Standards-Aligned Lesson Plan Template

Subject(s): ELA Grade: 3

Teacher(s): Sarah Moss, Keziah Silva, Aminee Hector, Meagan Smith School: Kaiser Elementary

Date: 4/11/17

Part I GOALS AND STANDARDS (TPE3.1)

1. Common Core Learning Standard(s) Addressed:

CCSS.ELA-LITERACY.SL.3.5 Create engaging audio recordings of stories or poems that demonstrate fluid reading at an understandable pace;add
visual displays when appropriate to emphasize or enhance certain facts or details.

2. State Content Standard Addressed (History/Social Science, Science, Physical Education, Visual and Performing Arts):

3. ELD Standard Addressed: (include Part I, II; Communicative Modes A. Collaborative, B. Interpretive, C. Productive; and Proficiency Level
addressing Emerging, Expanding, Bridging)

ELD PI 9 EX. Plan and deliver brief oral presentations on a variety of topics (e.g., show and tell, authors chair, recounting an experience,
describing an animal).

4. Learning Objective: (What will students know & be able to do as a result of this lesson?) STUDENT-FRIENDLY TRANSLATION

Students will be able to create a short poem and produce an audio recording that displays honor to I will be able to make and record a poem
Veterans and fluid reading at an understandable pace. that honors Veterans. I will speak at an
understandable pace.
 5. Relevance/Rationale: (Why are the outcomes of this lesson important in the real world? Why are STUDENT-FRIENDLY TRANSLATION
these outcomes essential for future learning?)(TPE1.3)
It is important to know the many ways
It is important to understand the sacrifice that veterans make for our freedom and the many ways in that I can honor veterans for their
which we can honor them, one being through poems and writing. Students also need to learn how to sacrifice. It is also beneficial to me to
speak at a pace in which they can be easily understood. As they continue through their schooling and learn how to speak in a way that can be
careers, there will be many events in which they will have to public speak. By learning to speak well understood. This will help me as I go
now can benefit them for the rest of their life. through the rest of my schooling and my
career.

6. Essential Questions (TPE1.5):

What are the factors that move individuals to sacrifice for their country?
How does ones perspective influence the concept of freedom?
What should be done to honor those who sacrifice for our freedom?

Part II STUDENTS INFORMATION (TPE1.1,3.2)

7. Class Information:

a. Total number - There is a total of 25 students in this class.

b. English Learners/Standard English Learners - There are 2 English learners at the Bridging level.

8. Students with Special Needs 1 student with a specialized academic instructor (SAI), 2 students have an IEP for speech, 1 student has a

section 504 plan for severe food allergies (eggs, dairy, wheat, gluten, etc.)

9. Academic language abilities, content knowledge and skills in content area - In this unit, the students will have already discussed and

learned what a veteran is and how to honor them through song. When it comes to ELA, they have already have previous practice with

creating short poems such as a haiku. They have done this in first and second grade, so it should be a bit of a review for them.

10. Linguistic background English Only (18), English/Spanish (3), English/German (2 twin sisters), English/Polish (1), English/Khmer

(Cambodian language) (1).

11. Cultural background (home/family) - Student ancestor reports show that most students are second or third generation immigrants or

beyond, from Europe and Mexico. One students grandparents are from Cambodia. The twins are first generation Americans, their parents

are both from Germany. Another students parents came from Poland, making her a first generation American as well.

12. Health considerations (if any) There are 3 students who have mild allergies to nuts/eggs/dairy/gluten. One students allergies are

severe; he has a 504 plan. No food may be consumed in the classroom. Any shared surfaces he touches, must be wiped down with Clorox

wipes.
13. Physical development factors that may influence instruction in this academic content area High energy level opportunities for physical

activity are important for 8 and 9 year olds. The role play opportunity will play a key role in letting out the students energy that can be

pent up during direct instruction lessons. ("ASCD Developmental Characteristics of Children and Youth" poster)

14. Social development factors that may influence instruction in this academic content area For 8 and 9 year olds, there is a continuing

need for teacher approval and affection, and students are increasingly able and interested in assuming responsibilities ("ASCD

Developmental Characteristics of Children and Youth" poster).

15. Emotional development factors that may influence instruction in this academic content area At this age, students react to others

feelings in a positive or negative way, are sensitive to criticism and ridicule, seek a warm, friendly relationship with adults, and their

worries are more evident, revolving around self esteem and threats to security. ("ASCD Developmental Characteristics of Children and

Youth" poster).

