Daily Lesson Plan Organizer-

Subject: ELA Day: POEMS

Grade: 6th
Unit of Study: Unit One : Baseline
Learning Goals/Objectives/MLS/ISTE:
To be able to identify different types of poems given; Haiku, Acrostic, Villanelle
To be able to give examples of the given types of poems independently

Background Knowledge:

What do your students know coming into this lesson: Knowing how to read and comprehend
independently
What vocab will they need to know:
Haiku
Acrostic
Villanelle
Stanza
Lines
Author
Audience
Research-based 21 Century Skills
st

What is the purpose of this lesson?

Teaching Strategies
Apply this to the real world
Check all that apply Check all that apply
Identify similarities Teamwork and
They need to be able to read so they can be able to and differences collaboration
move on with all of the other units that I will Summarizing and Initiative and
teach. If they cannot read and comprehend text Note Taking Leadership
Reinforcing effort
independently they wont be able to analyze the text Curiosity and
and providing
effectively or talk about what they read. Imagination
recognition
In the real world it is important to be able to read Innovation and
Homework & Creativity
everyday including road signs, menus, and just Practice
simple things around your wordl. Reading is Critical thinking
Nonlinguistic
probably one of the most important things to and problem
representations
solving
know. Cooperative Flexibility and
They will need to be able to understand what theyre learning Adaptability
reading so they will be able to function in society. Setting objectives Effective Oral
and providing
Written
feedback
Communication
Generating and
Accessing and
testing hypothesis Analyzing
Cues, questions, and Information
advance organizers Other
Interdisciplinary
non-fiction writing
Materials/Resources and Preparation (Physical): Materials/Resources and Preparation
(Technology-Based):
 Paper, magazines, glue, scissors, paint powerpoint / videos describing different
samples, pencil, document cam, computer, kinds of my poems Im teaching
projector, where the sidewalk ends shel Document camera to show my own
silverstein, acrostic worksheet examples and ill go along with the class

Learning Progression Instructional Sequence: (write down your time frame and when you will be
doing what)
For poetry we will start out by teaching them the three different types, I will tell the attributes
of each of the three types of poems and what makes them unique. I will give a visual and they
will follow along with a worksheet.

Hook/Connect: (drawing in your learners, how do you gain their attention?)

Wouldnt it be cool to be an author that could bend peoples minds? To make people extremely
confused at what youre talking about?
We will be learning about different poem types and creating them ourselves, this is going to require
lots of creativity and there will be lots of free concepts to talk about
Whole Class Teaching: (teacher in charge)
Dislcaimer: my lesson doesnt really have three parts like you have listed, it is simply where I am
teaching them as we go along. I will have my own example on the document camera and we will
both go through and do them. Now actually as I think about it, I will probably have that type of
three step process when I teach them Haiku and traditional. Just shorter.
Reminder this is very explicit. You type out
Guided Practice/Active Engagement:
T: So, we are going to learn about three different types of poems we can write
S: Are we going to be able to make our own?
T: yes, but first we have to learn what they are and how to make them
S: what are they called?
T: well there is the Haiku, Acrostic and traditional, does anyone know what any of those are?
S: isnt a haiku from china?
T: actually haikus originate from japan, anyone else know these three types?
S: I mean traditional is just rhyming right?
T: yes, every other line you will rhyme
S: acrostic sounds hard!
T: actually that one is the easiest! Lets learn that one first and practice it.
T: Now, lets start simple like with your name, write your name but put the letters like this, im going to
use my last name, STOLLER. (I write the letters below one another as you would set up an acrostic
poem)
S: why?
T: youll see
T: now, with an acrostic all you have to do is choose a word that relates to a certain topic, then you will
write other words that begin with the same letter of each letter in this word. They have to also relate to
the topic. For this example my topic is, me and your topic will be you.
T: so for my S I will put sharing, because I like to share.
T: and for my T I will put talkative because sometimes I don't shut my mouth
S: Im putting joker for my J!!
T: yes thats a good fit, jack. Haha
T: so why dont you guys finish up your acrostic poems, make sure they relate to you because theyre
your names!
Walk about - supervise - ask questions - make suggestions
T: Okay guys, now we are going to learn how to make a haiku. Its easy.but also difficult.
S: How is it easy and hard?
T: well, okay, yall know syllables right? Like ba na na, how many syllables do your names have?
S: Mine has 3! Mine has 2! Whoa mine has 4!
T: good, well in haikus, there is only three lines. The first line would be only 5 syllables, the second
would be seven and then the last one is 5 again. (write down numbers to left on each of the three lines)
Copy these numbers so you can remember to count
S: Why is it like that?
T: well technically the way the japanese set theirs up is that it just has to do with sound. But when the
english interpreted it, they made it into a certain number of syllables.
S: why would we do that?
T: so we could create this type of poem ourselves i suppose
T: So now, what should our poem be about?
S: Video games! Memes! Trains! Trees!
T: oh, I like the trees idea, lets do that for our example, and you guys can use your own topics when
you do your examples. For now help me out with getting the syllables right in this haiku about trees.
T: the first line is 5 syllables right, so lets say trees are tall and green, does that work?
S: Also they help us breathe!
T: oh, yes! Now well put, they help us breathe, and live right. does that sound good guys?
S: how about and live well
T: oh yeah that probably would sound better, changes it*
T: okay and the last line has how many syllables?
S: 5!
T: what else can we say about trees
S: theyre tall!
S: They turn colors in fall!
T: oh hey, you two just rhymed, that might work, lets try it.
T: Change color in fall. Oh that fills up all the syllables, but it doesnt sound quite right
S: what about, the tall one then
T: okay lets make it easy, and theyre really tall that works.
T: Now, you all try your own! Write about a topic and make sure its 5 7 5, and school appropriate.

Direct Instruction/Teach:
T: By the end of the lesson you should be able to create your own of each of these three types of poems
S: What if we dont?
T: then you wont be able to pass, but its alright we will learn a lot about them just you wait. Or I could
give you more practice!

Students Try Out/Work Time:

T: So now, you are going to write your own traditional poems. I will write the requirements on the
board, make sure that every other line rhymes, but you may switch rhymes every 4 lines. Make sure
your topic is something you can write a lot about, maybe an interest of yours you know a hobby or an
activity that you like to do or a movie or show you like, even family or friends. And make sure it is
school appropriate.
S: Is GTA okay to write about?
T: as long as you dont write about the bad parts.Ill check on it
S: can i write about my dog?
T: of course, as long as it is 4 stanzas
S:

Assessment/Matching Assessment/Plan Catches: (students show what they know)

Turn in an example of each for completion grade (as we go along in class they will create
their own examples and then turn it in)

Closing/Reflection: (drawing in your learners, how do you gain their attention?)

Asking them what they wrote about, and who wants to share out
Having their classmates identify which type they decided to write after hearing it
Asking which is their favorite and least favorite