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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.