Lesson Plan #1

Name: Heather Corpuz

Lesson Title: Figurative Language Unit
Grade Level: 6 Subject: ELA
Learning outcome:
Standards:
Students will be able to identify figurative languages
CCSS.ELA-LITERACY.L.6.5
(e.g. similes, metaphors, hyperbole, onomatopoeia,
Demonstrate understanding of figurative language,
personification, and idioms) and understand and
word relationships, and nuances in word meanings.
explain their meaning.
Resources:
Mentor Teachers
Methods of instruction: Direct, whole-group, and
Write Source (Teacher and student’s edition, 6th
small group-instruction.
grade)

Summary:
Students participated in a series of lessons during this unit:
•   Lesson A (Similes and metaphors):
This lesson introduced/re-introduced students to figurative language and specifically similes and
metaphors. The students participated in a variety of activities that required them to decipher and
determine if the sentence/phrase is a simile or metaphor.
•   Lesson B (Hyperbole and onomatopoeia)
This lesson introduced students to the concepts of hyperbole and onomatopoeia. For this lesson, students
participated in a “listening and viewing party” of certain Shel Silverstein poems. Students were given the
task of finding hyperboles, onomatopoeias, as well as similes and metaphors in these chosen poems.
•   Lesson C (Alliteration and personification)
This lesson introduced students to the concepts of alliteration and onomatopoeia. Students participated in
a variety activities for this lesson. First activity required students to alliterate their name, students were
provided time to create their own alliterations. At the end of this activity, we consolidated our names
onto one poster and displayed it as “D21 and D22’s Class Alliteration.” Students also created a
“personification cootie catcher.” In this activity, students learned about different examples of
personification by looking at a variety of pictures and determining what their phrases are.

•   Lesson D (Idioms)
This lesson introduced students to the concept of idioms. Students participated in a Pictionary and
charades game to determine the literal and figurative meaning of idiom phrases, as well as created an
idiom poster to portray the two different meanings of an idiom.
Assessment:
For this unit and for each lesson, students were required to complete worksheets based on the following
figurative language that was being introduced to them. Each worksheet was formatted similarly, students had
to look at several given sentences to read and examine. Their tasks included: to create their own phrase
(based on the figurative languages that was being presented to them), to identify, underline, and interpret the
indicated figurative language in the sentence.
 Lesson Plan #2 (Best Lesson/Recorded lesson)
Poetry:  Haiku
(4/3/19  –  Observed  lesson  #3  with  Ms.  Ziegler)  
 
Setting:  D21  w/  Ms.  Tibayan,  whole-­group,  at  students’  desk  
Grade  level:  6th  Grade  
Group  Size:  15  students  
Time  Frame:  10:00  –  11:30  AM  
 
(Teacher)  Objective:    
•   I  will  introduce  students  to  haiku  poetry  through  a  fun  and  engaging  lesson.  
   
(Teacher)  Goal:    
•   To  introduce  students  to  haiku  poetry  as  a  way  to  capture  daily  moments,  improve  literacy,  and  
broaden  cultural  awareness  to  include  Japan.  
 
(Student)  Learning  Objective:  
SWBAT…  
•   Identify  the  form  and  structure  of  haiku  poetry.  
•   Compose  and  illustrate  a  haiku  poem  by  writing  about  a  topic  related  to  nature.    
 
(Student)  Standard(s):  
CCSS.ELA-­LITERACY.W.6.3.D  
Use  precise  words  and  phrases,  relevant  descriptive  details,  and  sensory  language  to  convey  
experiences  and  events.  
 
CCSS.ELA-­LITERACY.W.6.4  
Produce  clear  and  coherent  writing  in  which  the  development,  organization,  and  style  are  
appropriate  to  task,  purpose,  and  audience.  
 
(Student)  Learning  Target  (measurable):  
•   I  can  recognize  haiku  as  a  form  of  poetry  and  identify  its  form  and  structure.  
•   I  can  independently  and  successfully  compose  a  haiku  poem  
•   I  can  create  a  haiku  poem  based  on  its  rules  and  format.  
•   I  can  show  someone  how  to  make  a  haiku  poem.    
•   I  can  tell  the  difference  between  a  haiku  poem  and  other  poems  based  on  its  format  and  
“rules.”  
 
