Teacher Education Lesson Plan Template
Teacher: Miss Mitchell Date: February 6th, 2020
Title of Lesson: Analyzing Narrative Cooperating Teacher: Ms. Nance
Elements in Poetry
Core Components
Subject, Content Area, or Topic:
English; Language Arts; Reading
Student Population:
19 students; General Education;
10 Female: 9 African American; 1 Hispanic
9 Male: 8 African American; 1 Caucasian
Learning Objectives:
ELA.4.5.2 Draw conclusions and/or make inferences using the text as support.
ELA.4.5.6 Identify the conflict and resolution.
Virginia Essential Knowledge and Skills (SOL):
4.5 The student will read and demonstrate comprehension of fictional texts, literary nonfiction, and
poetry.
f) Identify the conflict and resolution.
h) Draw conclusions/make inferences about text using the text as support.
VDOE Technology Standards:
N/A
English Language Proficiency Standards (ELPS):
N/A
Materials/Resources:
Birdfoot’s Grampa (Poem)
The Great Woolly Bear Hunt (Poem)
Exit Ticket Google Document
High Yield Instructional Strategies Used (Marzano, 2001)
Check if Used
Strategy Return
X Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
X Reinforcing Efforts & Providing Recognition 29%
X Homework & Practice 28%
Nonlinguistic Representations 27%
X Cooperative Learning 23%
X Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
X Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
X Practice by Doing 75%
X Discussion 50%
X Demonstration 30%
Audio Visual 20%
X Reading 10%
X Lecture 05%
Safety (if applicable)
Time
(min.) Process Components
*Anticipatory Set:
TTW reveal previously made anchor charts from units on narrative writing and fictional
texts. TTW briefly remind students of the narrative elements. TTW explain to students that
2 they have been reading poetry which is often written in a variety of forms. TTW explain
mins. that sometimes authors use narrative elements when writing poetry.
TSW briefly turn and talk to define the narrative elements.
TTW establish the learning target for the lesson:
I can draw conclusions in poetry by noticing narrative elements.
*State the Objectives (grade-level terms):
I can…draw conclusions in poetry by noticing narrative elements.
20 *Instructional Input or Procedure:
mins. TTW explain that we have been working on drawing conclusions about fictional texts and
poetry. We have read poems and used the text and our background knowledge to articulate
new idea or conclusion. Today, we are going to specifically focus our conclusions on a few
of the narrative elements that we notice in the poems.
TTW display and read aloud Birdfoot’s Grampa (below). TTW read the poem in its
entirety two times, without stopping. TTW think aloud to model how to notice narrative
elements and draw conclusions. Hmm. While I am reading this poem, I am asking myself
some questions. First, I am wondering, who is the speaker in this poem and are there other
people, or characters, involved? I can tell from the description provided at the top that the
speaker is the poet, Joseph Bruchac. While I read, I notice that he is talking about an older
man. Using the title and the details in the text, I can conclude that the other person or
character in this poem is his grandfather. TTW consider highlighting details from the text
that show the narrative element of the character (such as “old man”)
TTW continue think-aloud: The second question I am asking myself is what is the setting?
Are there any details that can help me understand where this poem is taking place? I
notice that the speaker says they have had to stop the car several times so that the old man
can help the toads. The speaker mentions that rain is falling, and the old man kneels down
in summer roadside grass. So, I know that this poem is describing a memory from a rainy
summer day. TTW consider highlighting details from the text that show the narrative
element of setting (such as car, roadside, rain, summer).
TTW continue think aloud: The next question I am asking myself is what is the conflict in
this poem? Or what does the speaker seem to want to accomplish? Throughout the poem, I
get a sense that the speaker is a little bit annoyed with the old man. He even says, “get
back in, we got places to go”. So, it seems like the conflict is that he disagrees with how
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
the old man is choosing to spend their time and would rather they just keep driving to their
final destination without making so many stops. TTW consider highlighting details from
the text that show the narrative element of conflict (such as “get back in, we got places to
go”).
TTW continue think aloud: The last thing I am wondering about is how is the conflict
resolved? The last stanza shows me that the man responds to the speaker’s impatience by
trying to get him to see things from a different perspective. The last line makes me think
that the speaker might feel less frustration about the situation and appreciate the fact that
they have been stopping to show kindness toward the toads. TTW consider highlighting
details from the text that help conclude the resolution to the conflict. Have students turn
and talk to discuss the following:
What did you notice me doing as a reader? What narrative elements did I identify
in this poem? How did those help me draw some conclusions?
