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Lesson Plan Components NAME: Charlotte Cameron

PART A: PLANNING

Date Plan Written: __1/31/2021 Date Lesson will be Taught: __2/5/2021__ Grade Level: _5th___ # of Students for the Lesson _12__

Targeted Content: __Summary and theme____ Integrated Content (if applicable): _________________________________

State Content Standard and/or Common Core Standard(s):

Target Standard(s): List the standard(s) you will be assessing through this lesson
-RL.5.2: Analyze literary text development
b. Summarize the text, incorporating a theme determined from details in the text

Supporting Standard(s):
-W.5.6: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others, while demonstrating sufficient command of keyboarding skills.

Instructional Setting:
Whole group, partner (with cautions due to COVID-19) and individual

Lesson Focus:
Students are learning how to summarize and this lesson will focus on how poems, specifically haiku's, can be used to summarize a moment in time focusing on the
senses. Students are learning how to use the author’s reflection in poetry to summarize the meaning.

Learning Objective/Target(s): The objective/target must include 3 parts: the context, the skill & the criteria. Objective(s) should be observable and measurable. It could start with the
context, “Using algebra tiles. . . or Comparing two maps,…”
Using information about their own personal lives and examples from the text, students will be able to summarize the events in the format of a haiku,
properly using the 5-7-5 syllable pattern of a haiku, with 100% accuracy.

Assessment Measures:
Formative Assessment(s): assessment that takes place during &/or after the lesson
-Observations during class discussion and interacting one-on-one with students
-The haiku that is made as a class
Summative Assessment(s): assessment that takes place after a defined instructional period (typically at the end of a project, unit, course, semester, program, or school year) N/A
-Student’s personal Haiku’s (created at the end of this lesson)

Differentiation & UDL: Describe how you will differentiate content, process and/or product for specific students during this lesson.
___3__# of Students on IEPs/504 Plans _______# of Students with Specific Language Needs (ELL & Speech/Communication Needs)
_______# of Students who are Advanced _______#of Students with other Learning Needs
*I will be sure to provide support with reading directions, along with providing an outline for the haikus and ideas to write about, and will work with this student
one-on-one when students are given independent/partner work time.
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Materials:
 The Honest Truth by Dan Geminhart
 GUYKU: A year of haiku for boys by B. Raczka (use for examples)
 Google Slides to support the lesson
 “Fun with Haiku” paper
 Writing utensil
 Computer/Google docs (for typing their poem later)

Prior Knowledge:
 Be aware of the broad meaning of poetry
 Know how to determine the amount of syllables
 Can type on a computer
 Should know what theme is and how to determine that

Citations:

Gemeinhart, D. (2017). The honest truth. Los Angeles: Braille Institute.

How to write a haiku. (n.d.). Retrieved February 02, 2021, from https://www.poetry4kids.com/lessons/how-to-write-a-haiku/

RACZKA, B. (2018). GUYKU: A year of haiku for boys. HOUGHTON MIFFLIN HARCOURT.
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PART B: DELIVERY OF INSTRUCTION

INSTRUCTIONAL DELIVERY PLAN (step-by-step sequence)

Lesson Events: (number each action)

Engage/Anticipatory Set/Opening

Teacher’s Actions Students’ Actions Time

1. Have students listen to the song Roar by Katy Perry to find the theme. 1. Listen to the song. 5 mins
(Example: we should speak up and let others hear us.) Tell them to Thinking about the
think about the main message she wants listeners to learn from this main message Katy
song. *Only play till 1:09 mins. Perry is trying to
portray.
2. Talk about it. Then share that_____ could be considered the theme.
“Who can tell me what the meaning of theme is?” (the main 2. Discuss and share the
idea/message) meaning of theme.

3. “Today, we are going to keep in mind the theme of the text or poem to 3. Listen to what we are
summarize the meaning. You will be able to summarize an event or going to do next.
moment in the text including the theme. But we are going to do this
how mark does in our book…”

