Lesson Plan Topic: Language Arts: Haiku Poems Class: Grade 4 Date: March 15, 2010 Description of Lesson: In this lesson, students will review haiku poetry and then be given time to create their own haiku poems. Objectives: Evaluation:

-Write personal narratives, factual accounts, explanations, stories, summaries, and descriptions with increasing confidence, clarity, and fluency

-Students will be handing in their haiku worksheet which I will evaluate with a rubric for the process that they took.

Materials/Resources: -Haiku worksheet -pencil CEL’s: [C, CCT, IL] Prerequisite Learnings: -Students need to know how to count syllables -Students need to know a little about how to create haiku poems -Students need to be able to work independently Lesson Preparation: -photo copy haiku worksheets -write instructions on chart paper before class

Presentation: Set:

-Get students‟ attention -Review Haiku poems with the students -5-7-5 format, 3 lines -nature theme -does not rhyme -Remind students of the haiku poem that they created last day -Brainstorm nature themed topics that they can use for their poems -seasons, rain, snow storms, meadows, lakes, trees -Discuss using „they‟ in their poems as well as sticking to a nature theme

Management:

-clapping

sequence -hands up to answer questions

Time:

5-10 mins

Development:

-Post instructions/expectations on the board and go over them as a class -1. Work on the haiku poem worksheet -Put your name on worksheet -Pick a nature themed topic and state it in good copy of poem -Create a title for poem -Check for spelling, vocabulary, and syllable count -Answer each question on worksheet -Make good copy and illustrate the poem in the space on the worksheet -2. Hand in worksheet when finished and read a book -Remind students that this is an individual activity and that you should not be working with a partner or chatting with others. -Any student who fails to respect this will have their name written on the board and will be staying in at recess and working on the worksheet. -Worksheet will be marked and needs to be completed and effort needs to be put into it. -Ask if there are any questions -Have students start the worksheet. Walk around and help students who need help.

-write instructions on the board and go over them as a class -write students‟ names on the board if they visit with others rather than work

15-20 mins

Closure:

-Have students make sure their names are on the worksheet -Have students hand in their worksheets row by row

-students hand in

worksheets row by row

2-3

mins

Haiku Poetry Rubric Name: ___________________ Date: ______________________ Poem Title: ____________________________

Criteria 4 3 2 1 Following instructed format

Poem follows the 5-7-5 format and is 3 lines long. Title is included

Poem follows closely to format but lacks some of the parts

Poem meets part of the format but lacks lots of parts

Format is not followed at all.

Vocabulary/ word choice

Uses exceptional word choice

Choice of words goes beyond basics

Choice of words sometimes go beyond basics

Word choice is simple and does not go beyond basics

Theme

Theme of the poem is clearly stated and relevant to the poem

Theme is stated and is somewhat relevant to poem

Theme is not clearly stated and relevant

Theme is not stated on the sheet

Effort/ time management

Student used time wisely and put lots of effort in the poem

Student used most of their time and put sufficient effort into the poem

Student used little of their time and put little effort into their poem

Student demonstrated using little to no time and effort put into their poem

Creativity

Student used great amounts of creativity when creating poem

Student used sufficient amount of creativity in their poem

Student used little creativity when creating their poem

Student demonstrated using very little to no creativity when creating their poem

Total /20

Lesson Plan Topic: English: Cinquain Poems Class: Grade 4 Date: March 16, 2010 Description of Lesson: In this lesson, students will be learning about cinquain poems and will be able to create their own poems in groups. Objectives: Evaluation:

-Write personal narratives, factual accounts, explanations, stories, summaries, and descriptions with increasing confidence, clarity, and fluency

-Students will be assessed by how the contribute and behave when doing group work creating a cinquain poem

Materials/Resources: -Cinquain poem worksheet -pencil -cinquain poems CEL’s: [C, CCT] Prerequisite Learnings: -Students need to be able to count syllables -Students need to be able to work in a group cooperatively Lesson Preparation: -Create groups for the students to work in -Photocopy cinquain poem worksheets

Presentation: Set:

-Brain Break -Review Imagery with a little activity -Give three examples, two being imagery and one not. Have students try to pick which two are imagery and explain why.

