Teacher Education Lesson Plan Template

Teacher: Ms. Scarlett Palmieri Date: February 21st, 2019

Title of Lesson: Poetry Playground – Haikus Cooperating Teacher: Mrs. Cristina Howell

Core Components
Subject, Content Area, or Topic
Language Arts/Reading
Student Population
Homeroom (Gifted) – 21 total, 15 females, 6 male
Switch Class (Inclusion) – 18 total, 8 female, 10 male (10 total IEP’s)
Learning Objectives
The student will read and demonstrate comprehension of fictional texts, narrative nonfiction, and
poetry.
The student will describe the characteristics of free verse, rhymed and patterned poetry.
The student will draw conclusions and make inferences from text, including inferences about
character and theme.
Virginia Essential Knowledge and Skills (SOL)
SOL 5.5
VBO 5.5.13, 5.5.6

Materials/Resources
Writing utensil
SMART board
Pear Deck (google slides add-on)
Student chrome books
Haiku Google slides presentation
Haiku Poem Interactive (Read Think Write) (Link: http://www.readwritethink.org/classroom-
resources/student-interactives/haiku-poem-interactive-31074.html)
High Yield Instructional Strategies Used (Marzano, 2001)

Check if Used
Strategy Return
Identifying Similarities & Differences 45%
Summarizing & Note Taking 34%
Reinforcing Efforts & Providing Recognition 29%
Homework & Practice 28%
Nonlinguistic Representations 27%
Cooperative Learning 23%
Setting Goals & Providing Feedback 23%
Generating & Testing Hypothesis 23%
Questions, Cues, & Advanced Organizers 22%
DOES YOUR INSTRUCTIONAL INPUT & MODELING YIELD THE POSITIVE
RETURNS YOU WANT FOR YOUR STUDENTS?
Check if Used Strategy Return
Teach Others/Immediate Use of Learning 95%
Practice by Doing 75%
Discussion 50%
McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Demonstration 30%
Audio Visual 20%
Reading 10%
Lecture 05%
Safety (if applicable)
N/A

Time
(min.) Process Components
1 min *Anticipatory Set
TSW review the characteristics of limericks.

1 min *State the Objectives (grade-level terms)

I can read and understand fiction, nonfiction and poetry.
I can identify the different types of poetry.
I can draw conclusions and make inferences while reading.
8-10 *Instructional Input or Procedure
mins TTW instruct explicitly on haikus by discussing the characteristics of haikus (Google
slides).
TSW interact with the google slides presentation on their chrome books using Pear
Deck.
TSW look at examples of haikus and practice counting the syllables.
TSW review the characteristics of poetry.
TSW write their own haiku poems using the interactive link on readwritethink.org.
5 mins *Modeling
TTW model accountable language when speaking by using the terminology related to
poetry (stanza, line/verse, rhyming scheme, etc.).
TTW model making a haiku poem of his/her own.
TTW model counting syllables.
Contin. *Check for Understanding
TTW check for understanding throughout the duration of the lesson by asking for
student responses, listening to student conversations and observing their note taking.

5 mins *Guided Practice

TSW interact with the google slides.
TTW guide students through writing a haiku using the interactive ReadWriteThink tool.
15 *Independent Practice
mins TSW brainstorm words or phrases for their poem, paying special attention to syllable
count.
TSW use the words and/or phrases they brainstormed to write their own haiku poem.
TSW upload their completed poem(s) to their Google portfolio website.
Contin. Assessment
TTW formatively assess students throughout the lesson by listening to student
conversations and noting the interactions they make using Pear Deck google slides.
3-5 *Closure
mins TSW have the opportunity to present their haiku poems to the class while sitting in the
author’s chair.

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015
 Differentiation Strategies (enrichment, accommodations, remediation, or by learning style).
TTW provide enrichment for those students identified as gifted by increasing the complexity of
vocabulary used. TTW allow these students to move at their own pace and make more than one
poem. TTW provide remediation to struggling learners by thinking aloud and making the
cognitive processes involved with poetry more explicit in nature. TTW allow these students to
move at a slower pace as well. TTW provide extra support to those students with IEP’s with the
help of the TA. TTW address a variety of learning styles in this lesson including visual,
kinesthetic and reading/writing. For auditory learners and low-level readers, TTW read the
presentation aloud.
Classroom Management Issues (optional)
TTW ensure students remain on task and attentive. Students should be quiet and respectful
throughout the duration of the lesson. TTW establish the expectation that students should clap
for their peers who share their poems at the conclusion of the lesson.
Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Signature Date

McDonald’s Draft (2010). Modified by Kreassig and Gould (2014) for use with student teachers.
Revised August 2015