(Student)  Success  Criteria:  
•   I  will  understand  what  a  haiku  poem.  
•   I  will  understand  what  a  haiku  consists  of.  
•   I  will  understand  how  poems  can  be  in  various  shapes  and  formats.  
Conceptual  Knowledge:   Procedural  Knowledge:  
•   Identify  haiku  as  a  poetic  device.   •   Active  listening.  
•   Identify  and  use  vocabulary  related  to  haiku   •   Participate  in  class  discussions.  
poetry  (i.e.:  adjectives,  and  syllabication)   •   Present  rules  and  requirements  of  haiku.  
•   Note  taking.  
•   Creative  thinking  and  stimulate  senses.  
•   Follow  rules  and  formats  to  practice  
creating  haikus.  
•   Invent  and  produce  creative  and  original  
haiku  that  that  follows  appropriate  rules.    
Teacher  Materials:   Student  Materials:  
•   Computer   •   Pencil    
•   Internet   •   Eraser  
•   Projector   •   Art  supplies  (coloring  utensils  and  ruler)  
•   Haiku  Poem  slideshow    
•   Haiku  handouts  (rubric/template  and  /graphic  
organizer)  
•   Sample  haikus  (possible  literature  books)  
•   Pencil  
•   Pen  
•   Post-­it  notes  
•   Chart  paper  
•   Hershey  kisses  (used  as  prizes)  
   
Procedures:  
•   Introduction  -­  Motivation/Engagement:  
-   Establish  a  positive  learning  environment  and  activate  prior  knowledge.  
-   Introduce  haiku  as  a  form  of  poetry.  
-   Conduct  pre-­assessment:  Post-­It  Note  Parking  Lot.    
-   Share  and  read  aloud  samples  of  haiku  poems.  
 
•   Development:  
-   Go  into  details  about  haikus:  discuss  origin  of  haiku,  go  over  form,  rules,  and  traditions.  
-   Create  a  haiku  as  a  class:  encourage  and  engage  students  in  using  five  senses.  
-   Activity:  write  haikus  with  team/group  and  share  with  class    
-   Kahoot  game  on  Haiku  (teams)  à  mini  review    
 
•   Culmination/Close:  
-   Independent  practice:  compose  and  illustrate  (if  time  permits)  your  own  haiku.  
-   Check  for  understanding  while  students  are  practicing  independently.  
-   Have  students  share  their  work  with  classmates.  
-   Exit  ticket  (post-­it  parking  lot):  students  will  share  their  final  thoughts,  answer/reflect  on  
initial  thoughts,  share  what  they  learned,  further  questions,  etc.  
 
Methods  of  Instruction:  
•   Direct  instruction  
•   Modeling  
•   Demonstration  
•   Guided  and  independent  practice  
Introduction/Pre-­Assessment:  
•   Activating  and  connecting  prior  knowledge  –  At  the  start  of  the  lesson,  I  will  introduce  the  month  
of  April  as  Poetry  Month  and  inform  students  that  today’s  lesson  will  focus  on  haikus.  
o   Conduct  pre-­assessment.  
o   Activate  prior  knowledge  by  sharing  and  reading  aloud  samples  of  haiku  poems.  
 
•   To  make  connections,  explain  benefits  of  poetry:  studies  have  shown  that  writing  poetry  
improves  our  mental  and  physical  health.  
•   Further  connections  by  explaining  the  important  factors  of  haiku  poems:  
o   It  is  a  traditional  form  of  Japanese  poetry  that  has  been  around  since  1600’s.    
o   Traditionally,  haikus  are  used  to  celebrate  nature,  seasons,  and  moments  in  life  in  a  brief  
form.    
o   “Less  is  more”  when  it  comes  to  haikus  which  is  why  people  enjoy  writing  and  reading  
haikus  because  of  its  shortness.    
o   It  enables  readers  to  paint  a  picture  in  their  mind  and  to  experience  emotions  with  just  a  
handful  of  words.    
o   Mention  pop  culture  like  Vine,  memes,  and  Twitter:  like  haikus,  these  examples  take  
advantage  of  brevity,  by  saying  and  showing  a  lot  with  very  little.
 
