http://www.readwritethink.org/classroom-resources/lesson-plans/bear-poem-composing-performing-835.htmlHello Fellow Teachers,
I have found a very useful resource that can be used to enhance children's learning experiences. Reading and language development is very important to me; as I am sure it is for all of you. This site offers a host of lesson plans that will aid in this subject area, as well as in other. With any lesson plan on this site, all the standards that apply will be listed. Below are the standards that will be covered under the lesson plan that I have chose to implement with my Head Start classroom.
A Bear of a Poem is a lesson plan that is broken up into four fifty minute sessions. These session start with a book it could be any book. I am choosing to use The Berenstain Bears Go To School. Session 1: I will read this book during group time, while engaging the children in dialogue about the story. Once the story has ended the children will be encouraged to call out words or phrases that they liked or remembered from the story. The children's words will be written on our dry erase board titled 'Found Poem'. Session 2: We will revisit the book this time in smaller groups. Each child will get a chance to select a favorite page and in their journals will create their own poem based on the picture of the page and the content of the story. Session 3: The children will be encourage to share their thoughts and ideas using their journals with the class. As a group we will begin collaborating to create our class poem. We will begin practicing our shared poem for our performance. Session 4: The children will perform their poem during family night.
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
Students read a wide range of print and non print texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound–letter correspondence, sentence structure, context, graphics).
Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non print texts.
Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
Students use spoken, written, and visual language to accomplish their own purposes.
