USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

Lesson Content
What Standards (national or
state) relate to this lesson?
(You should include ALL
applicable standards.
Rarely do teachers use just
one: theyd never get
through them all.)

Objectives- What are you

teaching?
(Student-centered: What

Group
Size:
Whole

Date of Lesson: 4/21/16

LAFS.4.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level prose and poetry orally with accuracy, appropriate rate,
and expression on successive readings.
c. Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
LAFS.4.RL.4.10
By the end of the year, read and comprehend literature, including stories,
dramas, and poetry, in the grades 45 text complexity band proficiently, with
scaffolding as needed at the high end of the range.

Given the I AM poem format, the student will be able to write his or her own
poem with no errors or missing sentences.

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

Group
Size:
Whole

Date of Lesson: 4/21/16

will students know and be

able to do after this lesson?
Include the ABCDs of
objectives: action, behavior,
condition, and degree of
mastery, i.e., "C: Given a
sentence written in the past
or present tense, A: the
student B: will be able to rewrite the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her
yesterday.)."
Note: Degree of mastery
does not need to be a
percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative

Formative- I will collect the students poem and notes on the video, I will also
observe the students as they work individually.
Summative- I AM poem.

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

Group
Size:
Whole

Date of Lesson: 4/21/16

evidence will you use

to document student
learning during this
lesson?
What
summative evidence
will you collect, either
during this lesson or
in upcoming lessons?

Lesson Implementation
Step-by-Step Plan
(What exactly do you plan
to do in teaching this
lesson? Be thorough. Act as
if you needed a substitute
to carry out the lesson for
you.)
Where applicable, be sure
to address the following:

Time

3
min

Who is
responsib
le
(Teacher
or
Students)
?
Teacher

Each content area may require a different step-by-step format.

Use whichever plan is appropriate for the content taught in
this lesson. For example, in science, you would detail the 5 Es
here (Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).
Launch: Introduce objective. This month is Poetry month and
I know Mrs. Donnelly has been doing a lot of poetry activities
with you guys, so today I want to do one, in honor of poetry

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

How will materials be

distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students
15
do?
min
What student data will
be collected during each
phase?
What are other adults in
the room doing? How are
they supporting
students learning?
What model of coteaching are you using?

Group
Size:
Whole

Date of Lesson: 4/21/16

month. Also, tomorrow is Earth Day. So what I will have you

guys do today is one warm up activity and then the main
activity. The warm up activity is an informational video about
Earth Day. Its by Untamed Science, a YouTube page Ive
shown you before and you guys are going to watch the video
and take notes on it. Then, for the main activity, you will be
creating your own poems using the I AM poem format. These
activities are meant to be fun and easy, so before we get
started are there any questions?
Teacher/
Student

Warm up: The warm up activity is a video by Untamed

Science, a YouTube page that is known for their far out science
explorations. The topic of this video is Earth Days History. So,
what I will be looking for are that the students are paying
attention and they have at least 5 notes written down about
the video. The notes will be collected at the end of the activity.
Questions to ask:
1. In what year were a lot of people getting upset by
the environment getting polluted?
2. What elements were being polluted?
3. Aside from the environment being polluted, what
other major event, in 1969, caused the people to care
for the environment?
4. What day is Senator Nelson known for creating?

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

30
min

Student

1
min

Student

Group
Size:
Whole

Date of Lesson: 4/21/16

5. The Environmental Protection Agency created

what three acts? (Answer: Clean Air Act, Clean Water
Act, and Endangered Species Protection Act).
Main Activity: I will explain the main activity by saying The
I AM format is an easy way to write poems. I know a lot of
people, including myself, try to stay away from poems, but
even I have found to like the I AM poem. So you may be
thinking, what is this poem? This poem is something that will
reveal something we may not have known about you or did.
Its named I AM for many reason and you can decide what
you want to put in it. Also this poems is already half written for
you. You are just filling in the blanks. It is three stanzas long
and has six lines in each stanza. So let me show you mine.
The students will work on their poems for about 25 minutes.
They are free to choose anything that is school appropriate to
talk about. For the students that finish early they may read a
book or finish any other work. I will call time and ask the
students, who want to, to share their poems.
Wrap Up: After the students have finished sharing I will ask if
any of the students has learned anything new about someone
that they didnt know before. Then I will collect their poems.

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

Meeting your students

needs as people and as
learners

Differentiationbased on
the needs of your students
how will you take individual
and group learning
differences into account.
Relevant Psychological
Theories and research
taken in consideration when
planning this lesson

Group
Size:
Whole

Date of Lesson: 4/21/16

If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
This lesson connects to the interests and cultural backgrounds of my students by
giving them an activity that is based off of their likes and dislikes. Also, how they
see themselves and other people or the world. Moreover, introduces them to
writing and reading poetry.
There are students in the class that are from different backgrounds and also have
different learning styles, therefore to differentiate I will need to help guide A.S.,
S.M., and K.R. in reading and writing their poems. I will do this by modeling.

A relevant psychological theory and research taken in consideration when

planning this lesson was the Transfer of Skills and Knowledge (Bohlin, 2009, p.
226). To begin with, what is transfer and why is it important? Lisa Bohlin (2009)
writes, As teachers, we would all like our students to take what they have
learned in our classrooms and find ways to apply that knowledge in other courses
and in other contexts of their lives-- that is, to transfer their learning. But the
transfer of skills and knowledge is easier said than done (p. 226). In addition,
Researchers have found it difficult to demonstrate that we spontaneously and
successfully transfer our learning from instructional situations to other contexts

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

Group
Size:
Whole

Date of Lesson: 4/21/16

(Haskell, 2001; Marini & Generuex, 1995). So, what does all this mean? The
research suggests that teacher should not expect students to grasp all the
information presented to them in a day, but instead teach how to transfer the
knowledge outside of school. And by doing so, there are three levels of transfer
that I took into consideration when planning this lesson, which are positive
transfer, negative transfer, and zero transfer. A way positive transfer was
incorporated into the lesson was by getting the students to understand that not
all forms of reading can be long and boring, but can also be short and meaningful.
Then, a way negative transfer was brought up into the lesson was by not sparking
the interest of some students. For example, one student thought the activity was
boring and a waste of time. And lastly, a way zero transfer was brought up into
the lesson was by noticing the students did not mention or talk about what they
did with me the following week. The memory of me teaching them got lost in their
minds. Bohlin (2009) would agree with my statement and include her own as she
says, ... in which previous learning has no effect in the performance of a new
task (p.226).
In conclusion,, these were the relevant psychological theories and research taken
in consideration when planning this lesson.

USF Elementary Education Lesson Plan Template (S 2014) Name: Claudia Tran_________________

Grade Level Being Taught: Subject/Content:

4th
ELA/Poetry

Group
Size:
Whole

Date of Lesson: 4/21/16

I AM Poem
I
I
I
I
I

am (two special characteristics)

wonder (something you are actually curious about) I hear (an imaginary sound)
see (an imaginary sight)
want (an actual desire)
am (the first line of the poem restated)

I
I
I
I

pretend (something you pretend to do)

feel (a feeling about something imaginary) I touch (an imaginary touch)
worry (something that really bothers you) I cry (something that makes you very sad)
am (the first line of the poem repeated)

I
I
I
I
I

understand (something you know is true)

say (something you believe in)
dream (something you actually dream about) I try (something you make an effort to do)
hope (something you actually hope for)
am (the first line of the poem repeated)