16. Interests/Aspirations (relevant to this academic area) - 13 students have veterans in their extended family, and 5 students have veterans

in their immediate family. Most students live in Costa Mesa, which is home to a rich military history, including the operation of the Santa

Ana Army Air Base from 1942-1946 during WWII. This history was recently memorialized in Heroes Hall, which opened in February 2017,

located at the OC Fair and Events Center. The students enjoy activities where they can talk to one another. Each student has practice with

oral presentations because of a chit chat club that they have at the end of each unit.
 8. Anticipated Difficulties (Based on the information above, what difficulties do you think students may have with the content? Please specify
anticipated difficulties for English Learners, Standard English Learners, and/or students with special needs. )):

I anticipate that the EL students may have a more difficult time putting in to words what they feel and think about freedom and veterans.
The student with SAI, who displays inappropriate behavior such as shouting out, not sitting in his seat and not following directions may find it
difficult to focus and stay on task throughout the entire activity. The students are given individual work as well as group work and there are
areas where he could easily become distracted or disruptive. This may cause other students to go off task.
The student who finds it difficult to start independent work may find it challenging to start their own haiku and to finish it in the time allowed.

Part III - LESSON ADAPTATIONS (TPE3.5,4.4)

9. Modifications/Accommodations (What specific modifications/accommodations are you going to make based on the anticipated difficulties? Ex:)
Please specify modifications/accommodations for English Learners, Standard English Learners, and/or students with special needs. )

For the EL students, a powerpoint will be provided to display visuals, show the poem we are reading, to display the directions and to show how
much they have with the online timer. In the beginning, we will also have a brainstorm activity where words and phrases are written on the
whiteboard. These words are examples to help guide them in writing their own haiku. I will also read and display a short patriot haiku so that
they can see and hear and example of the type of haiku that they have to write. I will also provide sentence stems to help frame their thoughts,
opinions, and feedback that they are giving to their group members about their haikus.
For the student with SAI and frequent inappropriate and disruptive behavior, I make sure to discuss what behavior is expected of each student
during this time. I will give non-verbal and/or verbal feedback when necessary. I was also frequently walk by him to make sure he is on task and
in his seat.
For the student who has trouble starting their independent work, they will be provided with words and phrases from the brainstorming activity.
This will give them resources to begin the task at hand rather than having to think of it by themselves. I will also make sure to check on the
student in the beginning and help guide them in the correct process to make sure that the student is not stuck or having a difficult time
beginning their haiku.
 10. 21st Century Skills Circle all that are applicable

Communication Collaboration Creativity Critical Thinking

Describe how the 21st century skill(s) you have circled will be observed during the lesson (TPE1.5,3.3):

Communication: Students will be communicating with other students for a large part of this activity. They will be communicating their
feelings, opinions and feedback in an encouraging, positive and beneficial manner.

Collaboration: Students will be collaborating with a group of four students. In this group they will be reading their haiku to one another
and giving positive and corrective feedback. They will also be recording their individual haikus with their group members.

Creativity: Students will creatively construct a haiku that displays honor towards those who fought and sacrificed for our freedom as well
as reflects their own feelings and emotions towards veterans.

11. Technology - How will you incorporate technology into your lesson? (TPE4.4, 4.8)

Powerpoint
Online timer
Chromebooks
12. Visual and Performing Arts How will you provide the students with opportunities to access the curriculum by incorporating the visual
and performing arts? (TPE1.7)

The students will be provided with a powerpoint that displays visuals.

Part IV - ASSESSMENT OF STUDENT LEARNING (TPE1.8,5.1)

 13. Assessment Criteria for Success: (How will you & your students know if they have successfully met the outcomes? What specific criteria will be met
in a successful product/process? What does success on this lessons outcomes look like?)

a. Formative:

Students will be assessed formatively while they are writing their own poem. I will be walking around the classroom and making sure that each
student is understanding how to write this haiku. I will also be monitoring them while they are in their groups. I will be walking around the class
and listening to each group. I will listen and observe them to make sure that they are collaborating well with one another and are giving positive
and corrective feedback with the use of their sentence stems.

b. Summative (if applicable):

Students will be assessed on their individual production of a short haiku poem and a fluid and understandable audio recording.

c. Attach rubric here ( and copy and paste your objective above your rubric):

(attached in separate file)

d. How do you plan to involve all students in self-assessment and reflection on their learning goals and progress? (TPE5.3)

Once students have individually wrote their own haiku, I will focus their attention and have them check whether or not their haiku meets the
requirements of what a haiku should look like, which is a 5/7/5 syllable form. As a group I will also display a few questions on the powerpoint that
will allow them to assess how they worked together as a group and what things they could have done differently.