Management: -clapping sequence -raise hand to answer

Time:

5-7

mins

Development:

-Introduce cinquain poems to the students -five lines long -follows syllable count (2-4-6-8-2) -describes a subject -Use example and go through it as a class showing the format of the poem. Go over adjectives and action words with students. -Explain that students will be getting into groups and creating their own cinquain poems as a group. Have them use imagery in their poems -Go through expectations -All students to participate in creating poem -Be respectful of all ideas of peers -One person should not be creating the whole poem or they can create it themselves and the others can create another. -It is group work and needs to be done fairly and cooperatively. You do not cooperate or someone is unfair to the other members then they will be creating their own. -Call out members of each group and choose one to be the recorder. -Give each group one of the worksheets and have them start -Help any groups that need help while walking around -Students will have 15-20 minutes to create poem as a group

-raise hand to answer -recess list for disruptive students -write example on board -Go over expectations with students

25-30 mins

Closure:

-When groups are done creating their poems have them make sure all group member names are on the sheet and have them hand it in to me. -Have the students work on diary entry if not finished. If they are finished that then they will do a word search.

-hand in worksheet to me

3-5 mins

Co-operative Group Learning Rating Scale

Date: ________________________________________________

Task: ________________________________________________

Names of Group Members

Rating Scale: 5 4 3 2 1

High Low

Criteria

Negotiates roles and responsibilities

of each group member

Contributes ideas and suggestions

Encourages the involvement of all

group members

Responds sensitively to peer

questions and criticism

Listens to the suggestions of others

Discusses and considers the

contributions of each group member

Modifies personal thinking to

incorporate the ideas of others or new

information

Additional Comments:

Lesson Plan Topic: Social: Residential Schools Class: Grade 4 Date: March 16, 2010 Description of Lesson: In this lesson, students will continue on learning about residential schools. They will be read an actual personal story around the residential schools and will discuss it more. Objectives: Evaluation:

-Experience the work of Saskatchewan and other Canadian authors, including Aboriginal authors

-Students will be evaluated with a rubric based on the quality of their journal entries.

Materials/Resources: -Actual personal story around residential schools (taken from “Behind Closed Doors: Stories from the Kamloops Indian Residential School”) -journal entry template CEL’s: [C, CCT] Prerequisite Learnings: -Students need to know a bit about Residential Schools -Students need to be able to listen effectively -Students need to be able to write complete sentences -Students need to be able to write in character Lesson Preparation: -Photocopy story from book and highlight parts that I want to read to students -Create and photocopy a journal entry template

Presentation: Set:

-Review what we learned last day about residential schools -Read the story to the students and have them listen for important events in this person‟s life. -Brainstorm important events within the story

Management: -clapping sequence -raise hand to answer -write answers on board

Time:

5-7

mins

Development:

-Explain to the students that they will be writing a journal entry. They will pretend or put themselves in that person‟s shoes and write an entry based on one of the events in the story. -Students will be asked to: -Write two to three sentences describing the event from the person‟s perspective or as if it was happening to them. -Write two to three sentences describing how they feel in this event -Write two to three sentences of some thoughts that they would be thinking from this event -Closing sentence -Students need to write in complete sentences and should check spelling. They will be reminded of this. -Ask if there are any questions regarding the activity they are to be doing -Hand out the journal entry template to students and remind them of what needs to go in which blanks on the journal template. -Have students begin and walk around to help out any students who need help.

-raise hand to answer -recess list for disruptive students -write instructions on the board -hand out journal entry sheets to first person in each row

20 mins

Closure:

-Have students write their name on the space at the bottom of the page. -Have each row hand in the journal entries to me to hold on to.

