Modified Lesson Plan Format

Date: 3/23/15Time: 9:05-10:00Target Students: Whole Class

Theme/Topic: Poetry: Making Inferences21at Century Skills: Critical Thinking, Creative Thinking, Communicating, Information Literacy, Productivity

Common Core Objective/Essential Standards::

CCSS.ELA-LITERACY.RL.3.1Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RL.3.4Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language.

CCSS.ELA-LITERACY.RL.3.5Refer to parts of stories, dramas, and poems when writing or speaking about a text, using terms such as chapter, scene, and stanza; describe how each successive part builds on earlier sections.

CCSS.ELA-LITERACY.RL.3.7Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting)

Student Friendly Objective: We will use poetry to make inferences.

Materials/Technology: SmartboardPoetry bookshttp://www.poetry4kids.com/poem-335.html#.VQXfRsbA28M Carousel PoemEOG Practice Book

Lesson ActivitiesTime

Focus/Hook and ReviewIntroduction to Lesson Students will come to the carpet. Make sure they bring their reading notebook and a couple of stickys.

What phrases come to mind when you think of the word poetry? Jot down three words or phrases that you think of on a sticky.

We will begin Reading Workshop with an interactive read-aloud. I will begin reading the book and stop at my sticky notes to ask the students questions and have them jot down their responses on a sticky note. Their sticky notes should go in the Read-Aloud section of their Reading notebooks.

http://www.poetry4kids.com/poem-335.html#.VQXfRsbA28M

After the read aloud, have students put their book bags in their reading spot and come back to the carpet with their biography journals and a pencil.10 min

Teacher Input/ Modeling At 9:15, we will transition into Reading. Students, last week, we looked at how poets sometimes say something but mean something else through figurative language. Today were going to practice making inferences. Students, just as we can make inferences when we are reading our everyday books, we can make inferences in poetry. To make an inference we combine our background knowledge with what the text tells us to infer what is going on in the story. Today, we will practice this same thing using poetry lines. (display equations BK + TC = I/background knowledge + text clues = inferences)

TTW model this strategy using The Land of Counterpane (EOG practice book pg. 23)

10 min

Guided Practice Students will work to apply this strategy to the carousel poem.

5 min

Independent Practice Students, today as you read poetry, focus on making inferences. How can you read between the lines? What does the author want us to know?25 min

ClosureFor the last 5 minutes, students share one thing they learned today with their reading partners. They will then return to their desks and prepare for Daily 5.

5 min

Summative/Formative AssessmentFormative:While students are reading and working independently, I will walk around the class and monitor their work. I will conference with 4-5 students to gauge how well they understood the minilesson and are able to apply what they learned. I will take anecdotal notes on the app Confer.

Summative:At the end of the week, I will look at the students journals and evaluate them on what they completed. There will be no informal assessment this week, as we have plenty of grades for the quarter.

Plans for Individual Differences/DifferentiationMatt - Matt does great during the read aloud and minilesson, but tends to have a harder time staying focused during independent reading. I have found that he benefits from reading out loud to myself or Mrs. Garcia, so we will work with him one-on-one.

Christopher He should be fine during these activities, as long as he stays focused and on task. He will need to be monitored extra closely to ensure he stays on task, but no further differentiation is needed.

Learning Styles AddressedVisual/Spatial- Smartboard presentation, modeling the assignment on the boardAuditory Listening to the teacher read/class discussion Verbal/Linguistic- writing on reading journalBodily Kinesthetic- movement to and from the carpetInterpersonal-students can share during turn and talkIntrapersonal-students can work independently while they read and complete their own work