•   Pre-­assessment  –  On  a  post-­it  note;;  students  will  be  asked  to  write  their  own  initial  
thoughts/questions/knowledge  on  haikus  on  a  sticky/post-­it  note.  Students  will  refer  to  their  
initial  post-­it/sticky  note  at  the  end  of  the  lesson.  
 
The  purpose  of  this  lesson  is  to  introduce  students  to  the  creative  and  traditional  process  of  
composing  and  reading  haiku  poetry.  Additionally,  it  is  to  help  students  realize  the  importance  and  
beauty  of  haiku  poems  and  to  make  the  discovery  that  it  used  in  a  way  to  capture  daily  moments,  
improve  literacy,  and  to  broaden  cultural  awareness.    
 
Activity:  
Formative:  
•   Circulate  around  the  room  during  guided  and  independent  practice.  
•   Ask  students  how  they’re  doing,  ask  and  answer  questions  throughout.  
•   Informally  assess  by  observing  and  listening  in  on  conversation  during  activities/group  work.  
•   Review  objectives  beginning,  during,  and  after  by  think/pair/share,  post-­it  notes,  thumbs-­
up/down,  small  group  activity.    
 
First,  students  will  participate  in  a  friendly  haiku  “competition.”  With  their  small  groups,  students  will  
compose  a  haiku  based  on  a  given  topic  or  picture  related  to  nature.  The  group  with  the  funniest  
and/or  most  creative  haiku  wins  a  small  prize.  
 
After  this  Haiku  competition,  students  will  participate  in  a  mini-­review  of  Haiku  with  a  Kahoot  game.  
Students  will  stay  in  the  same  groups  to  play  Kahoot  game.  Winning  team  gets  prize.  
Post-­Assessment:  
Summative:  
Ø   During  independent  practice,  students  will  compose  a  haiku  of  their  own  topic  related  to  
nature.  
Ø   Once  students  are  done,  have  students  share  their  poem  with  a  classmate.  When  sharing,  
students  will  be  given  a  rubric/checklist  to  self-­assess  and  peer-­assess.  
Ø   A  rubric  will  be  used  to  evaluate  their  haiku.  
 
•   Exit  ticket  =  Post-­it  note  parking  lot  à  students  will  jot  down  their  final  thoughts  on  another  post-­
it  note.  Ask  students  to  share  what  they  learned,  what  they  liked/disliked,  and/or  any  further  
questions  on  haiku  poetry.  Encourage  students  to  revisit  and  revise  their  previous  post-­it  note  at  
the  end  of  the  learning  experience  to  see  if  there  are  any  changes  with  initial  thoughts  and  
questions.  
 

Time   Notes   Teacher  

INTRODUCTION  
Motivation/Engagement  
     
10:00   Establish  positive   Introduce  lesson  topic:  
(5   learning  environment   Introduce  the  month  of  April  as  Poetry  Month  and  inform  
min.)   and  activate  prior   students  that  they  will  focus  on  Haiku  poems.    
  knowledge.    
    *verbally  explain  purpose  of  today’s  lesson:  
    To  explore  poetry  and  its  strength  as  a  mode  of  
    communication  and  language.  
     
  Set  the  context  for   *verbally  explain  learning  objective  for  today’s  lesson:  
  learning  and  activate   To  identify  the  form  and  structure  of  haiku  
  prior  knowledge.   To  compose  a  haiku  poem  
     
     
  Make  connections   *verbally  explain  importance  of  poetry  and  specifically  
    haiku.  
    Discuss  benefits  of  poetry  and  factors  of  haiku.  
    Discuss  how  it  relates  to  real-­world.  
     