TSW turn and talk to a partner about the teacher’s reading moves with the poem.
TTW circulate during turn-and-talk to determine if students are able to articulate the
narrative elements that were identified and discussed. After the turn-and-talk, bring
students back together to review the process of reading the poem, noticing details that
support the narrative elements and drawing conclusions to better understand the poem.
*Modeling:
TTW think aloud to model how to notice narrative elements and draw conclusions.
TTW consider highlighting details from the text that show the narrative element of the
character (such as “old man”)
TTW consider highlighting details from the text that show the narrative element of setting
5 (such as car, roadside, rain, summer).
mins. TTW consider highlighting details from the text that show the narrative element of conflict
(such as “get back in, we got places to go”).
TTW consider highlighting details from the text that help conclude the resolution to the
conflict. Have students turn and talk to discuss the following:
What did you notice me doing as a reader? What narrative elements did I identify
in this poem? How did those help me draw some conclusions?
*Check for Understanding:
TTW circulate during turn-and-talk to determine if students are able to articulate the
narrative elements that were identified and discussed. After the turn-and-talk, bring
students back together to review the process of reading the poem, noticing details that
support the narrative elements and drawing conclusions to better understand the poem.
10 *Guided Practice:
mins. TTW explain that students will work in partnerships to practice this process using The
Great Woolly Bear Hunt (Below). TTW read the poem aloud to the students before pairing
them up to analyze the poem.
TSW listen to the poem being read aloud. TSW reread the poem in partnerships and
discuss the narrative elements they notice while reading. TSW annotate or highlight the
details (using the method that was modeled during the direct instruction) to help them
identify the narrative elements.
TTW circulate and provide support for students in identifying the narrative elements in the
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
poem.
*Independent Practice:
TSW complete the exit ticket (below) for The Great Woolly Bear Hunt. TSW also review
poems from earlier lessons with a focus on identifying narrative elements and drawing
conclusions during independent work time.
Assessment:
TTW take anecdotal records during guided practice portion of the lesson and take data
from the exit ticket.
*Closure:
TTW briefly review the exit ticket with students. TTW have them reflect on their progress
2 in meeting the learning target for the lesson:
mins. I can draw conclusions in poetry by noticing narrative elements.
TSW reflect on the learning target.
Differentiation Strategies (enrichment, accommodations, remediation, or by learning style):
For students who experience challenges with identifying the narrative elements within a poem the
teacher can provide a two-column chart that outlines each element. Students can write the details
from the poem, on the chart next to each element as they reread the poem.
Example:
Narrative Element Details
Character/Speaker
Setting
Conflict
Resolution
Classroom Management Issues (optional):
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What part
of the lesson would you change? Why?
*Denotes Madeline Hunter lesson plan elements.
Intern Signature Cooperating Teacher Signature Date
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
THE GREAT WOOLLY BEAR HUNT
1 My mom and I are on a hunt to find a woolly bear.
2 We look in trees and under rocks while searching for its lair.
3 We check my sandbox, both my swings, and underneath my slide,
4 then peek beneath the back-porch steps — where do those woollies hide?
5 We sift through piles of crunchy leaves in autumn’s chilly breeze
6 and search around each lilac bush while crawling on our knees.
7 When I think I hear a growl, I jump and holler, “Eeeek!”
8 Mom smiles and says, “That’s just the wind. A woolly bear can’t speak.”
9 And though we call them woolly bears, they are not bears at all
10 but fuzzy-wuzzy caterpillars that show up in the fall.
11 At last, I spot one in the grass, with orange-and-black-striped fur.
12 I pick it up to pat its head — I think I hear it purr.
13 Back on the ground, it crawls away and doesn’t hesitate
14 to curl up tight beneath a bush, prepared to hibernate.
15 That bear will sleep through
winter’s freeze, then spin a silk
cocoon
16 and turn into a tiger moth
beneath a springtime moon.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
The Great Woolly Bear Hunt Exit Ticket
Name: _____________________________ Date: _________________
1. Which line shows the conflict of the poem?
a. 1
b. 9
c. 11
d. 15-16
2. Lines 11-12 are important to the poem because they reveal the-
a. speaker
b. setting
c. conflict
d. resolution
3. The resolution in the poem happens when-
a. the speaker finds the caterpillar.
b. the speaker sifts through leaves and bushes.
c. Mom smiles and say the woolly bear can’t speak.
d. the bear will sleep through the winter freeze.
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
