Lesson Critique (1:2)

This lesson is great! As the teacher goes through the lesson, she scaffolds instruction until the new information and skills are ‘easy’ for the students. She uses the readers/ writers workshop model for teaching this. She starts with ‘I do’- reading a book and found poetry. Then goes on to ‘We Do’- where the class creates a found poem together and then ‘You do’- where the students present the poem.  

Learning Outcomes:
(The lesson can be aligned with your state standards for grade K-2) 

The teacher has clearly defined outcomes and what she wants her students to come out of the lesson knowing.  Which is to identify appealing words from the story, select their favorite words and part of the story, create a poem with the words they chose, preform their poem to the class, listen to others as they preform and assess their own efforts.  

Learning Activities: 
The teacher has her students create a poem together as a class and then present it.  

Instructional Grouping:
 In pair students share their favorite words, phrase etc. (from the second story that was read).  

Instructional Procedures: (in short) The teacher starts by reading a book, then they read a found poem about that story. She then shows her students how to create a found poem and reads another book to them. She then has her students find their favorite words etc. with a partner and together as a class they create a poem from the words they all chose. They then read the poem together, discuss their rubric for when presenting the poem, the students then practice for presentation, students present in front of class and parents and finally she discusses the performance with her students.  

Resources (Including Technology):  

2 books, found poem, poem planning page, rubric, word mover (helps students create found poetry)

Teaching Practices (connected to learning theory): As mentioned above, this lesson is great, The teacher scaffolds instruction and helps her students learn how to create a found poem.  

 Assessment:  Throughout the lesson the teacher monitors the students’ progress and takes notes on what she sees. In addition, there is a rubric that both she and her students will see how they did. 

Accommodations: There are no direct accommodations for students who may need special instruction, but there is room for that to be easily added.  (like: explaining the hard words/ having students get help with finding words for the poem etc.)