Lesson Plan Critique

The lesson plan “A Bear of a Poem: Composing and Performing Found Poetry” is one which addresses many of the key pointers of teaching language arts. It addresses the standards of grades K-2 in which students read a variety of texts both fiction, nonfiction, classic, and contemporary. By doing so they learn about the world around them, and about other cultures, additionally, they respond to the needs of society and the workplace, get more knowledge, and of course, enjoy personal fulfillment.

Students also learn and apply many strategies such as building and drawing from prior experience and knowledge. For example, in this lesson plan, students compare “found poems” to other forms of poetry that they know about. Included in this standard is understanding textual structures which they must do in order to compare poetry and write their own poem.

Another standard addressed is adjusting spoken, written, and visual language for different audiences. This is put into practice when the students put on a performance and read their found poem to friends and family. This gives them the skills and experience in addressing an audience in the proper way and how to adjust their practices accordingly. Additionally, by reflecting on how it went after, they can really express how they felt and what was good about what they did and what can be improved.

Here, students had to apply their knowledge of language structure, conventions, figurative language, and genre to critique and discuss texts. This is put into practice when the students write a poem together. They vote to see which line is best and discuss what can be corrected. Additionally, they assess and reflect on their work based on a rubric.

When writing a poem together, students will learn to listen to and respect the language and dialects of different ethnic groups and cultures. This is extremely important when there is a diverse classroom. Since students tend to draw from previous experiences and their culture, naturally, their writing and language use will reflect where they grew up and the words they are used to hearing. By having each student contribute a line to the poem, the teacher is merging all different dialects and cultures into one piece of writing. This creates a harmonious group and a feeling of understanding and comradery.

Throughout these four sessions students learn to participate as knowledgeable, reflective, critical, and creative members. This is shown all the time. When they compare and contrast forms of poetry or a poem and a text they are showing their knowledge of the subject. When they discuss their favorite points of a story, or how well they performed or how what they did aligns with the rubric they are being reflective. When they discuss what changes should be made or how to improve the poem they are being critical. Lastly, when they write the poem and perform it they are being creative.

The last standard being addressed is students using spoken written, and visual language to accomplish their own purposes. This is firstly and obviously when they use these skills to learn more and acquire new skills. Also, when they discuss the best way to write the poem and which line should go where they are using the above skills to persuade others.

This is the lesson plan in brief,

Session 1: Here the teacher builds on prior knowledge to introduce a new idea. Additionally, she engages her students by using a popular and interesting work to motivate them. The teacher reads a book and has the students discuss any thoughts or comments on it. Then she reads her own “found poem” (without giving the term) to the class. She has them make connections between the text and the poem. Next, she explains what a found poem is. It’s important to note that this teacher gave the students background and an example of a found poem before terming it. Many times we burden our students with facts and terms so they are bogged down with so much information that can’t begin processing it! They get so frightened by the amount of information they have no motivation to attempt to understand. WE have to allow our students to first experience an idea before giving it a name. It just seems “friendlier” that way. Only after the class understands the concept of a found poem and compares it to other forms of poetry does the teacher, together with the class, give it an official definition. Lastly, the teacher should guide the students and model how to make a found poem either with the same book or with a new one.

Session Two: The teacher sets the stage by reviewing what a found poem is. Students share other examples of found poems. Using a different book, have students record on a “planning page” interesting words or phrases while you read it. This ensures that they are engaged and interested the whole time. Then, in groups the students share what they wrote. This allows them to develop communication skills and the ability to listen to others share. After they share what they wrote, as a class create a “found poem” by having the students share their words and phrases in the order of the book. Discuss which lines will work best and how to improve them. This enables students to analyze and critique their own work as well as their peers. Continue writing the poem until every student has wrote a line and have every student read their part. This gives them oral skills and the knowledge of how to communicate while giving others a chance. Make last minute reflections and changes. Lastly, give each student a copy of the poem or have them write it down.

Session 3: Hand out the poem and discuss it, again, giving the students to knowledge of how to reflect on a piece of writing. Make adjustments. Assign speaking parts to each student and allow them to write it on a note card. This gives them ownership of their assigned part. Share or create a rubric of what is expected of them in the performance. It’s important that students know how they are being assesses and what standards are expected. Only then can they achieve what we want from them. If they don’t know, how can they do it? Additionally, a rubric gives them clear guidelines which children need. Model and discuss good oral presentation. This is giving them life skill in oral communication which is needed in all areas of life. Practice the parts and encourage the students to memorize their lines.

Session 4: Invite an audience. Have a student or students explain how they created the poem. This again is a wonderful way to develop oral skills and confidence. Show the audience the book and the poem. Have the students take their places and read their parts. After the performance facilitate a discussion on how it went and their feelings on what they achieved. This allows them to express their satisfaction and well as concerns. Have them evaluate their performance based on the rubric. This allows them to see in black and white how well they did and what can be improved.

In all, this lesson plan incorporates a vast amount of language skills as well many other skills that are vital not only for the classroom but for life too. I really enjoyed going through it and it gave me many ideas, tips, and opened up new ways of teaching and learning.