10:05   Administer  Pre-­ Display  Post-­it  note  Parking  Lot  Poster  
(5   assessment   •   Introduce  Post-­It  Note  Parking  Lot  to  students.  
min.)     •   Explain  purpose  and  provide  “how  to”  directions.  
  •   Review  expectations  on  how  to  write  on  the  post-­it:  
 
   o   If  students  don’t  follow  directions  =  “parking  lot  
  violation”  =  redo  post-­it  note.  
   
  Allow  time  for  students  to  respond.  
DEVELOPMENT  
(I  do)  
     
10:10   Share  examples  of   Share  a  variety  of  traditional  and  non-­traditional  
(10   haikus.   (western)  haiku  poems  with  students  (3  –  4  examples)  
min.)      
  Think-­pair-­share   With  a  partner  (person  next  to  you),  discuss  the  following:  
    •   What  did  you  notice  about  these  poems?  
    •   Any  similarities  and/or  differences  with  them?  
     
    Ask  students  driving  question(s):  
    What  do  I  need  in  order  to  create  a  haiku  poem?  
    Ø   Write  students  responses  on  whiteboard.  
    Ø   Students  may  take  jot  down  notes.  
     
10:20   Go  in  depth  with  haiku   Display  haiku  slideshow:  
(10-­15   poetry.   •   Discuss  origin  of  haiku:  created  in  Japan  
min.)     •   Define  the  “rules”  of  haiku:    
  o   3  lines:  5-­7-­5  rule  
  o   Typically  about  nature  
  o   Uses  adjectives  
  o   No  rhyming  
  •   If  needed,  review  syllables.  
  •   Go  over  quick  tips:  “think  small”  and  encourage  students  
  to  use  five  senses.    
   
   
Think-­pair-­share   Have  students  think-­pair-­share  to  discuss:  
  •   Which  poem(s)  they  liked  best  and  why?  
 
•   How  did  you  feel  when  a  specific  poem  was  read  aloud?  
 
•   Any  other  interesting  findings.  
 
 
 
Go  over  student  questions  and  clarify  any  confusion.  
 
Review  term/meaning  of  idioms.    
 
 
Guided  Practice  
(We  do)  
      
10:35   Create  class  haiku   Display  “how  to  write  a  haiku”  paper  (haiku  poem  starter)  
(10     •   Explain  to  students  they  will  create  a  haiku  as  a  class.  
min.)       •   Students  will  write  a  haiku  by  filling  in  the  blanks.  
    •   Remind  students  to  count  the  syllables.  
     
10:45   Haiku  Competition   Explain  to  students  they  will  now  create  haikus  in  small  
(10     groups.  
min.)     •   Explain  goal  of  activity:  students  will  compose  a  haiku  
    based  on  a  given  topic  or  picture  related  to  nature.  The  
    group  with  the  funniest  and/or  most  creative  haiku  wins  a  
    small  prize.  
10:55   Haiku  Kahoot     Students  will  participate  in  mini-­review  with  a  Kahoot  
(10-­15   game:    
min.)   •   Students  will  stay  in  their  teams.    
•   Team  that  scores  the  most  points  wins  a  prize.  
 
Activity  Closure  /  Independent  Practice  
(You  (student)  do)  
     
     
11:10   Transition  back  to  whole   Use  clapping  strategy  to  gather  students’  attention  and  
(5   group.   transition  back  to  whole-­group  discussion:  
min.)       •   Wrap  up  game,  congratulate  winners  and  thank  all  teams  
    for  participating  and  cooperating.  
     
  Transition  students  into   Explain  to  students  they  will  now  compose  a  rough  draft  
  independent  practice.   of  their  own  haiku.  
    •   Explain  directions  for  this  independent  assignment  and  
    exit-­ticket.  
    o   Remind  students  their  haiku  needs  to  focus  on  
    nature.  Encourage  students  to  think  of  their  own  
    memories  related  to  nature.    
    o   Reveal  Haiku  Template:  students  will  use  handout  
    as  reference  for  this  1st  draft.  
    o   Reveal  Haiku  Checklist/Rubric:  students  will  use  
    this  to  self-­assess  and  peer-­assess.    
     
