August 18, 2014

Box Lesson Plan Template

Adapted
First Name

Vera

Last Name

Lin

UH Email

veralin@hawaii.edu

Date

April 8, 2015

Semester

Spring

Year

2015

Grade
Level/Subject
Title

1 hour
4th/L.A

Lesson Duration
Poetry and Haikus Part II

Lesson Overview
Students will participate in authors chair and read their haiku poems on their native
plant/animal. During authors chair the students are to practice reading fluently and with
expression. Their peers will provide necessary feedback to improve on the students
reading or their poems.
Central Focus (Enduring Understandings)
Students will read their haiku poem fluently and with expression.
Essential Question(s)
How is reading fluently able to support comprehension?
Content Standard(s)/Benchmark
CCSS.ELA-LITERACY.RF.4.4
Read with sufficient accuracy and fluency to support comprehension.
CCSS.ELA-LITERACY.RF.4.4.B
Read grade-level prose and poetry orally with accuracy, appropriate rate, and
expression on successive readings.
Prior Academic Knowledge and Student Assets
Students prior knowledge is knowing how to read aloud to their peers and give effective
feedback.

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Academic Language Demands
Language students will need to know:
haiku
authors chair
action
descriptions
T-chart
Instructional Strategies and Learning Tasks
Teacher will:

Student will:

Ask students who hasnt turn or completed Turn in their assignment to get cleared.
their revisions on their haiku poems.
*Cross reference with the list to see the
students who havent completed
Inform students that today were going to
have an authors chair.
An authors chair will give everyone an
opportunity to share their writing aloud to
classmates. Afterward, classmates will ask
questions and offer compliments.
Teach students how to make appropriate
comments as they respond to their
classmates writing.
*students who still havent done/finished
their haiku poems will spend time at their
desk writing their poems before joining the
rest of the class.

Understand how authors chairs works.

August 18, 2014

Teacher will:

Student will:

Tell students before we do authors chair, Understand the agenda for the lesson.
were going to review with our haiku lesson
and work on formatting for our haiku
poems. First well being with creating a
class haiku poem.
Write a Haiku as a class. Start with a T- Give suggestions for actions and
chart with Actions for one column and descriptions of cats.
descriptions for the other. Tell students
that this is how writers get their ideas
Example: Cat
together. Take student suggestions on
Action: bite, purr, scratch, jump
any topic that you want to write a haiku Description (feel/look): soft, furry, white
on(ex: Cats)
Have students write a first line for a
Write a 5-syllable line for a haiku.
haiku on cats in their notebooks. When
most are done, have them share with a
partner to make sure the format of 5
syllables is correct.
Have students share with a partner, and Share with a partner, then with the class
select a few students to share to the
if selected. The student with the first line
class (my pick a few sticks for students chosen may go up to the board and write
to share). Have students choose a first
down their first line.
line of the haiku that the students shared
to write on the board.
Instruct students on how to format a
haiku poem. Tell them that if their draft
poems dont look like how its supposed
to they need to rewrite their poems
correctly.
Poems may or may not have titles. If
there is it should be brief. The poem may
be centered or aligned to the right. Only
three lines for the haiku. Punctuation is
up to the author.
Do the same process for the second and
third line of the poem, having different
students write each line on the board for
the class poem
Once the class haiku is done, read it as a
class, make sure it makes sense and
answer the 5Ws as a class.

Send students towards the back of the

class for authors chair.

Practice making a second and third line

for the class haiku. Each student that was
chosen will write their line on the board
to then create a class haiku
Read haiku and answer 5Ws as a class.

Walk back and be ready for authors chair.

August 18, 2014

Teacher will:

Student will:

Begin authors chair with a haiku poem that Listen to the author whos sharing and give
I wrote and ask students for their feedback appropriate feed back.
(modeling).
Then ask students if anyone wants to share
their poems first to their class. Also remind
the students that they must be polite and
listen to their author when theyre sharing
and when theyre done give their feedback.
If students dont volunteer I will pick them
by random (sticks/paper order)
After everyone has shared I will inform the Go back to their desks when dismissed and
students that they make make revisions to make revisions if needed.
their poems if their format is off and if the
feedback that they got from their peers is
one they want to make adjustments to they
may.
Explain verbally that their final haiku poems Listen to explanation.
will be posted up in a Poet-Tree in the
classroom. I will show them an example of
what I want them to do. They will cut out a
leaf that when opened their haiku poem will
be inside. They may type their poems out
and paste them inside once its approved.
*Examples of the leaf will be shown and I
will model the directions step by step first
before sent back to their seats.
For students who have completed and
Fold the construction paper in half.
revised their lesson plan may begin to cut
their leaf out for the Poet-Tree.
First fold the construction paper in half.

August 18, 2014

Teacher will:

Student will:

They may draw their leaf out first or simply Draw or cut out their leaf making sure that
begin cutting their leaf out. They need to itll be able to open up to display their poem
take an account on how long their poem is when lifted.
and how big their leaf should be.
After cutting their leaf out add details to the Add details to the leaf.
leaf. To determine which side of the leaf to
decorate you want to make sure the leaf
opens towards you like youre opening a
chest/pencil box.
If poems are typed out they may center it
onto the paper and trace the leaf around it
and then cut smaller than the leaf so it will
fit inside of the leaf.

Trace their leaf onto the computer paper

making sure that the poem will be on the
side thats not decorated/detailed so
detailed facing out and when opened poem
will show.

If hand written, leaf will be traced around

computer paper cut out so that itll be small
enough to paste inside of the leaf
afterward. Then students will legibly write
their poem on the computer paper and
paste inside.
If students are done before other students, Write a poem to add.
encourage them to write another poem or
haiku poem to add to the poet tree.
Place the students poem on a Poet-Tree in Visit the poet tree and read their peers
the room.
poems.

August 18, 2014

Assessment

ME
Students read with fluency
and expression. When
reading theyre reading
with expression and
smoothly. They read at an
appropriate rate.

MP
Students are able to read
their poem smoothly and
efficiently

DP
Students arent reading
smoothly and are choppy.
They dont show theyre
confident in reading.

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List the type of accommodation or differentiation (learning

TYPE OF LEARNER environment, content, process, or performance task) and
describe how you will differentiate.

ELL/MLL

Struggling

Students who have a difficulty reading aloud because theyre

ELL/MLL they can read the poem in the language that theyre
comfortable in. Since the poem is written by them it can also
portray a different message towards the peers if read in a
different language.
Students may read their poems in groups to their peers or
partners to reduce anxiety.

Accelerated

Students can write multiple poems and read them aloud to their
peers.

504/IEP

Students can display their poem for the students to read along
and attempt to read the poem aloud to their peers if they have
difficulty reading.

Others (describe)

Differentiation and Accommodations

Materials (Optional)
Please note and/or paste any supporting materials (i.e., teaching materials,
custom lesson plans, etc.) into the space below. You may use as many
pages as needed beyond the space below to paste your materials.
Chair, reading journals/notebooks, Expo markers, white board, construction paper, glue,
scissors, computer paper.
Lesson Plan Reflection
One thing I would change is when we were working on our class poem, the poem became
repetitive and had words that were also repeated. Next I would want to spend the time to have
students possibly revising the class poem or find a way or other students lines that would make
the poem flow better. I would also like the students to practice reading more fluently when
reading their poems to their peers. A lot of the students gave good feedback that will help them
become better readers.

Ideas for Assessment Tasks

August 18, 2014

Students can complete many kinds of individual and group projects to demonstrate their
understanding of the Hawaii Content and Performance Standards.