PartC:OutlineforaDailyLessonPlan

Date:October28,2013
Objective(s)fortodayslesson:Studentswillcreateahaikubywriting
aboutagiventopicinexactlythreelineswith5,7,and5syllablesper
line.

Rationale(Explainwhythiscontentand/orskillisimportantand
worthwhile,andhowyouwillworktomakeitrelevanttoyourstudents
lives):

Studentswillbeintroducedtopoetry.Thegenrestudybegins
withthehaiku.Itwillenhancetheirwritingskillsand
experiences.Theywilllearnaboutpoetryinfutureclasses,so
thiswillgivethemabasicunderstandofafewtypesoncethis
unitiscompleted.Thetopicswillberelevanttotheirlives.

Materials&suppliesneeded:

ELMO
TheYearComesRound:HaikuthroughtheSeasonsby
SidFarrar
Linedsheetsofpaper
Pencils

Proceduresandapproximatetimeallocatedforeachevent

Introductiontothelesson(_10_minutes)

Beforewebegin,let'sreviewwhatitmeanstobeanactive
listener.
Havestudentsrespond
Addadditionalcommentsifnecessary
Examplesofpoetrywillberead
Introducepoetry,ingeneral
Whatdoyouknowaboutpoetry?
WritethoughtsusingELMO
Today,youaregoingtolearnhowtowriteahaiku.Theycan
beaboutanytopic,soyouwillhavethechancetowriteabout
anythingthatyouwouldlikewhenitcomestoindependent
work.

Academic,Socialand/or
LinguisticSupportduring
eachevent

Sincethisisthefirst
poetrylesson,the
bookbySidFarrar
willbeplacedunder
theELMO
Studentswhoare
visuallearnersmay
seethewordsand
picturesasIam
reading
Studentswhoare
auditorylearnerswill
stillreceivebenefits
Partnerworkwillbe
involvedforextrapeer
supportbefore
independentwork

OUTLINEofkeyeventsduringthelesson(_35_minutes)

ReadTheYearComesRound:HaikuthroughtheSeasonsby
SidFarrar
Whatdidyounoticeaboutthisbook?
Didyounoticeanythingaboutthepoems?
Makealist
ExplainstructureofHaiku
3lines
575syllables
Useexample
HavethemclapforeachsyllableasIread
Havethemreadandclap
Doesnotneedtorhyme
Demonstratehaikubycreatingone(teacheronly)
Modelbrainstorming
Createpoemfrombrainstormingideas
Pointoutstructurewithinthepoem
Createpoemasaclass
Givetopic
Havestudentspracticebrainstorming
Comebackasawholetoshareideas
Createpoem
Howmanylinesarethere?Whatisthefirst
linesupposedtohave?Whatdoesthesecond
linelooklike...thirdline...?
Readpoemoutloud
Remindthemaboutstructure
Iftime:Pairupstudents
Containerwithstripsofpapercontainingtopicswillbe
passedaroundforstudentstochooseatrandom
Studentswillbrainstormideaswithingiventopicfor
nextday

Closingsummaryforthelesson(_5__minutes)

Alright,pencilsdown...
Whocandescribetomewhatyoulearnedtoday?
Tomorrowyouwillwriteahaikuwithyourpartner.Then,you
willcreateoneonyourown.

Transitiontonextlearningactivity

Pleasepassyourpapersforwardinthesamewayyoudowith
yourcompositionbooks.
LakeHuron,pleaselineup.LakeOntario...

Assessment

I will keep note of who is participating during the lesson with

respect to teacherled discussions as well as student
involvement. Students may begin to work in partners, so their
progresswillbe assessed when their papers are handed
in. By assessing their work thus far, I can determine the first
stepofthenextlesson.

