|Name: Sasha Howard|
|Date: October 20th, 2016|
|Grade Level of Your Students: 4th Grade|
|Subject Being Taught: Language Arts, poetry unit|
Section 1: Contexts for Learning: Who are the students you are teaching?
Disclaimer: Names, number of students and their demographics are hypothetical
|What is the class schedule?|
|Describe what time of day these lessons will take place (i.e., after lunch, end of day, etc.)||Before lunch|
|Number of Students in your class: Male||12|
|Number of students with Individualized Education Plans (IEPs)||2|
|Number of students with 504 plans||0|
|Fill in the chart below, summarizing required accommodations or modifications for at least two exceptional students.|
|Student||Issue or Concern (IEP, 504)||Proposed Accommodations|
|-Keep sugary snacks and beverages in the case of sugar rate levels dropping. Examples include: candy, fruit snacks, and orange juice.
-Avoid any use of flashing lights. Be aware of amount of brightness in the room. In the case of an attack, call 911, move student to a safe place in classroom, and let the seizure play out. Make sure the student doesn’t bite their tongue to prevent choking.
|Describe the overall range of abilities in the classroom. Is there any ability grouping?|
|All students are around the same academic level for this unit; some students may need more time depending on the speed in which everyone writes their haikus.|
|Describe the range of socio-economic backgrounds of the students.|
|Most students are lower middle-class to upper middle-class.|
|Describe the racial / ethnic composition of the classroom, and how you make your teaching culturally responsive.|
|Racially diverse; 10% White 40% Hispanic 25% Asian 15%African American. This lesson will specifically be focusing on important literary figures in American history, so there will be lots of diversity in who those figures are in the timeline we follow in this unit.|
|What prior knowledge, skills, and academic background do students bring to the lesson?|
|Students will know what a basic poem looks like, and some prior knowledge of what a haiku is.|
|Identify textbooks and other learning resources used in this lesson.|
|No other resources besides the students creativity and examples will be needed for this lesson.|
Section 2: Standards: What should students know and be able to do?
|Title||Rainforest Haiku’s and Performance|
|Subject Area||Language Arts|
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience
Write routinely over shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences
Content Standard #4: Directing by planning classroom dramatizations
Students collaboratively plan and prepare improvisations and demonstrate various ways of staging classroom dramatizations.
Content Standard #7: Analyzing and explaining personal preferences and constructing meanings from classroom dramatizations and from theatre, film, television, and electronic media productions
Students identify and describe the visual, aural, oral, and kinetic elements of classroom dramatizations and dramatic performances
|Learning Target(s)||SWBAT: creatively write a haiku by applying background knowledge, lecture material, and a given topic to write about.
SWBAT: demonstrate their ability of following directions by executing said instructions thoroughly, efficiently, and creatively.
SWBAT: fluently read their haiku out loud to the class through practice, and perform said haiku by movements, sound effects, and dramatic phrasing in oral read-aloud
Section 3: Teaching and Learning Strategies: What will happen during the class period?
|Complete the following table, explaining the step-by-step instructions and activities.|
|Provide an Estimate of Time||List in sequence the various Learning Activities||Explain for each activity its specific Purpose|
Introduction to Haiku’s
Show personal example of haiku, with rainforest theme
3. Define what a haiku is: a Japanese poem of seventeen syllables, in three lines of five, seven, and five.
4. Give examples of Haikus:
I am first with five Then seven in the middle — Five again to end.
Green and speckled legs, Hop on logs and lily pads Splash in cool water.
Sand scatters the beach Waves crash on the sandy shore Blue water shimmers
5. Show students an example of what they are going to be doing in their individualized activity.
Students should be paying attention to the theme part of this example:
Rainforests are cool
They are dense, green, and rainy
I like rainforests
6. Tell students to pull out wide/college-ruled paper and begin drafting their haiku’s. Allow them about 10 minutes of this time to get their first draft completed.
7. Pass out blank sheets of printer paper for them to write down their final draft. Provide markers for decoration and additionally thematic opportunity. Allot for 15 minutes for students to do this part of the activity.
8. Tell students to put markers away, clean up their areas, and listen to the following instructions. 2 minutes’ maximum for this.
9. Students will now read their haiku out loud to the class and must somehow demonstrate acting it out through movement, sound effects, or other creative ways of their choice. The rest of the lesson should be dedicated to sharing their haikus.
10. Collect materials and
11. Give students a formative assessment: write down three things they learned from classmate’s haikus about the rainforest or something they remembered.
|1/2.Getting the students to calm down from lunch and recess time is effective when they physically get to do something.
Introducing the topic of the language arts unit will allow students to begin achieving their learning target of writing a themed haiku.
3/4. By giving students the definition and examples of what a haiku is, what it looks like, and its conventions, they should be able to understand more thoroughly how to apply this information to create their own personal haiku.
5. This will be an application of their knowledge of haikus, while reconnecting with the rainforest unit that began the week prior to this lesson.
6/7. By completing these activities, students have demonstrated their learning target of following directions and creatively making their rainforest haiku. This part of the lesson is the main chunk of application of material.
8/9. Reading their haiku’s out loud will allow students to fulfill their last learning target- performing and oral read-aloud. Integrating the rainforest unit with a language arts sub-unit will give students the opportunity to experiment and use their imagination to create a piece of poetry that they can use as a way of remembering previous lessons on the rainforest.
10/11. Wraps the lesson up and allows students to provide proof of gaining something out of the material.
Section 4: Lesson Assessment: How will students demonstrate their learning?
|Complete the following table to highlight what students will do to demonstrate competence:
(You will likely have only a formative OR summative assessment)
|Formative Assessment Activity||Evaluative Criteria||What the assessment is designed to assess||Feedback to students|
|Process-oriented; allows for further development of skills
||Drawn from and aligned with the standards, but specific to the activity. Include relevant rubrics.
*rubric attached below
|The skill or knowledge which is the focus of this assessment. Refer back to Learning Targets.
||Proposed feedback for high-, low-, and moderate-achieving work samples.
Low: In the space provided for comments, use sandwich technique for providing feedback. Many positive remarks will be given with one or two things to work on.
Example: Maria did a fantastic job of completing the assignment, although it seemed rushed, the creative aspects showed.
Mid: In the space provided for comments, again, use the sandwich technique to provide positive feedback, but give 3-4 critiques/goals to strive for.
Example: Maria completed the assignment, but lacked creativity, seemed a little rushed, and could use some revision; but her performance was entertaining for the classroom to experience.
High: In the space provided for comments, again, use the sandwich technique to provide positive feedback, but give 5-6 critiques/goals to strive for.
Example: Maria completed the assignment; however, could use some mechanical overview, lacked listening to instruction and creativity, was rushed through, and wasn’t read fluently in performance; however, she did use various ways of performing her haiku.