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Adapted Madeline Hunter Lesson Plan Format

Standards/Quality Indicators/Skills
Missouri and national standards, quality indicators, and skills addressed by this lesson
MO.CC.RI.2.5 Reading Standards for Informational Text
o Craft and Structure: Know and use various text features (e.g., captions, bold print,
subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or
information in a text efficiently.
MO.CC.W.2.2. Writing Standards
o Text Types and Purposes: Write informative/explanatory texts in which they introduce a
topic, use facts and definitions to develop points, and provide a concluding statement or
section
W.1.A.c. Language Arts: Reread and revise for audience and purpose, ideas and content,
organization and sentence structure, and word choice, with assistance (W.2.A., W.2.B., W.2.C.,
W.2.D.)
Learning Objectives/Goals and Duration
The lessons objectives and learning outcomes appropriate for meeting curricular and student
needs; What will the students be able to know/do by the end of the lesson? Include the duration
(number of minutes) you estimate the lesson will take.

Students will:
This lesson will take around 25-30 minutes for two days.
Find words that begin with the letters in their own names, using a variety of sources including
word banks and online dictionaries.
Create two acrostic poems (Already would have done their name, and then they must write one
about their family, they can make a third if there is extra time).
Revise poems as needed, for meaning and conventions.
Share their poems with classmates.
Complete a reflective self-assessment.
Students will get the opportunity to explore other students families and have an open
conversation about them. Allowing for better understanding and connections with the
classrooms/diverse families. The read aloud poems will also branch to diversity in families.

Resources and Materials


List of materials used in the planning of and during the instruction of the lesson

Writing materials, markers


Dictionaries
White paper, construction paper (12x18)
Chart paper
IPad/Laptop
The book: The Kingfisher Book of Family Poems by: Belinda Hollyer
Technology
Instructional and/or assistive technology incorporated into the lesson to enhance instruction and
student learning

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IPad/Laptops will be used to look up synonyms for words or how to spell words.

Instructional Input
What knowledge is required for you to impart to students in order for them to achieve the
objective or purpose?

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Session One: Introduction and Modeling with Teacher Name
1. Prepare for the session by loading the Little Explorers Picture Dictionary on computers.
2. Display the letter/word matrix and blank chart paper side-by-side on a flat surface.
3. Read and show some poems to students from the book: The Kingfisher Book of Family Poems by: Belinda Hollyer.
4. Gather students and explain that they will help you write a poem using the letters in your name, and you need them to
help you think of some words.
5. On chart paper, write your own first name vertically down the left side, so that each letter can be the first letter of the
first word of one line. Be sure to do this in front of the students (rather than in advance), so that the starting format can
be modeled for the students.
6. Have students read the letters aloud, starting at the top.
7. Then write your name and the verb "is" on the top line, using the first letter. For instance, I would write, "Renee is."
8. Ask students to suggest some words which begin with the next letter and which can describe you.
9. Write all appropriate suggestions on the letter/word matrix and explain that the chart is going to be a word bank the
whole class can use.
10. If no one can come up with an appropriate word, refer to the online dictionary for some ideas. Show students how to find
lists of words by clicking on a letter.
11. Choose at least one word from the online dictionary and have a student add it to the matrix.
12. When you have a few possible words, choose one and complete a phrase or sentence, writing it down and having
students read it with you.
13. Continue the process with all the letters of your name. My example:
Renee is
Energetic,
Never bored,
Extremely helpful
Extra kind.
14. When the poem is complete, have students read it aloud together and then talk about it. Does it make sense? Do you get
a picture of the person by reading the poem? Did we use complete sentences or just words and phrases? Is there
anything we should change?
15. If changes are suggested, talk about them and change some words if desired.
16. Leave the poem displayed on the wall.
Session Two: Students Write Their Own Name Acrostic Poems
1. Before starting, review the large chart paper matrix.
2. Have students suggest more words for the matrix, and especially for any blank spaces. Try to have at least two words in
each space.
3. Have students begin by writing their names in capital letters down the left side of a sheet of paper, then to begin their
poem by completing their name and adding "is" to the top line.
4. Invite them to help each other find words they need that begin with the letters of their names, and to use those words in
phrases.
5. Have adult helpers assist students as needed, if they are available.
6. As students work, invite them to add any particularly interesting words to the matrix for others to use, too. Keep in mind
that they will be doing another acrostic poem about something they like, so including some of these images in their name
poems would be particularly good.
7. As students finish their poems, have them informally share with each other. Working with pairs or small groups of
students, invite them to give each other suggestions. Encourage students to rewrite their poems on clean paper if they
have done a lot of erasing. When all students are finished, have volunteers read their poems aloud to the group.
8. Collect the poems and keep them for later use.