    •   Once  students  complete  rough  draft  find  a  classmate(s)  to  
    peer-­assess.  
    o   Students  will  use  checklist/rubric  to  provide  positive  
    feedback,  suggestions,  and  comments.  
     
    •   Explain  directions  for  exit  ticket  (post-­it  note  parking  lot):  
   
     o   As  students  are  composing  their  haikus,  I  will  go  
    around  classroom  and  place  a  post-­it  note  on  desk.  
    Students  will  respond  to  the  exit-­ticket  prompt:  
    What  are  your  final  thoughts  on  haikus?  
    o   Once  completed,  students  will  post  it  on  Parking  
    Lot  Poster.  
    §   Remind  students  that  this  is  their  exit  ticket  
    to  lunch,  sticky-­note  must  be  completed  and  
    posted  by  end  of  the  class  period.  
     
11:15   Questions,  comments,   Ask  students  if  they  have  any  questions,  need  
(15   concerns.   clarification,  etc.  
min.)      
     
  Students  do   Provide  time  for  students  to  begin  rough  draft  of  haiku  
independent  practice   poem.    
  •   Walk  around  and  monitor  students  throughout  
  independent  practice.  
 
 
Differentiation:  
Visual  aid  supports:  
•   I  will  use  an  overhead  projector  to  visually  display  handouts.  
•   I  will  use  a  slideshow  to  aid  visual  learners.  
•   I  will  use  a  Haiku  Template  as  a  graphic  organizer  and  scaffolding  tool  to  help  guide  students  
and  their  thinking.  
 
For  struggling  students:  
•   Assist  and  review  main  ideas  of  haikus  in  small  group  or  one-­on-­one  setting  during  recess.  
•   Have  students  sit  and  work  with  a  partner  to  compose  haiku  during  independent  practice.  
For  slow-­paced  students:  
•   Provide  estimated  time  for  independent  practice  –  Help  and  remind  student(s)  to  plan  their  work  
and  ration  their  time  spent  on  each  task  during  independent  practice.  
•   Let  student(s)  know  how  long  a  task  should  take  to  allow  them  to  reasonably  pace  themselves.  
 
For  students  with  disabilities:  (1  student:  autism,  high  functioning)  
•   For  activity  portion:  Discuss  with  student  ahead  of  time  that  they  will  participate  in  a  competitive  
game.  This  student  is  very  sensitive  to  losing  at  games,  so  I  must  remind  and  tell  student  
specifically  what  I  expect  from  him.    
•   During  independent  practice:  check  in  with  student  while  making  rounds.  Encourage  student  
about  staying  focused  on  the  tasks  at  hand.  
 
For  ELL/ESL  students:  
•   Check  for  understanding  and  visual  support  throughout  lesson.  
Accommodations:  
For  struggling  students:  
•   Work  in  partners,  provide  additional  examples,  and  haiku  topic  starters.  
•   Provide  hard  copy  of  Haiku  directions.  
 
Extension,  homework  options  and  home  connections:  
•   Broaden  students’  perspective  on  Japanese  culture:  
o   Research  its  origin  and  how  its  developed  or  changed  over  time.  
•   Have  students  research  famous  Haiku  poets  (e.g.  Basho).    
o   Have  them  read  and  interpret  their  classic  poems.  
•   After  students  finalize  their  haiku,  gather  poems  and  create  a  haiku  poetry  book.  
•   After  students  finalized  their  haiku,  allow  students  to  reflect  in  their  ELA  journals  about  their  
poems.  Have  them  write  what  it  was  that  inspired  their  work-­-­what  they  saw,  something  they  
remember,  something  they  imagined.  This  will  help  them  understand  that  these  unique  works  of  
art  that  they  created  all  came  from  their  own  personal  experiences  and  observations.  
 
Resources:  
•   Mentor  teachers  
•   Write  Source  –  teacher  and  student’s  edition  –  sixth  grade  
•   Pinterest  
•   Teacherspayteachers  
•   Beacon  Learning  Center  
•   EDSITEment!  
•   hsa-­haiku.org  
•   kpantoja.weebly.com  
•   artsedge.kennedy-­center.org