Lesson Plan

Teacher Candidate: Josie Carriglitto Date: 2/27/23

Group Size: 23 Allotted Time: 35 minutes Grade Level: 3rd

Subject or Topic: Haiku poems

Common Core/PA Standard(s)

Standard - CC.1.4.3.L
Demonstrate a grade-appropriate command of the conventions of standard English
grammar, usage, capitalization, punctuation, and spelling.

Standard - CC.1.4.3.Q

Choose words and phrases for effect.

Standard - CC.1.5.3.A

Engage effectively in a range of collaborative discussions on grade-level topics and

texts, building on others’ ideas and expressing their own clearly.

Learning Targets/Objectives

The students will be able to identify and create Haiku poems by writing a poem to describe an
animal.
Formative Assessment Approaches Evidence observation or method of collection
1. Thumbs up 2. Anecdotal notes
2. Observational
….
Assessment Scale for any of the assessments above if needed

Summative if applicable
Subject Matter/Content to be taught in the lesson

Prerequisites
Poems
Free verse
Rhyme
Repetition
Metaphor
Narrative poem
Imagery

New Key Vocabulary

Haiku poem

Content/Facts
A Haiku poem is a short form of Japanese poetry with three lines that do not rhyme. The first
line has 5 syllables, the second line has 7 syllables, and the third line has 5 syllables.

Introduction/Activating/Launch Strategies

1. Teacher will pass out example Haiku spring poems.

https://docs.google.com/document/d/17iWEoNt_JLQUYcCToOysYabLj6ey5Duh/
edit?usp=sharing&ouid=110612265447607093129&rtpof=true&sd=true
2. “I want you to turn and talk to a neighbor and try to figure out what all of these poems
have in common.”
3. Teacher will give students 2 minutes to look at poems. Teacher will walk around to
observe and engage with the groups talking.
4. After 2 minutes are up - “would anyone like to share what they found?”
5. A few groups will share.
6. These poems are called Haiku poems. Everyone say Haiku.”

Development/Teaching Approaches

1. Teacher will uncover the Haiku part on the anchor chart.

 2. “Haiku is a form of Japanese poetry that has 3 lines that do not rhyme. The first line
has 5 syllables, the second line has 7 syllables, and the third line has 5 syllables.”
3. “Let’s go through each of these poems and clap out the syllables.”
4. “Take out your poetry books. I want you to keep this inside your book because we are
going to use this again later this week.
5. Teacher will pass out “What am I?” Haiku examples.
https://docs.google.com/document/d/17iWEoNt_JLQUYcCToOysYabLj6ey5Duh/
edit?usp=sharing&ouid=110612265447607093129&rtpof=true&sd=true
6. “Let’s take a look at these Haiku poems.” Teacher will read the first one.
7. “What do you think this poem is trying to describe?”
8. Let’s read the next one.” Teacher will read next poem.
9. “What do you think this poem is trying to describe?”
10. “Now you and a partner are going to practice writing your own in your poetry books. I
want you to use these examples to help you. You are going to write to describe an
animal. After 15 minutes of work time, you and your partner will present your poem to
the class and we will try to guess your animal. Do not forget to count your syllables in
each line of your poem!”
11. “Class dojo created random groups so I am going to show the groups on the screen.
Take a look and when I say go I want you to find your partner. There is one group of
three.”
12. “I will set a timer and you will have 15 minutes to work.”
https://www.youtube.com/watch?v=UB4cYlPjDz8
13. Students will work and teacher will walk around taking anecdotal notes.

Closure/Summarizing Strategies

1. Once the timer goes off, teacher will bring students back together.
2. “I am going to call each group to come up and read their poem. When each group is
finished, raise your hand if you know the answer. That group will choose someone to
answer their question.”
3. “I want you to remember that a Haiku poem is 3 lines that do not rhyme. Who
remembers how many syllables are in each line?”
4. “We are going to do some more practice with Haiku poems later this week.”
(Students will create their own Haiku poems on Thursday and will be graded
using rubric.)

Accommodations/Differentiation

Students who would like to challenge themselves can try to create another Haiku poem that is
not a “What am I?”

Students can ask the teacher to write their poem as they verbally explain what they want to
say.

Materials and Resources:

Anchor chart:

Poetry booklet

Timer: https://www.youtube.com/watch?v=UB4cYlPjDz8

“What am I?” and Spring example poems:

https://docs.google.com/document/d/17iWEoNt_JLQUYcCToOysYabLj6ey5Duh/edit?
usp=sharing&ouid=110612265447607093129&rtpof=true&sd=true

Class list for anecdotal notes

Reflective Response:
Report of Student Learning Target/Objectives Proficiency Levels
Students understood the components of a Haiku poem but they all did struggle somewhat
having the correct number of syllables in each line. However, this lesson was good practice for
students before creating their Haiku projects for the authentic assessment.

Remediation Plan (if applicable)

 Personal Reflection Questions

What could I do to give students practice before writing their own poems?
If I were to reteach this lesson, I would approach it as an “I do, we do, you do”. I would
start by showing them the example Haiku poems but before asking them to write their own, we
would create one together as a class.

How could I have gotten students ready for the Haiku projects on Thursday?
Towards the end of the lesson, I should have had students jot down ideas for their spring
Haiku projects while the information was fresh in their minds.

Additional reflection/thoughts