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Session Three: Students Write a Second Acrostic Poem
1. Post a blank piece of chart paper to the right of your name poem.
2. Gather students and explain that they are going to write another acrostic poem, this time about their family.
3. Ask students to name some things about family, write them on the smartboard, or chalkboard.
4. Quickly review the process with students and give directions by writing FAMILY down the left side of the chart paper.
5. Then write the verb "is".
6. Have students write FAMILY once they get a sheet of paper to begin. Then also write under FAMILY, another word such
as LOVE or BOND so the overall main word would be FAMILY LOVE, or FAMILY BOND (allowing them to think of
something for themselves and extra practice).
7. Ask them to write the words down the left side of the paper and show it to you before they begin writing their poem. At
this point, you can check the spelling.
8. As with the first poem, invite students to help each other, use an adult helper for extra assistance, encourage students to
share their finished drafts with each other, and invite students to write a clean copy if necessary.
Session Four: Preliminary Sharing and Revising
1. Tell students that they will work in groups to read each other's poems. Explain that they will trade poems with each
other, read each other's poems, and give each other suggestions for alternate words and changes in spelling and/or
capitalization.
2. Make sure they understand that they should read all the poems in their group, so that everyone will get lots of
suggestions and help.
3. Point out to students that suggestions are optional, and that this is a time to try out different ideas, to get help with
spelling, and to finish up their poems before they make a new, clean copy for publishing.
4. Arrange students in heterogeneous groups, with four to a group. As they work, circulate among the groups to listen in,
giving advice and ideas when necessary and appropriate.
Session Five: Publish and Perform
1. Before starting, transfer your name acrostic poem and your family poem to blank white copy paper. Fold a sheet of
construction paper in half and glue one poem to each side of the inside of the folded paper.
2. Gather students together. Show them your sample illustrated poems mounted on construction paper.
3. Explain to students that you are going to give them both of their poems, and that they will do three things:
4. trace over the words with a fine-tipped marker or colored pencil
5. illustrate their poems
6. mount their poems on construction paper

Checking for Understanding


How will you monitor students learning? If you are using questioning, provide examples of
questions you will use.

The students learning will be monitored by having them get a checked by multiple students that
are in their group as well as from the teacher before moving on to their final draft.
The teacher will also walk around the classroom to see how the students are working and
answering any questions they have.
The teacher will also ask questions to the students to get them thinking of more creative words
such as instead of nice, the word could be pleasant. The teacher will suggest a few words to look
up synonyms for if the words end up being too simple and the student is ahead of schedule.
Once the activity has completed, the teacher will collect all of the poems to assess their
understanding of the lesson.
Monitor student progress during the lesson and as students work independently through anecdotal
notetaking and kid-watching. Students can complete the questions on the Acrostic Poetry
Reflection Checklist in writing or during a class discussion using one enlarged copy where student
reflections are gathered.

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Guided and Independent Practice
If relevant, what activities will the students engage in under close teacher monitoring and
direction? What activities will the students engage in without teacher supervision?

Activities the students will engage in under close teacher monitoring:


Read aloud from the book of poems provided.
The practice poem as a class
Making sure they completed all of their mandatory acrostic poems.
Making sure they provided feedback and took in feedback from their classmates.
Making sure they made a final draft of their acrostic poems.

Activities the students will engage in without teacher supervision:


Looking online for word synonyms, how to correctly spell words, etc.
Picking their group of 3 to revise their work with.
Making their family acrostic poems.
Providing feedback to their friends.
Final draft

Closure
How will you bring the lesson to close? Are there key points of learning you need to review,
clarify, or check? Closure may not be synonymous to an ending point of learning.
After students start to finish their poems they will show the teacher, turn them in, and will be handed a
Acrostic Poetry Reflection Checklist to be filled out. The checklist will include:
o _____ I used one or more words that are new to me.
o _____ I used words that help the reader make a picture of me.
o _____ I found words for my poem in more than one place.
o _____ My illustration is colorful and shows details.
o _____ My illustration matches my poem.
o _____ My poem teaches people something about me.
o _____ I gave suggestions to other students about their poems.
o _____ I listened to other students suggestions about my poem.
o _____ When sharing, I read my poem clearly, with a strong voice.
o _____ I listened while other students were sharing their poems.
The classroom will end the lesson with a whole classroom discussion to discuss the topic, theme,
poems, and anything else the students would like to relating to the lesson.

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