Understanding by Design (UbD) Lesson Plan Template

Classroom Teacher: _Alison Elphick__________________ Grade (K-12)/Developmental Level: _3rd grade_____________ Date Lesson Will Be Taught: _TBD_________________ Lesson Subject Area: _Language Arts_______________ Lesson Topic: _Haiku Poem________________________ Preservice Teacher: _Shayla Hosaka______________________

Stage 1- Desired Results Established Goals/Big Ideas (Include): What are the big picture concepts, conceptual anchors, and connections?

• To teach students to identify and compose haiku poems. • A haiku is a form of traditional Japanese poetry that has 3 lines with 17 syllables written in a 5/7/5 syllable count.

Common Core Standards: CC-LA-2014.3.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

CC-LA-2014.3.W.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 3 on page 29.

Understandings: Students will understand that…..

• We count syllables in each line to determine • A haiku is a form of traditional Japanese poetry. • Haiku poems consist of 3 lines.

The first and last lines have 5 syllables and the middle line has 7 syllables.

Essential Questions: What questions highlight the big ideas?

• What is a haiku? • How can haikus be used to express ideas? • Where did haikus originate? • What is the structure of a haiku poem?

Content Acquisition (Objectives): Student will know….

• Brief facts about the history and characteristics of haikus. • A syllable is part of a word pronounced as a unit.

Skill Acquisition (Objectives): Student will be able to…

• Correctly count syllables. • Create a haiku using the correct amount of syllables for

 • Haiku is a traditional form of Japanese poetry. • Haikus are short poems that rarely rhyme.

each line of their poem. • Answer questions about haikus. • Identify the structure of a haiku. • Use descriptive words to create imagery in writing.

Stage 2- Assessment Evidence Performance Tasks: What tasks will students be able to do to demonstrate understanding?

• Create a haiku poem. • Write down the correct number of syllables in each line. • Identify the format of a haiku poem in different types of texts.

Other Evidence: What other things can students do to show what they know?

• Peer assessment of their classmates’ poems to identify if their haiku has the correct syllables in each line.

• Be able to correctly clap/count the syllables in each word.

Self-Assessments: What ways can students check understandings to set future goals?

• Journal -One thing they learned -One thing they don’t understand -Questions

• Fist for Five

Reflections: What did you identify during self-evaluation?

Stage 3 Learning Plan Learning Activities: What will the students do during the lesson so that they achieve the stated goals? How will you guide the students? What resources are needed? Introduction:

• Read haiku poem to the class. • Discussion: Ask students to share what they know about haikus and what they noticed about the haiku poem that was read. • Read a short passage about haikus as a class. • Ask questions about passage read. • Briefly review and explain the history of the haiku poem and its characteristics. • Pair/share with neighbor one thing they learned.

  During:

• Practice counting syllables (clapping method). • Have students complete the haiku worksheet (counting syllables, identifying the animal, reading example haikus). • Students will choose a favorite animal and begin writing their own haiku. • Trade papers with a partner and have them peer edit each other’s poem.

Closing:

• Students will be asked to read their own haiku poem to the class. • Classmates will play the guess the animal that the haiku is describing (“What am I?”) • Classmates will assess their work to determine if they have the correct amount of syllables and lines. • Students will complete self-assessment in their journal.

Materials:

• Book/Poem • Haiku Worksheet • Journal • Pencil

Resources: http://www.kidzone.ws/poetry/haiku.htm http://users.manchester.edu/student/rsadams/ProfWebsite/edpyschlessonplan2.pdf

Acknowledged: ________________________________________ Date: ___________ Grade (if applicable): _________ (Course instructor, university supervisor, and/or cooperating teacher)