Body of Lesson

Teacher’s Actions Students’ Actions Time

1. Use a PowerPoint to guide this lesson with the focused haikus from 1. Students talk to a 15 min
the book projected, along with the meaning of this poetry. friend near them about
what they think Mark
2. “Have you paid attention to what Mark writes in his notebook? Take a is trying to say.
look at page 22, *read the haiku aloud. What is Mark saying with the
words he wrote in his notebook? What could be the theme?” Turn & 2. Students respond with
Talk! what they think the
style of writing is.
3. “What genre of writing do you think this is?” Hopefully understand.
4. Explain that it is poetry and how there are different forms of poetry. 3. They share any poety
“Do you know of any types of poetry? What kinds do you know?
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*allow for students to share.* This specific form of poetry is called a or what they know
haiku.” about poetry before
learning more about
5. Talk about features of a haiku and have students highlight them in this haiku's.
example.
4. Students listen and ask
6. Show another example of an haiku from Guyku, page 37, about questions about what a
icicles. Use ppt to display and have students share with a partner haiku is.
about why it is a haiku and what the theme would be.
5. They are able to see
7. Have students share as a class. how this is an
example of one and
8. Page 8 in The Honest Truth is the first moment Mark writes in his
can highlight the
notebook. Ask students “what is Mark telling us in this passage?”
different features.
9. Explain that we are going to use this style of poetry to summarize a
6. Talk to a partner about
specific moment like Mark does.
how the Guyku poem
is a haiku and share
with the class.

7. Also talk about the

them the Guyko poem
has.

8. Discuss what Mark’s

second haiku shares to
us. And what is
happening with Mark.

9. Listen to instructions.

Explain/Discussion

Teacher’s Actions Students’ Actions Time

1. “Let’s create one together about what is happening in our classroom 1. Think about what is 7 mins
right now. What do we see? How are we feeling? Are there any happening in the
smells? We have to decide on a theme for our poem and asking these classroom. Come up
questions will help.” with a theme and
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2. Have students help write a haiku. Assist as needed and type it on the ideas to write about.
PowerPoint to show the class.
2. Participate in creating
a haiku about the
current moment in the
classroom.

Closing/Summary & Check for Understanding

Teacher’s Actions Students’ Actions Time

1. “Remind me, how knowing the theme of a passage help me 1. Participate in 5 min
summarize.” answering questions.
+mins to work (if time)
2. “How can haiku poems be used? What is one feature of a haiku 2. Pick a theme and
poem?” write their Haiku on
the worksheet. When
3. Introduce the “Fun with Haiku” paper that students will be using to finished draw an
form their poems. “What questions do you have? How can I help you, image that represents
as you can your poem?” their poem.
4. Have students pick a theme from the list to create their own haiku. 3. Next time in lab or
Show the list of ideas on google slides, along with some helpful hints while at home, they
to get started. Have students get started during class, but might have will type it up and turn
to finish it up at a later time. it in.
5. Explain that they will type the poem next time in lab, or while they
are home. Make sure there is a submission on google classroom for
this to be turned in.

Homework/Assignment

Work on typing up their themed Haiku in Google docs to turn in a final copy.

Lesson Reflection (To be completed after the lesson is taught and the reflection must have supporting evidence/data.)

1. Reflect on specifics in your instructional procedures. (This is to be written in first person. Note what worked, what didn’t work; be sure to reflect not report.)
Having students see haiku's in their class read aloud helped them become more engaged within the lesson. I believe showing more examples outside of the ones
students have been exposed to, had demonstrated how this style of poetry works. This lesson went great, every students was engaged with the discussion , as well as
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creating their poems. Something that could have gone better, would be having the three boys in the classroom more interested. These boys created fantastic poems and
had fun with that part, but during the discussion they were not as willing to answer questions. I think that if I had included something with sports or computer
technology, they could have been more willing to share their thoughts.

2. State connections to research and theory for both instructional practices and student learning.
One theory this lesson connects to would be constructivism. Within this lesson I use scaffolding to build student's confident to create their own writing piece.
Students are at the center of learning, as they create their own understanding of this style of poetry. For instance, I had students find the haiku's and share what they
knew, before showing them what that style of writing was. Also, students helped create a class haiku with me, before creating one of their own.

3a. Record and analyze data from formative assessments.

3b. Analyze and reflect on summative assessment if appropriate.
After students completed their haiku's, I had some make corrections. Many had some punctuation errors or were missing a syllable on a line. Most did were able
create a haiku, or two, based on the previous lesson and guidelines.

4. Based on 1 & 3, what will you do for your next lesson?

For my next lesson, I will have students interact in activities that allow for practice of correcting punctuation/capitalization errors. Students will be reminded of or
learn about different types of punctuation (e.g., comma, period, or quotation marks) and the rules for capitalizing letters in their writing (e.g., proper nouns are
capitalized).