come to rhyming words, the setting, the plot or the dialogue and discuss it with the group.
We do (working as a group, get the students to raise their hand to answer or contribute
to the discussion. Place yourself in the desk next to Kali) o
Now check for understanding of rhyming words. Say one word to t he group and each student must give you a rhy ming word back going around the group.
o
“We are now going to write a story poem together.”
o
“To start off with, what do we need to include in our poem” (wanting the students
to answer with rhythm, setting, plot and dialogue) Use this question to check for understanding. “If you have an idea or would like to contribute, raise your hand”
During this phase guide the students to find the answers on their own whil e providing them with the basics in order to contribute. o
Then start to work through the story poem writing it on an A3 page in a black texta as you go. While the group is coming up with the next line pass your copy of the
30 mins
story poem template to Kali to allow her to place it under her device to allow her to read what has been written and what is coming up next. o
After the students within the group have come up with the line allow time for them to write it on their own template. (Cody and Itiana may work independently if they show an understanding up to this stage. Still provide assistance and scaffolding where needed.)
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As you work through the poem as a group, discuss what should be happening in the specific part of the poem. E.g. the first line is about the setting.
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Work through the rest of t he poem as a group.
You do o
Once the students have finished their poem allow some independent work. “It is now time to draw a cartoon strip to show you’re story . I want you to show the beginning middle and end”
o
Students are to glue their work sheet into their writing book.
5 mins Lesson conclusion: o
When the group has finished their poem, talk about what they like a bout the poem and what they could improve for next time.
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Introduce how they will be ty ping their poems in the next period. “After morning tea we will be going into the technol ogy room to type up our
poems. You will need to take y our writing book so you can copy the poem we have just written.” o
To assist the students with typing their poem a template has been attached.
Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why?)