Academic,Social,and/or
LinguisticSupportduring
assessment
Studentswillbe
givenextra
guidanceatthe
beginningofthenext
lessonifstructureis
incorrect

Reflection

Studentslearnedabouthaikusduringmylessonyesterday.Tointroduce,thestudents
talkedabouttheirideasaboutpoetry,ingeneral.Therewerepoemsread,andIwasreadyto
jumpintohaikus.Aftertheinitialintroductionandbook,thestudentslearnedaboutthe
requirementsofahaiku.Theyquicklyrecognizedthattheyneedtohavethreelines,andthey
learnedaboutsyllablesafterpracticingclappingthroughthepoems.Aftercontinuedpracticed,
theycametotheunderstandingthatthereneededtobe5,7,and5syllableswitheachline
respectively.Studentspickeduponthisquickly.However,somestudentsseemedconfused
aboutsyllablesbecauseafewofthemdidnotstayonkeywiththeclaps.Afterafewtries,the
studentsquicklycameintounison,andwereexcitedtoreadthepoemaloudwhileclapping.It
waswonderfultosee.Studentswereengaged,andparticipated,whichisnotalwayscommon
onanormalday.
Mysecondlessonfinishesupthetopicofhaikus,soIplantoreviewtherequirements
againtomorrow.Inadditiontothat,Iwillgivesomeextrapointersonhowtovaryuptheirword
choicesbeforetheydiveintothepartneractivitiesfollowedbytheindependenttask.
IfIweretoteachitagain,Iwouldaskthemaboutthemessagethatcamefromtheinitial
introductorypoems.Wedidthiswiththehaikus,anditwasbeneficial.Eventhoughwetalked
aboutwhatpoetryisabout,itwouldhavebeennicetoshowthatwiththegeneralpoems.Isay
thisbecauseIfeelthatthestudentspickedupontheideaofahaikuthroughtheentirelesson.
Sincemycorepracticeisgenrestudy,Ilearnedthatitwasdefinitelybeneficialtospend
afulllessonontheaspectsofthehaiku.Thiswillhelpthestudentslearnatadecentpacewhile
establishingunderstandingofthetopic.Ifeelthatthereviewaswellasactivitieswillsolidifytheir
understandingtomorrow.Thisisimportantinthiscorepracticeastheywillseethedeeper
meaningsofeachpoemlearnedwithinthegenre.

PartC:OutlineforaDailyLessonPlan

Date:October30,2013
Objective(s)fortodayslesson:Studentswillcreateahaiku
bywritingaboutagiventopicinexactlythreelineswith5,7,
and5syllablesperline.

Rationale(Explainwhythiscontentand/orskillisimportant
andworthwhile,andhowyouwillworktomakeitrelevantto
yourstudentslives):

Studentswillputtheirunderstandingofthehaikuin
writing.Thiswillbetheircreativeexpressionswithin
thecorrectstructure.Itisimportanttobroadentheir
ideaswithinwritingastheywillcontinuetowritein
futureclasses.Studentsmaylearntolovepoetry,and
mayincorporateitintotheirlivesinsomeway.The
topicscanberelevanttotheirlifeastopicsare
unlimited.

Materials&suppliesneeded:

Pencils
Crayons
Linedsheetsofpaper

Proceduresandapproximatetimeallocatedforeachevent

Introductiontothelesson(_5_minutes)

Reviewbehaviorexpectations
Raisehands
Situpstraight
Followdirections
Askstudentswhattheylearnedthedaybefore
Reviewgroupactivity

OUTLINEofkeyeventsduringthelesson(_35__minutes)

Continuegroupactivityifstartedthedaybefore
Studentswillbrainstormtogether
Jotdownideas
Writehaiku
Receivesecondtopicoutofthebowloncefinished
Jotdownideas
Createsecondhaiku
Eachpairwillchooseonehaikutosharetowhole
Academic,Socialand/or
LinguisticSupportduring
eachevent

Oneonone
conferencingmaybe
giventothe
SpecialEdstudents
Observationsneedto
takeplaceduring
groupwork
Makesuretoask
studentstospeakup
ifquietwhen
speaking
Givethefewselect
studentsextra
guidelinesduring
independentwork
Reviewstrategyto
countsyllablesifthey
donotunderstand

class
Wholeclasssharing
Doesanyonehaveanyquestionsbeforewework
independentlyonhaikus?
Onceclear,havestudentscreatetheirown.

Mustcreateatleastone
Ifmajorityisdone,explainuseofcrayons
Eachofyouwilldrawsomethingcolorful
thatrelatestoyourtopicaboveeachsyllable.
Ifyourhaikuisaboutbirthdays,youmay
colorasmallballoonaboveeachsyllablein
eachword.Changecolortohavedifferent
syllablesstandout.Ifyouarereadyfor
crayons,pleaseraise yourhand.
Usepreviouscreatedpoemtodemonstrate

Closingsummaryforthelesson(_10__minutes)

Havestudentssharetheirfavoritehaiku
Topicandsmallimages
Now, youhavelearnedabout,andcreatedhaikus.
Thisexperiencewillbeusefulforupcominglessonson
thecinquainanddiamantepoems.

