Common Core Aligned Lesson Plan Template

Language Arts: Poetry

4
Subject(s): ______________________________________________
Grade: ______________
Stephanie Anaya
SAUSD
Teacher(s): ______________________________________
School: __________________

LESSON ELEMENT

STUDENTFRIENDLY TRANSLATION
( # 2,3,4 only)

1. Common Core Learning Standard(s) Addressed:

CCSS.ELA-Literacy.RL.4.5
Explain major differences between poems, drama, and prose, and refer to the structural elements of poems (e.g., verse, rhythm, meter)
and drama (e.g., casts of characters, settings, descriptions, dialogue, stage directions) when writing or speaking about a text.
2. Learning Target(s): (What will students know & be able to do as a result of this lesson?)
Students will learn to write haikus, couplet,
Students will be able to classify the different types of poems (haiku, couplets, limerick). They will also be able
to construct and identify patterns in poetry (eg. repetition, pacing, syllabication patterns)

3. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are these
outcomes essential for future learning?)

The outcomes of the lesson are important for students to increase appreciation for different cultures and their perspectives, including the
perspectives of their peers through reading, listening, writing, and communication. Students will understand different perspectives,
cultures, and in the future apply diversity to their learning.

4. Formative Assessment Criteria for Success: (How will you & your students know if they have
successfully met the outcomes? What specific criteria will be met in a successful product/process?
What does success on this lessons outcomes look like?)
Students will be successful when they can differentiate between the different poem types and
recognize patterns. They must also be able to create their own.

and limerick poems. They will learn to pace

their reading and look for patterns to identify
them.
This is important to learn about the world and
it's different writing styles. In future classes, this
knowledge will help.
Students will be successful when they can
identify the different patterns in each type of
poem and create one.

5. Activities/Tasks: (What learning experiences will students engage in? How will you use these learning experiences or their student products as formative
assessment opportunities?)
Students will engage in creative experiences in which they use their life experiences and vocabulary to create 3 poem types. These will serve as formative
assignments that can be included in an online portfolio at the end of the year. They will include feedback and notes from students.

6. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)
. 4th grade English text book
. pen, pencil, paper
. computer for online resources

7. Access for All: (How will you ensure that all students have access to and are able to engage appropriately in this lesson? Consider all aspects of student
diversity.)
All students will have access to the same materials and access to one on one time with the teacher to answer any questions or tackle problems.
Rubrics will be offered that manage class conduct and etiquette during a classroom discussion.

8. Modifications/Accommodations: (What curriculum modifications and/or classroom accommodations will you make for Students with Disabilities in your
class? Be as specific as possible.)
. directions will be given out loud and written down upon request
. assessments will be auditory or visual on request
. special seating arrangements will be made for disruptive students or students in need
. extended time will be given to students who need it
. one on one time will be offered to students

Common Core Aligned Lesson: Reflection

Does this lesson reflect one of the shifts in instruction? If so, which shift how?

This lesson reflects shift 2, in which students build knowledge about the world through text and shift 6, in which students build their
vocabulary.

How did this lesson support 21st Century Skills?

This lesson discusses interdisciplinary themes, such as global awareness that aim to create well-informed citizens who value diversity.

How did this lesson reflect academic rigor?

This lesson reflects academic rigor by expecting students to reflect on life experiences to create three types of poems that follow the
guidelines provided.

How did this lesson cognitively engage students?

This lesson cognitively engaged students by allowing them to create their own poems and reflect on those of their peers.

How did this lesson engage students in collaborative learning and enhance their collaborative learning skills?
This lesson engages students in collaborative learning by reflecting on classmates' poems as a group. Learning skills were developed by using
listening, writing, and speaking to form thoughts and ideas.