Lesson Planning Form for Accessible Instruction — Calvin College Education Program

Teacher Josie Barr

Date Wednesday, April 18 Subject/ Topic/ Theme Haiku Poetry Grade: 2nd

I. Objectives
How does this lesson connect to the unit plan?
This lesson will be teaching students another type of poetry, it will equip them with more strategies to use in authoring their own poetry and give them another outlet
to create, and use their voice to communicate using their “poet’s eyes.”

cognitive- physical socio-

Learners will be able to: R U Ap An E C* development emotional

 Recall the 5, 7, 5 syllable pattern of haiku poems that they have studied in the past.
R
 Apply this strategy to their own haiku poem. Ap
 Evaluate and critique their own haiku poem, and that of a peer. E
 Follow the constructive feedback given to them from a peer evaluator in revising their haiku. X

Common Core standards (or GLCEs if not available in Common Core) addressed:

CCSS.ELA-LITERACY.W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe
actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and
editing.

(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create

II. Before you start

Identify prerequisite Students have been studying poetry all year, and have collected works that they have studied in a
knowledge and skills. poetry folder. In their poetry folder are several examples of haiku poetry, and they know the haiku
method uses a 5-syllable line followed by a 7-syllable line followed by another 5 syllable line.
Pre-assessment (for learning):
I have looked at their poetry folders to show me their prerequisite knowledge. And, we will be using
their primary drafts as a pre-assessment.
Formative (for learning):
Outline assessment
activities Formative (as learning):
(applicable to this lesson) Students will be peer-editing and reviewing with help from classmates and teachers to edit and revise
their own writing.
Summative (of learning):
The students final draft haiku poem will be placed in their portfolio to be graded in the future with
their other finalized writings.
Provide Multiple Means of Provide Multiple Means of Provide Multiple Means of
Engagement Representation Action and Expression

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 Provide options for self-regulation- Provide options for Provide options for executive
expectations, personal skills and comprehension- activate, apply & functions- coordinate short & long-
strategies, self-assessment & highlight term goals, monitor progress, and
reflection modify strategies
One on one conference with
Students will be able to compare Student A and J and break the long-
their own work with their peers term goal of a haiku into a short
when peer editing. Hopefully this term checklist. (1 topic, 2) what do
will motivate and inspire them in you want to say about it 3) how can
assessing and improving their own you break that into lines 4) how can
work you break those lines into syllables
5) how should I organize those
lines into my poem 6) what should
my title be?
What barriers might this
Provide options for sustaining Provide options for language, Provide options for expression and
lesson present?
effort and persistence- optimize mathematical expressions, and communication- increase medium
challenge, collaboration, mastery- symbols- clarify & connect of expression
oriented feedback language
What will it take –
neurodevelopmentally, I will have a handout for
experientially, emotionally, Student J with the structure of a
etc., for your students to do haiku and # of syllables laid
this lesson? out, but instead of using the
word syllables I will have
“claps”
Provide options for recruiting Provide options for perception- Provide options for physical action-
interest- choice, relevance, value, making information perceptible increase options for interaction
authenticity, minimize threats

Students have full autonomy in

choosing the subject of their
haiku. They can use either the
models they have been given,
or create something completely
new and unique.
Students will each need their poetry folder, a pencil
Materials-what materials 40 haiku rough draft worksheets printed (Haiku Writing Template, n.d.), the document camera,
(books, handouts, etc) do printed example of haiku (Guenther, n.d.)
you need for this lesson and
are they ready to use?

Students will be at their tables in groups of 4. Students will be looking at the document camera on the
projector.
How will your classroom be
set up for this lesson?

III. The Plan

Describe teacher activities AND student activities
Time Components for each component of the lesson. Include important higher order thinking questions and/or
prompts.
5 min I will ask the students to take out their poetry Students will be sitting at their table groups and
Motivation folders and find an example of a haiku poem that engaging in the discussion.
(opening/ they have studied.
introduction/
engagement) I will ask students if they can remember what
makes a poem a haiku (by looking at their notes)
first one to answer gets correctly gets a “Meyer
buck”

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Min 5- After we have discussed the 5, 7, 5 pattern of a
10 haiku, I will ask students to help me clap out
syllables of a few words so they get used to
checking to see how many syllables this sentence
has. Students will be sitting at their table groups and
engaging in the discussion.
Once they are doing this proficiently I will move
on to reading a few examples of haiku poems to
show them a model, and to hopefully help inspire
them.

*put these up on the doc cam*

*have students read through once, clap the
syllables once then ask questions*

Example 1: “Beaches” (Guenther, n.d.)

Example 2: What am I? Haikus: Frog & Kangaroo.
Development (Guenther, n.d.)
(the largest
Min component or
10-25 main body of Now release students to go and write their own
the lesson) haikus, and have them write as many as they want Students pick up handout template on the red chair
to in the next 15 min.

*walk around and conference with students who

need extra help getting started*

Min *After 15 mins Use the shaker to get their

25-29 attention*

Have students share their favorite haiku with their Share with neighbor, give suggestions on how to
neighbor, and talk briefly about what they could revise
revise to make this better. Add these with notes in a
different color, or with sticky notes.

29-30 Closure After the students have finished sharing and Put handout in folder, get ready for the next
(conclusion, making notes on what to revise have them put their activity
culmination, haiku drafts and notes back into their poetry folder
wrap-up) and tell them we will revisit and revise these
another day very soon.

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Your reflection about the lesson, including evidence(s) of student learning and engagement, as well as ideas for improvement
for next time. (Write this after teaching the lesson, if you had a chance to teach it. If you did not teach this lesson, focus on the
process of preparing the lesson.)

This was the most technically challenging lesson of my unit. I knew that this one would take a bit more
instruction time than the other poem genres. Students had prior knowledge about syllables and how to
determine the number of syllables within a word, however they seemed to be quite confused about it when they
started writing their poetry. We went over several models prior to starting to write and counted syllables out
loud together in each, determining whether this poem fit the rules of Haiku (5 syllables, 7 syllables, and then 5
syllables again) and students were keeping up with me. However, I think if I taught this again I would use
students name clips to choose individuals to walk me through an example of counting syllables so that we could
either learn together from a mistake they made or students could be given another successful model. I think by
only checking for understanding within the whole group, I missed a few students who were still very unsure as
to how to go about following the rules of Haiku poetry. These students I then had a chance to individually
conference with during their writing process, but I would have saved time and confusion by checking for a few
examples of individual understanding along with the whole group.
For this lesson, I used a worksheet that had space for a first and second rough draft of a Haiku poem,
encouraging students to either write on several topics or revise their first draft to be even stronger. This
repetition and revision led students to come out of this lesson with very strong examples of Haiku poetry and I
was very impressed with the creativity they showed and the resilience they had when facing trial and error.
After our second day of writing and revising students were given a worksheet on which to “publish”
their favorite Haiku. This template had guided lines, a place for a title, author’s name, and illustration. Students
all got a chance, since Haiku’s are short, to publish and illustrate these poems within the time frame I had
originally set up, which was two writer’s workshop sessions. This made me feel more confident in my ability to
plan and follow through on lesson planning as well.

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