Transitiontonextlearningactivity

Pleasepassforwardyourhaikus.
LakeSuperior,youmaygrabyourpencilsandlineup
plesae.LakeErie...

Assessment

Iwillassessparticipationduringthegroupactivity.

Assessments will be made based on the completed

haikus. Each haiku should have a small colorful
pictureaboveeachsyllabletodemonstratechangein
amountsperline.

Academic,Social,and/or
LinguisticSupportduring
assessment
Iwillwalkaround
duringthegroup
activitytoseeifthey
arecompleting
requirements
Iwillconference
withthemingroups
ifthereisconfusion

Reflection

Afterteachingmysecondlessonplantofinishuphaikus,Ifeelthatmoststudents
learnedwell.Therewasonestudentthatrefusedtoparticipate.Thisstudentneverparticipates
inwritingbecausehelacksmotivation.Heisallowedtohaveascribe,andIfeelthisplaysinto
hisrefusalofdoingworkthatinvolveswriting.Heparticipatedinthesectionsinwhichthe
studentsclappedtoreviewtheconceptofsyllableswithinthehaiku.Ihaverealizedthathe
needsthatengagementbecausehewillparticipateinthatcase.However,hechoosesnotto
write,sowecannotalwaystellifheunderstands.Iamcontinuingtofocusonthisstudentto
reachhisstrengths.Asidefromthis,Ifeelthatthestudentslearnedwellbecausetheywere
showinginterestinthepoetry.Theywererequiredtowritetwohaikusforhomework,andI
enjoyedreadingthem.Theyshowedtheirsuccess.
Weareonlygivensomuchtimeinwritingastheyattendthisclassthreedayseach
week.Ifthereisanytimeduringindividualwork,Iliketodooneononeconferencing.This
couldallowmethetimetoverballyaskthemtoshowwhattheyhavelearned.Theymightnot
showthemotivationtofinishwork,butIcouldseeiftheyareunderstandingwithoutthestress
thatmightbefeltbyaskingquestionsinclass.
Tolookpastpoetry,Inoticedthatstudentswerenotfocusingonthedeepmeaningof
syllables.Theywouldnottakethetimetoseetheactualpartsofeachword.Theymighthave
hadlowunderstandingonthis,orquicklywentthroughthewords.Weworkonspellingeach
week,butInoticethatmanystudentsarenotspellingwordsseenfrequently.Also,Irealized
thattherearemanybackgroundswithinpoetry.Onestudentknewthatonelinedoesnothave
tohaveacompletethoughtasthenextlinecanfinishit.Therearemanyaspectstowritingused
thatIhavenoticedwhileworkingwithpoetry.OnceIhavetaughtthespecifictypesofpoetry,I
canrevisitthedifferentpoemsinordertoreviewwhattheyhavelearnedsofar.
IfIhadtoteachthislessonagain,Iwouldemphasizeexpectationsabouthowtomove
tablestogethertoworkinpartners.Weattendwritingclassinanotherclassroom,sothe
studentswereinadifferentenvironment.Ihelpedthestudentsmasterthiswayofgroupworkin
ourownclassroom,butitseemedtofailintheotherroom.Asidefromthat,thestudents
seemedtofeelconfidentinproducinghaikusaftertheirparticipation.
Asaclass,wetalkedaboutthebasicaspectsofpoetry.Thisinvolvedmentalpictures,
creativity,expression,varietyoftopics,andpoemsdonothavetorhyme.IfeelthatI
representedgenrestudybyleadingthestudentstolookatthedeepermeaningofeachpoem.
Poemscangiveoutmessages,andthestudentslearnedhowtosearchforthatwhenlookingat
haikus.Ineedtocontinuetodowhatworksfortheothertypesofpoems,butIalsoneedtouse
whatIhavelearnedtomodifyfuturelessons.SinceIaminterestedinpoetry,Icouldresearch
newtypesofpoemsthatIhavenotlearnedabouttoexpandmyknowledgeofthisgenre.