Saint Josephs University

Pennsylvania Standards Aligned System

Lesson Plan Format
Candidates Name: Molly Aiello
Course: SPE 739 Student Teaching
Date: 1/22/16
Subject: English/Language Arts
Duration: 30 minutes- Group TOD Session
Grade Level: 5th Grade
Lesson Topic: Valentines Poem
1. Big Idea(s) and Related Essential Question(s)
a. Big Idea: The students will use their knowledge of nouns, verbs, and adjectives to
create a Cinquain poem that is appropriate to show a friend or family member
that the students love them for Valentines Day.
b. Question: What makes a word a noun? What are examples of nouns?
c. Question: What makes a word a verb? What are examples of verbs?
d. Question: What makes a word an adjective? What are examples of adjectives?
e. Question: What is the significance of Valentines Day?
f. Question: What are ways we can show someone they are important to us or that
we love them?
g. Question: What is a Cinquain?
2. Instructional Objectives:
a. Students will correctly be able to define and give examples of nouns, verbs, and
adjectives.
b. Students will identify the significance of Valentines Day.
c. Students will recognize multiple ways to show someone else that they have an
important place in the students life.
d. Students will learn how to create a Cinquain poem
3. Related Academic Standards: Common Core and/or PA Standards:
a. NYS: CC: ELA: Grade 5: Writing Standard: Production and Distribution of
Writing: 5. With guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a
new approach.
b. NYS: CC: ELA: Grade 5: Writing Standard: Responding to Literature: 11.
Create and present an original poem, narrative, play, art work, or literary critique
in response to a particular author or theme studied in class.
c. NYS: CC: ELA: Grade 5: Language Standards: Conventions of Standard
English: 1. Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
d. NYS: CC: ELA: Grade 5: Language Standards: Conventions of Standard
English: 2. Demonstrate command of the conventions of standard English
capitalization, punctuation, and spelling when writing.

4. Vocabulary:
a. Valentines Day
b. Love
c. Cinquain
d. Poem
e. Adjective
f. Noun
g. Verb
h. Nickname
5. Materials/Resources:
a. Friendship Cinquain Poem Planning worksheet sheet
b. Friendship Cinquain Poem Final Draft Heart worksheet
c. Pencil
d. Colored pencils
e. Scissors
f. IPad
g. iTooch 5 Grade Language Learning Games App on the IPad
6. Instructional Procedures:
a. Introduction: The lesson will begin with a brief conversation on how the
students weekend went. The TOD (Teacher of the deaf) and students will catch
up on the weekends events and practice turn-taking social skills needed for a twoway (three-way) conversation. The teacher will then transition the conversation to
the upcoming holiday, Valentines Day. The TOD should facilitate and guide the
conversation, while at the same time allowing the students to express their current
understanding off the holiday. The teacher should ask questions like: Why do we
celebrate Valentines Day? Is the holiday only for people who are dating or
married? How can we show another person that they are important to us? Is
giving gifts the only way? Could we use non-monetary actions to show someone
we love them?
b. Developmental Activities: Once students understand the significance of
Valentines Day, the teacher should transition into a quick review of an earlier
lesson in the week on nouns, verbs, and adjectives. Students will use their prior
knowledge to of nouns, verbs, and adjectives to complete a Friendship Cinquain
poem. Although the instructions on the worksheet state that students are to
interview a friend, they will be allowed to complete their poem about anyone they
would like. The two students will interview each other based on that selected
person. For example, if student A picks to complete his poem on his mother,
student M will interview student A about his mother. During the interview
process, the students will take turns interviewing each other in a formal manner.
Students are expected to ask the interview questions and use conversation
facilitators to help ask for more information. The teacher will oversee and model

examples if needed by the students. After students finish their interviews they will
complete the rough draft portion of their own poem.
c. Closure Activity: Next students will write their final draft neatly and carefully.
When they are complete they will be invited to use crayons and colored pencils to
color their heart, then students will cut out their hearts. If one or both of the
students finish early, they will be allowed to play iTooch 5 Grade Language
Learning Games on the IPad. This game helps students play different games to
improve their grammar skills. For the purpose of this lesson, students will play
games that pertain to nouns, verbs, and adjectives.
7. Addressing Learners Diverse Needs:
a. Student M:
i. The student will complete their TOD session in a quiet location to avoid
environmental noise distractions and to focus on teachers voice.
ii. The student will use assistive technology to help access auditory sound,
including hearing aids, FM receivers, and FM transmitters.
iii. The student will wear her glasses to access visual cues and to provide
clear vision.
iv. The student has bilateral congenital ear deformities. One ear is more
severely deformed than the other, causing profound hearing loss in her left
ear. Her right ear has a moderate to severe hearing loss, so she wears one
hearing aid and an attached FM receiver. Due to this specific
circumstance, the students right ear must be closer to the speaker.
v. To help the student check for understanding, student is permitted repeated
directions.
vi. The student will receive small group instruction when possible.
vii. The student will receive extended time on all activities if needed.
b. Student A:
i. The student will complete their TOD session in a quiet location to avoid
environmental noise distractions and to focus on teachers voice.
ii. The student will use assistive technology to help access auditory sound,
including two Cochlear Implants, FM receivers, and FM transmitters.
iii. The student will wear his glasses to access visual cues and to provide clear
vision.
iv. To help the student check for understanding, student is permitted repeated
directions.
v. The student will receive small group instruction when possible.
vi. The student will receive extended time on all activities if needed.
8. Formative/Summative Assessment:
a. Formative Assessment: Each student will complete the poem planning/rough
draft worksheet. Students will be given a grade based on the completion of this
planning activity. Students brainstorming will be documented and their range of

help needed will also be documented. Specifically the TOD will document when
students need help spelling a word and how much assistance they need to spell it
correctly. Also they will document, what word, what part of the word was
troubling, and how they were assisted (sounding out the word, teacher
pronouncing the word, or teacher spelling the word for them). In addition each
students participation in the group discussion will be given a participation grade
out of 100%.
b. Summative Assessment: Each student will complete a final draft of their
Valentines poem. Students will be graded based on grammar, spelling, creative
design, and appropriate use of verbs, nouns, and adjectives, and effort. A rubric
will be used to assess the students work. Each category will use a 0-2 point
system, which will all be averaged to compute a grade out of 100%.

Grammar
(capitalization and
punctuation)
Spelling
Creative Design

2 points
No grammar
mistakes are present

1 point
Minimal grammar
mistakes were made

No spelling errors
were made
The student used
extensive color and
creativity

1-3 spelling errors

were made
The student used
minimal color and
creativity

Verbs, Nouns,
Adjectives

The student correctly

identified all nouns
verbs and adjectives

Effort

The student showed

exceeding effort on
his/her project

0 points
No grammar skills
were displayed

4 or more spelling
errors were made
The student only
wrote the poem
without any creativity
added
The student
The student could not
incorrectly identified distinguish between
1 or 2 verbs, nouns,
verbs, nouns, or
or adjectives,
adjectives
The student displayed The student displayed
minimal effort on
no effort on his/her
his/her project
project

9. Reflection on Planning/Instruction:
a. Data analysis will be conducted based on students past performance
b. If needed, re-teaching will be used to make sure the student is mastering the
content material (as applicable)
Appendix A: Worksheets

Appendix B: Student Work

(Student work was cut short in the picture to allow student to remain confidential)