Ver. 4.

001 08/22/14

Lesson Plan Template

First Name

Vera

Last Name

Lin

UH Email

veralin@hawaii.edu

Date

3/4/15

Semester

Spring

Year

2015

Grade
Level/Subject
Title

60 minutes
4/Reading

Lesson Duration
Poetry and Haikus

Lesson Overview
This will be a lesson on poetry with a focus on figurative language and haikus. Students will
explore the use of similes and metaphors in reading and writing and will learn to read and write
haikus.
Central Focus (Enduring Understandings)
Students will be able to identify, read, and write haikus.

Content Standard(s)/Benchmark
CCSS.ELA-LITERACY.RL.4.2

Determine a theme of a story, drama, or poem from details in the text; summarize the text.
CCSS.ELA-LITERACY.RL.4.5

Explain major differences between poems, drama, and prose, and refer to the structural
elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a text.
CCSS.ELA-LITERACY.SL.4.2

Paraphrase portions of a text read aloud or information presented in diverse media and
formats, including visually, quantitatively, and orally.

Prior Academic Knowledge and Student Assets

Students should also have an idea of what poetry is and should be able to identify and count
syllables.

Academic Language Demands

Haiku: a 3-lined poem with a 5-7-5 syllable meter.

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Instructional Strategies and Learning Tasks
Teacher Will
Students Will
Open by saying that this lesson will be on Access their prior knowledge and provide
poetry. Start a discussion about what the information that they know about poetry.
students know about poetry.
Tell students to listen carefully to the
Listen and make mental notes about
following reading for what the poem is
what they heard.
about, what is being described and
descriptive language
Read Cricket from the TE Wonders book
out loud twice; read with expression
Ask students:

Share what they heard.

about the things they they heard.

should identify this poem as a

if theyve ever heard anything

haiku from the description.
similar to it (if students dont know,
have them look at the format of
haikus)

I they still dont know, explain that

it is of Japanese origin, it has three
lines, and a 5-7-5 syllable meter
format.
After the concept of Haiku is explained, Follow along as the teacher models
go on to explain to students that good
asking questions while reading the Lizard
readers ask and answer questions as
haiku.
they read to help them to understand the *Students may start to make inferences.
text. As a teacher, model asking and
Explain what they are, and that they are
answering who, what, where, when, and useful, but to be careful when they make
why with the Lizard haiku.
them.
Read Snail out loud and pull sticks to
Listen and be ready to respond to
have students answer who, what,
questions.
where, when, and why
Tell students to work with a partner and Partner one will read Dog aloud to
practice asking questions. (have partners partner two who will then ask partner one
choose to be either person one or person who, what, where, when and why, and
two). Tell them to put a thumbs up
partner one will respond. Then they
when they are done reading The Dog and switch roles. Partner two will read Rat
The Rat, and if their partner asked and
aloud and partner one will ask who,
answered as many questions as they
what, where, when, and why, and
could.
partner two will respond.
Students may write the answers down in
their writers notebook.
Have 5 partner ones (students who read Each chosen student to answer one
The Dog) and 5 partner twos (students
question per poem on the board.
who read The Rat) come up to the board
and write down their answers for the
who, what, where, when, and why.

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Explain that because haikus only have 17 Identify figurative language in The Rat
syllables, you cant waste words. Talk
and The Dog, and write it under the
about descriptive language and have
board under one of the categories.
students explain that most descriptive
language will either be an action or a *The T chart will be split one column will
description. Make a T-chart and have be action words and the other column will
students come to the board to write their be for description words.
findings from the poems The Rat and The
Dog in the right categories.
* Comparison terms like similes and
metaphors may come up. Be ready to
talk a little about them.
Write a Haiku as a class. Start with a T- Give suggestions for actions and
chart with Actions for one column and descriptions of cats.
descriptions for the other. Tell students
that this is how writers get their ideas
Example: Cat
together. Take student suggestions on
Action: bite, purr, scratch, jump
any topic that you want to write a haiku Description (feel/look): soft, furry, white
on(ex: Cats)
Have students write a first line for a
Write a 5-syllable line for a haiku.
haiku on cats in their notebooks. When
most are done, have them share with a
partner to make sure the format of 5
syllables is correct.
Have students share with a partner, and Share with a partner, then with the class
select a few students to share to the
if selected. The student with the first line
class (my pick a few sticks for students chosen may go up to the board and write
to share). Have students choose a first
down their first line.
line of the haiku that the students shared
to write on the board.
Do the same process for the second and Practice making a second and third line
third line of the poem, having different
for the class haiku. Each student that was
students write each line on the board for chosen will write their line on the board
the class poem
to then create a class haiku
Once the class haiku is done, read it as a Read haiku and answer 5Ws
class, make sure it makes sense and
answer the 5Ws as a class.
Tell students that they will now be writing Make a T-chart in their notebook and
their own haikus on nature (because
prepare to go outside to observe nature.
haikus are usually about nature). Explain
that you will be going outside to write
down actions and descriptions about
things in nature that they can see
outside. Offer the idea of focusing on one
thing like the trees outside. Have
students make a T-chart in their
notebook so they are ready to write when
they get outside. (The students will only
have about 2 minutes to observe)

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Discuss rules about going outside to
Students will participate and follow the
observe. Students must understand that rules.
other students are in class trying to
learn. Going outside is a privilege. If
students dont participate and are too
loud, they must return back into the
classroom and write their own
descriptions without observing with their
classmates.
Take students outside for a few minutes. Make observations and try their best to
Tell them to use their senses to make
be descriptive
observations and to be descriptive
Have students use their descriptions and Write their own haiku, referring to their T
actions T chart to make their own haiku. chart if needed
*not all descriptions and actions have to
be used.
Before turning in their haikus as an exit Share with a partner. When done, turn in
pass, have students peer review to make as an exit pass
sure haiku is in the right format and
makes sense.
Follow Up: Homework- write a haiku about their research topic (native plant or
animal). OPTIONAL: after writing haiku on their research topic, allow students to
write a haiku on a topic of their choice.
Assessment
Formative assessment:
Working with partners, thumbs up if their partner, write lines for class haiku,
write their own haiku as an exit pass
Summative assessment:
Homework assignment- write a haiku
Materials (Optional)
Writers notebook/Paper
Pencil
Reading Wonders TE
T chart

Lesson Plan Reflection

Something I would do next is focus more on the metaphors and similes so that when students
write their own poems theyre able to use them in their writing. I ran out of time during this
lesson so the lesson needs to be changed into a longer duration. I was able to finish up my
lesson the next day and follow up on students. Something that I would change is possibly
having students interview another student on a different poems (for the students who have
finished faster than the rest of the class).

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Differentiation and Accommodations

TYPE OF LEARNER

ELL/MLL

List the type of accommodation or differentiation (learning environment,

content, process, or performance task) and describe how you will
differentiate.
Make the focus on identifying and writing similes and metaphors rather
than a whole haiku. Change their homework to write two similes and
two metaphors

Struggling

Allow student to look in the book and model examples for the reading
passages.

Accelerated

Have students think of multiple lines for each line and see which they
enjoy the most.

Follow 504/IEP
504/IEP

Others (describe)