ASSURE Model Instructional Plan

Writing Emotion Sensory Poems

Ms. Steele
3rd Grade
English Language
90 Minutes (2 Days)
Analyze Learners
The lesson is designed for 3rd Grade students, who are about 8 and 9 years old. This class is
comprised of 14 males and 11 females students, which 3 students have IEP
accommodations, 4 students receive English Language services, and 7 receive Tier 2 and 3
reading services. With this information and the knowledge of my students, learning styles
vary. This is the first time students will be introduced to poetry this year. The students come
from moderate to low-income socioeconomic environments. The dynamic of the class is very
diverse. Students are well behaved but some lack interest in school and show little effort.
About 75% of the students are kinesthetic, hands-on learning. Students work well with
manipulatives. I have learned that my students learn best during hands-on activities and
incorporating technology. Students learn best when they have the opportunity to create their
own products. About 10% of the students are visual learners and learn using pictures and
graphics. About 15% of the learners are able to express themselves through writing. Some
students enjoy writing and some students enjoy expressing through pictures and visuals. In
the classroom, some students enjoy working in silence and other students enjoy having
background music. Knowing this, I put on relaxing background music very softly to help all
learners. The third graders are going to work on writing more to become more proficient in
writing.
The students in general are able to do the following:
-Utilize computers, chrome books and iPads
-Log in computers, chrome books and iPads with given usernames and passwords
-Navigate the Internet
-Create and save word processed documents
State Objectives
Common Core State Standards:
CCSS W.3.4: With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
CCSS W.3.5: With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising and editing.
CCSS W.3.7: With guidance and support from adults, use technology to produce and publish
writing.
ABCD Objectives:
Given instruction, direction and practice, 3 rd grade students will be composing emotion

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sensory poems, without grammatical errors.

Given time to discuss and plan with classmates, 3rd grade students will be able to work
cooperatively with others with only one reminder per student, which will be observed by the
teacher.
Select Methods, Media, , and Materials
1. There will be whole class instruction, small group instruction, teacher-centered strategies
and student-centered strategies. The teacher-centered strategies include sharing different
poems and discussing the emotions the poet used to write the poems. The lesson will be
presented on the SMARTBoard with the directions of how to write emotion sensory poems.
The teacher-centered part of the lesson also includes when the teacher and the student are
meeting to revise the drafts written by the students. The student-centered learning is when
students are working in small groups to brainstorm a variety of different emotions and then
the group adds their list to the classroom list. The student-centered learning is when students
are individually composing their emotion sensory poems and finalizing the poem on a Google
Doc.
2. The media students will be accessing is through Chrome books. At my school, each
student has a Google account and email. With this, students can access the many other
media tools Google has to offer. Students will be able to access Google Docs and be able to
create their poems using this tool. This will be the first time students have used Google Docs
and it will be good practice for students so Google Docs can be accessed and used more
times throughout the year.
At the beginning of the lesson, students will listen to and watch Youtube videos of examples
of emotion sensory poems. This will allow for students to know what is expected of them to
write for the lesson.
3. The students will have access to Shel Silversteins poem books: Where the Sidewalk Ends,
The Light in the Attic, Falling Up and The Giving Tree. The poem books will be used to listen
to a variety of different poems that are silly and serious. The poem books will be used to talk
about different emotions Shel Silverstein is writing about. Students will have access to the
SMARTBoard to add their list of emotions to the class list of emotions. The SMARTBoard is a
way to display information for the whole class to see. Students will be using notebooks to
write the first draft of their emotion sensory poems. The notebooks will be used to allow
students to brainstorm and write down their ideas. The SMARTBoard will broadcast the
directions for each line. The students will follow along and write their poems according to the
directions. The students will have access to Chrome books and Google Docs when directed
to write their final draft of their emotion sensory poem.
Utilize Media, Materials, and Methods
For each listed above, details of how they will be implemented into the lesson to enhance
learning with using 5Ps.
1. Preview the materials: The teacher needs to preview to make sure the Chrome books are
charged and are able to be used. The Chrome books were used for testing and they have
to be restarted. The teacher needs to make sure that the Chrome books are all reset so
students can access Google Docs.
2. Prepare the materials: Technology and Media: Students will be accessing Chrome books
during this lesson. The Chrome book cart will get checked out prior to the lesson and in