Part V - INSTRUCTIONAL PROCEDURE

14. Instructional Method: Circle one Direct Instruction Inquiry Cooperative Learning

(Marzanos Instructional Strategy 6: Cooperative Learning)

 15. Resources/Materials: (What texts, digital resources, & materials will be used in this lesson?)

Powerpoint
Online timer
Chromebook
Sentence stem handout

16. Procedure (Include estimated times. Please write a detailed procedure, including questions that you are planning to ask.):

OPEN: (5-10 min)

1. The class gets ready to learn.

Class is seated in their chairs.
2. Teacher begins to talk and says, So far in this unit we have been talking about freedom. What is one or two words that you think of when you
hear the word freedom?
Asks students to raise their hand quietly in order to respond.
Teacher asks about 5 or so students for their responses and writes them on the whiteboard.
3. Teacher then asks, Now I want you to think about the veterans that fight for our freedom. What are one or two words you feel towards these
people? Think about our guest speaker who came in and spoke about his time serving in the military. Also think about anyone you know who
has been or is in the military. This could be your mom, dad, brother, sister, or just someone you know of. What is something that you would
want to say to to them? This could be a few words or a short phrase.
Teacher asks about 5 or so students for their responses and writes them on the whiteboard.
4. Teacher will then begin to introduce the activity by saying, Today we will be writing a short haiku that honors veterans. We will then make an
audio recording of those haikus. These haiku recordings will be shown in the veterans event we are putting on at the end of this unit. So lets
make sure we do a great and dedicated job with these haikus in order to honor the veterans who fight and protect our freedom.
BODY: (35-40 minutes)

1. The teacher begins the process of modeling how to write a haiku.

The teacher says, A haiku is something you guys have done before but we will go over it once more before we begin the assignment. A
haiku is a short poem that has three lines. The first line has five syllables. The second line has seven syllables. The third line has five
syllables again.
The teacher reads an example of a haiku that is displayed on powerpoint.
2. Teacher explains that they will be individually writing their own haiku.
Teacher tells the students, You can use the words and phrases on the board to give you ideas and to help you write your own haiku.
3. Teacher gives the students about fifteen minutes to brainstorm and write a rough draft of their haiku.
4. The teacher then calls for the students attention.
5. The teacher tells the students that they will be working in groups of four to read and revise their drafts.
6. The teacher groups them in groups of fours.
Teacher gives students the directions for the next part of the activity. Teacher says, With your group members, you will all be working
together to give each other feedback about one anothers poem. I will be providing you with sentence stems that will help guide your
conversations and help you provide feedback to your group partners
Teacher is passing out the sentence stems while they continue to give the students directions on what to do in their group.
The teacher has the students number themselves the one through four.
7. The teacher says that each student will read their haiku to their group members and each group member will add feedback by using their
sentence stems. The teacher adds, With your sentence stems you will be saying one wish and one star about your group members haiku. One
wish is for one thing you would like to see different or something added. One star is for something that you really like and appreciate about their
haiku.
Each student will have approximately five minutes to have their haiku read out loud and given feedback on.
The timer will be shown on the screen so that students know how much time they have left and are diligent with the time they have.
8. The teacher starts by having student one start, followed by student two, student three and finally student four.
9. The teacher will tell the students that they can make any revisions they want to improve their final version of their haiku.
10. We will be making an audio recording of our haikus that will be displayed at our veterans event.
Teacher says, As a group, you will all read and record each of your haikus. You will choose an order that you would like to put the four
haikus in. Then, will all of your voices at the same time and pace, you will read the haikus in order
Tells students that they will be recording their haikus during the next lesson. (When they are writing their letter to a veteran, the teacher
will be able to call the group to record so only their voices will be heard on the audio.)
11. All of these haikus will be combined into one longer poem that will be displayed for all the veterans to show how grateful we are for their
sacrifice.
CLOSE:

1. The teacher will give the quiet signal to gain students attention.
2. The teacher then displays closing questions on the powerpoint.
These questions will allow for collaboration in the group to self assess and group assess.
3. The teacher will comment on the groups great collaboration.
4. The veterans, family and friends will love hearing the wonderful haiku's and recording you all created today.

Part VI REFLECTION (TPE6.1)

1. Please include your rubric data here. Include 5 student work samples low, medium, high, EL, & Student with Special Needs. On student
work samples, please include scores according to rubric categories.

2. Were the students successful at achieving the lesson objective?

a) If so, explain which areas in which students were successful, according to your data analysis.

b) If not, explain which areas in which students were not successful, according to your data analysis. Why do you think they were not
able to achieve the lesson objective in these areas?

3. What instructional strategies did you use to help students achieve the lesson objective? Which subject-specific pedagogical skills did you
employ to help students be successful? (Reference TPE Part 2: Subject-Specific Pedagogy)

4. What would you change about the lesson and why (according to your data analysis)?
Classroom Lessons ONLY: After presenting your lesson in your BST classroom, please review and reflect on student work related to this lesson.
Make copies of student work for levels of high, middle, low, EL, and Student with Special Needs, and write your comments on the copies.