Lesson Plan for Poetry

Teacher:Stacey Cain
Subject: ESL
Level: Intermediate
Date: 1/16/04
Unit Of Study: 1. Grammar Component - Nouns and Verbs
2. Literature - Poetry

Behavioral Objective: 1. The students will be able to identify nouns and verbs.
2. The students will be able to have a discussion about the Poem "When I Taste Salt" from Textbook High Point - Level A Intermediate.

Aim: 1. What is the difference between a noun and a verb?
2. Can a word be both a noun and verb when they have different meanings in written poetry?

Motivation: I will have sentence strips with words and pictures on them. On the board I will have two columns. One will be labeled NOUN and the other will be labeled VERB. I will ask for volunteers to come to the board and place the correct word and picture sentence strip under the correct column heading and explain why. The noun words will be woman, school, pencil, and idea. The verb words will be screaming, reading, running, and eating.

Procedure:
1. Students will come into the room and start the Do Now activity already written on the board. I will also be handing out a sheet as the students walk into the room to fill out. This activity will be the starting point for the science component ( The Five Senses) of this lesson.
a. When I listen to the radio I can hear ___________.
b. When I eat popcorn I can taste _________.
c. When something is burning I can smell __________.
d. When I am doing my homework I can touch or feel the _________.
e. When I go to the zoo I can see the ___________.
I will call volunteers to the board to fill in their responses.

2. Next we will do the motivational activity. Please refer to Motivation on the top of page.

3. Students will open their textbooks (High Point - Level A) and turn to page 321. I will read the vocabulary words and the definitions to them first.Each word has a noun definition and a verb definition.

4. The students will copy the vocabulary words into their notebooks. I will call on volunteers to read the vocabulary words. We will talk about the noun and verb definitions.

5. Students will turn to page 322. "When I Taste Salt" by Carmen Agra Deedy. I will read the poem to the class one time. Then I will play the audio tape of the poem to class for the second listen.The students will read the poem to themselves one time. Next I will call on volunteers to read the poem outloud.

6. We will talk about the author of the poem. Carmen Agra Deedy on page 323.

7. I will divide the class into groups of two. They will answer the questions from page 324 - Think It Over #'s 1-4.
1. Inference - Why does the poet "taste salt" when she thinks of this memory?
2. Author's Style - What does the poet do to make this a never - ending poem?
3. Opinion - Do you think that this is a happy or sad poem? Explain.
4. Personal Experience - What older person do you admire? Why?
I will call on one group member to share their responses to the class.

8. Continuing with the group work the students will answer the following questions:
1. Think of an important memory.
2. Where did it take place?
3. Was there a smell, taste, or sound you can remember?
4. What does this memory mean to you?
The students will share their responses with each other. I will share my memory about being at the beach when I was two years old and almost drowned. What my senses felt like at that time.

9. For homework the students will complete page 172 (Nouns and Verbs) in their High Point practice book. We will review their responses the next day.

10. As an extension of the lesson I will incorporate Science - The Five Senses. They will complete a Sensory Chart using information from the poem read in class. The five columns will be See, Hear, Smell, Taste, and Touch. They will continue to work in groups of two. I will use realia from the classroom to explain each one of the five senses.

Vocabulary: dance, salt, skirt, taste, water, wave

Materials: blackboard, chalk, sentence strips, magnets, pen, paper, textbook, practice book, realia from classroom

Homework: Please refer to procedure #9.

Higher Order Questions: Please refer to procedure #'s 7 & 8.

Follow - Up: Please refer to procedure #10.

Evaluation : The class activity will be the informal assessment of the lesson as well as the homework assignment.

Standards We Are Approaching:
ELA Standard # 2 - Students will read, write, listen, and speak in English for literary response, enjoyment, and expression.
READ - The students will read the poem, the vocabulary words, questions during group work, and responses to the questions.
WRITE - The students will write the list of vocabulary words, answers to questions about the poem, and about personal memories.
LISTEN - The students will listen to the teacher read the poem, to the tape of the poem, to the vocabulary words, and to each others' responses to questions.
SPEAK - The students will recite the vocabulary word list, the poem, and answers to questions.

Overall :
* Students will be called to the board and called on to participate in class discussion.
* Directions will be given both verbally and written.
* Higher order questions will be asked to promote student interaction in the lesson.
* The needs of the children will be addressed throughout the lesson.

Performance Indicators: 5 & 7

Key Ideas: Reference will be made to written and verbal text in the form of vocabulary, grammar, literature, and supporting details.