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the classroom ready for student use. Students will be using Google Docs to finalize their
poems they have created. The Google Docs will be then shared with the teacher to
provide feedback and support. The teacher has already created the students' log in
information with their usernames and passwords. The teacher will create a set of
directions on how to log in to the Chrome book, how to get to Google Docs and how to
share the document with the teacher.
3. Prepare the environment: The lesson will take place in the classroom. The students will be
sitting at their desk and working independently. To prepare the environment, the teacher
will have the Chrome Books on each students desk along with the directions on how to
get to Google Docs.
-As the students are writing their poems, the lights will be off, the students will be
working independently and soft, calming music will be playing in the background. The
students will be writing their poems as the teacher shows what the next line will be.
4. Prepare the learners: To prepare the learners, the teacher will introduce the topic and
preview the objectives with the students. During the beginning of the lesson, the teacher
will share examples of different emotion sensory poems with the class. The teacher will
share silly poems and share more deep poems so students understand what is expected
of them. The teacher will allow for small groups to brainstorm different emotions and then
the whole class will develop a larger list of emotions. This will allow for a large list of
emotions students can choose from when starting their poems. The students will receive a
document on how to log in to the Chrome Books and how to access Google Docs.
Require Learner Participation
Prior to this lesson, students have been exposed to different poems. They have looked at
different poems written by a variety of poets. The class has been taught the different
characteristics of poems: stanzas, lines, repetition, rhyming, beat, etc. They will use these
terms to help write their emotion sensory poems.
This lesson will take two days. The first day, during whole group instruction, the students will
listen to different poems as the teacher reads a variety of examples. The poems will be silly
and some will be more serious. After sharing the examples, the teacher will state the
objectives of the lesson. The class will then separate into small groups to brainstorm different
emotions. The small groups will compile a list of emotions. Then the whole class will come
back together to compile a larger list of emotions with all the groups ideas. Students will then
choose an emotion to write about. They will use their five senses to describe their emotions.
The first line of the poem, the students have to describe their emotion with a color.
(Happiness is yellow.) The second line, the students have to describe what their emotion
sounds like. (It sounds like people bursting in laughter.) The third line, the students have to
describe what their emotions smells like. (It smells like a brisk, crisp fall day.) The fourth line,
the students have to describe what their emotion tastes like. (It taste likes a hot fudge sundae
on a warm summer day.) The fifth line, the students have to describe what their emotions look
like. (It looks like children playing outsides, using their wild imaginations.) The last line, the
students have to describe what their emotions feel like and repeat the emotion in the last line.
(Happiness feels like a big family group hug.) The first time the students write their poems will
be the first draft. After the students have finished the poems, the teacher will revise the
poems for spelling mistakes. The students will then rewrite their poems as a second draft.
The second day, the students will compose their poems on a Google Doc. The Google Doc

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will allow for the teacher to make sure all students are on task and allow for technology to be
used in the classroom. The Google Doc will then allow the teacher to print the poems. After
the teacher has printed the poems, the students will publish the poems on construction paper
and add a picture to support the poem. Once the students are done, the students will share
their poems for the class, if they would like. The rest of the class will listen engagingly and
respectively to their classmate.
Evaluate & Revise

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Evaluation methods for each of the following are included:

1. Student Performance
Title of Poem
Follow Poetry
Directions
Creativity

Conventions

5
3
Present creative title Present some
related to the poem. creativity title related
to the poem.
The poem is written Most of the poem is
according to
written according to
directions.
directions.
Very creative and
Have creative ideas
has illustrations to
and one illustration.
accompany the
poem.
Strong grade-level
Some grammar errors
grammar (1-2
(3-8 grammar
grammar mistakes), mistakes),
capitalization,
capitalization,
punctuation, and
punctuation and
spelling
spelling.

1
There is no title.
Little or no
evidence following
poem directions
Little or no
creativity and no
illustration.
Many grammar
errors (9+ grammar
mistakes),
capitalization,
punctuation and
spelling.

2. Media Effectiveness
Student Survey:

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Lesson as a whole

Listening to and watching

examples of emotion
sensory poems
Individually writing emotion
sensory poems

Chrome book use in class

Sharing emotion sensory

poems in a Coffee Shop
Poetry way for the class

Last Revised: December 11, 2005

3. Instructor Performance
Students will assess the lesson as a whole using a Google form survey. This
feedback will guide instruction for the lesson for the next year. The student
feedback will also guide re-teaching if needed. I will also have my supervisor
evaluate my performance. I will invite my supervisor into observe the lesson. I
have a supervisor assigned to me since I am a fellow in my school district. I am a
teacher hired by Minnesota State University, Mankato. My supervisor evaluated
my performance during my student teaching experience. I will invite her in since
she has observed me many times. I will schedule a meeting with her to allow
specific feedback, suggestions, and resources for when I teach the lesson again.

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Last Revised: December 11, 2005