SETON HILL UNIVERSITY

Lesson Plan Template Abridged

(May be adapted based on instructors needs)

Pre-Planning
TOPIC
Name
Subject
Grade Level
Date/Duration
Standards/
anchors/
competencies
PA/Common
Core/Standards
(Plus any others
as may be
required)

Formative
AND/OR
Summative
Assessment
Evidence

Objective
A-B-C-D
Bloom's Taxonomy
Webb's Depth of
Knowledge (DOK)

DETAILS
Miss Nicole Burrell
Language Arts
4th Grade
Tuesday, April 14, 2015 This lesson is designed for 7
students. It will take about 15 minutes.
CC.1.1.4.D: Know and apply grade level phonics and
word analysis skills in decoding words. Use combined
knowledge of all letter-sound correspondences,
syllabication patterns, and morphology to read
accurately unfamiliar multisyllabic words.
CC.1.4.4.A: Write informative/explanatory texts to
examine a topic and convey ideas and information
clearly.
CC.1.5.4.A: Engage effectively in a range of
collaborative discussions on grade level topics and
texts, building on others ideas and expressing their
own clearly.
Formal Evaluation
No formal evaluation
Informal Evaluation
During the Haiku writing activity, I will walk around the
room and check with all students. I will make sure that
all students are on task, ask them questions about their
Haiku poems, and answer any questions they may
have.
At the end of class, I will collect the students Haiku
poems and evaluate if they have correctly made a
Haiku poem. I will correct any misconceptions and
reteach the concept, if needed during tomorrows class.
Individually, all fourth grade students will be able to
create a Haiku poem about a season or nature one out
of one time with 90% accuracy. (Creating)
Individually, all fourth grade students will be able to
verbally present and share their Haiku poem with their
classmates one out of one time with 100% accuracy.
(Applying)

CK

Step-by-Step Procedures
RATIONALE for the
Learning Plan
DETAILS
Introduction
Activating Prior Knowledge
What is poetry?
What are poems?
What types of poems have we talked about already?

CK

Explicit
Instructions
Big Ideas
Essential
Questions

Lesson Procedure
Must include
adaptations &
accommodations
for students with
special needs
Accommodations,
Modifications

What are syllables?

Hook/Lead-In/Anticipatory Set
1. Remind students that we have been working on our
poetry unit because April is National Poetry Month.
2. Tell students that we have talked about a few different
types of poems including free verse and couplets.
3. Ask students to recall what free verse poems are.
4. Discuss the free verse poems with students.
5. Ask students to recall what couplets are.
6. Discuss the couplets with students.
7. Tell students that they will be learning about another
type of poem called a Haiku poem.
Big Idea Statement
Writing is a recursive process that conveys ideas,
thoughts and feelings.
Effective speaking and listening are essential for
productive communication.
Essential Questions
What role does writing play in our lives?
Why do we need to listen when other people are
speaking?
Key Vocabulary
Poetry
Poems
Syllables
Haiku poem
Couplets
Free verse poem
1. Tell students that Haiku poems originated, or came from,
Japan and that they normally describe nature and the
seasons. However, they can be about anything.
2. Tell students that there are many different forms of
Haiku, but we will be doing the most basic one.
3. Tell students that the most basic form of Haiku has three
lines. The first line has 5 syllables, the second line has 7
syllables and that the third line has 5 syllables. Also, tell
students that the lines dont rhyme.
4. Ask students to recall what syllables are.
5. Discuss syllables with the students. Remind students
that they can clap out the number of syllables in each
word.
6. Put the example Haiku, Spring is in the Air, on the
Elmo and explain the first syllable pattern.
7. Ask students how many syllables are in the second line
and how many syllables are in each word in the line.
8. Ask students how many syllables are in the third line and
how many syllables are in each word in the line.
9. Tell students that all Haiku poems have a title. Refer
back to the title, Spring is in the Air.

Transition

Materials
(reading,
technology,
equipment,
supplies, etc.)

Closure

10.
Show students the Syllable Haiku to help students
remember how many syllables are in each line of a
Haiku.
11.
Tell students that they are poets today and that
they will be writing their own Haiku poem.
12.
Have all students talk to a classmate sitting next
to them about a topic they might write their Haiku poem
about.
13.
Pass out Haiku topic sheet, brainstorming sheet,
and Haiku response sheet to each student.
14.
Tell students that they have a topic sheet for ideas
to write their Haiku poem about.
15.
Remind students that Haiku poems are normally
about nature or the seasons, but they can be about
anything. This topic sheet is only to give them a few
ideas.
16.
Tell students that the brainstorming sheet of paper
is where they can write their ideas for their Haiku
poems.
17.
Tell students that the other sheet of paper is where
they can write their polished Haiku poem.
18.
Remind students that the first line of their Haiku
has 5 syllables, the second line has 7 syllables and the
third line has 5 syllables.
19.
Give students about 4 minutes to write their Haiku
poems.
20.
Have students share their Haiku poems with the
class. Make sure to ask students why they decided to
write about their topic.
Adaptations/Accommodations for Students with Special Needs
For a student with Spina Bifida, I will provide the student
with a large (wider) pen that has a gripper to write with
to make it easier to grasp and write with because she
has fine motor difficulties. In addition, the student will be
placed at the front of the room so it is easier for the
student to pay attention and not get distracted because
she gets distracted easily. Finally, I will provide the
student with a schedule of the days class because she
tends to forget what to do next in the lesson or activity.
Elmo
Haiku Poem Example-Spring is in the Air
Syllable Haiku
Haiku Topic Sheet for each student
Haiku Response Sheet for each student
Pencil for each student
Slant board
Big Pen
Schedule of the days events
Summary & Review of the Learning

Ask students to recall what type of poem we talked

about in class.
Ask students to recall what Haiku poems are usually
about.
Ask students to recall the number of syllables in each
line of a Haiku poem.
Homework/Assignments
All fourth grade students will be asked to go home and
explain what a Haiku is to their parents/guardians,
friends, neighbors, etc. We will talk about our Haiku
conversations in class tomorrow.
All fourth grade students will be asked to think about a
topic, preferably a season or nature related topic, that
they would like to write a Haiku about tomorrow.
Other(This area
is to be
determined by
instructor OR
student as
needed)
Supervising
teacher
comments and
signature
Teacher
Self-reflection
What
worked?
What would
you
change?