-hand in worksheet to me

3-5 mins

Rubric for Diary or Journal Entry as a Character Name: ________________________ Date: ___________________________

4 3 2 1

Required Elements: -date -event description -feelings -thoughts -closing sentence

Entry has addressed all the required elements from instructions

Entry is missing 1 required element from instructions

Entry is missing 2 required elements from instructions

Entry is missing 3 or more required elements from instructions

Content Ideas expressed with great detail as a character and clearly not a retell from story

Ideas expressed with many details as a character and clearly not a retell from story

Some details provided as a character and are basic retell from story

Very few details of event provided as a character

Use of Language

Sentences are quite varied and word choices are appropriate

There is good sentence variety and word choice appropriate.

Some sentence variety is evident and word choice is appropriate

The writers uses simple sentences and there are several fragments and run ons.

Mechanics There are no errors in grade appropriate spelling and punctuation

Minor errors are found in grade appropriate spelling and punctuation

Some errors are found in grade appropriate spelling and punctuation

There are a number of errors in grade appropriate spelling and punctuation.

Lesson Plan Topic: English: Cinquain Poems Class: Grade 4 Date: March 17, 2010 Description of Lesson: In this lesson, students will be continuing to learn about cinquain poems and will be able to create their own poems in groups. Objectives: Evaluation:

-Write personal narratives, factual accounts, explanations, stories, summaries, and descriptions with increasing confidence, clarity, and fluency

-Students will be assessed by how the contribute and behave when doing group work creating a cinquain poem

Materials/Resources: -Cinquain poem worksheet -pencil -cinquain poems CEL’s: [C, CCT] Prerequisite Learnings: -Students need to be able to count syllables -Students need to be able to work in a group cooperatively Lesson Preparation: -Create groups for the students to work in -Photocopy cinquain poem worksheets

Presentation: Set:

-Review what they learned about cinquain poems yesterday. -five lines -follows syllable count (2-4-6-8-2) -describes a subject -non-rhyming -Use example or two and go through it as a class showing the format of the poem

Management: -clapping sequence -raise hand to answer

Time:

5-7

mins

Development:

-Introduce activity -Explain that students will be getting into groups and creating their own cinquain poems as a group. Have them use imagery in their poems -Go through expectations -All students to participate in creating poem -Be respectful of all ideas of peers -One person should not be creating the whole poem or they can create it themselves and the others can create another. -It is group work and needs to be done fairly and cooperatively. You do not cooperate or someone is unfair to the other members then they will be creating their own. -Call out members of each group and choose one to be the recorder and one to be the leader. -Give each group one of the worksheets and have them start -Help any groups that need help while walking around -Students will have 15-20 minutes to create poem as a group

-raise hand to answer -recess list for disruptive students -write example on board -Go over expectations with students

25-30 mins

Closure:

-When groups are done creating their poems have them make sure all group member names are on the sheet and have them hand it in to me.

-hand in worksheet to me

3-5

mins

Co-operative Group Learning Rating Scale

Date: ________________________________________________

Task: ________________________________________________

Names of Group Members

Rating Scale: 5 4 3 2 1

High Low

Criteria

Negotiates roles and responsibilities

of each group member

Contributes ideas and suggestions

Encourages the involvement of all

group members

Responds sensitively to peer

questions and criticism

Listens to the suggestions of others

Discusses and considers the

contributions of each group member

Modifies personal thinking to

incorporate the ideas of others or new

information

Additional Comments:

Lesson Plan Topic: English: Name Poems Class: Grade 4 Date: March 18, 2010 Description of Lesson: In this lesson, Students will be learning about Name poems and will be creating their own name poems. Objectives: Evaluation:

-Students will write a poem with increasing confidence, clarity, and fluency.

-Students will be evaluated with a rating scale on how well they complete their poems

Materials/Resources: -Name poem worksheet -Name poem example -pencil CEL’s: [C, CCT, IL] Prerequisite Learnings: -Students need to know about adjectives -Students need to know about metaphors -Students need to be able to work independently Lesson Preparation: -Create name poem worksheet -Photocopy worksheet -create example of name poem

Presentation: Set:

-Get the students attention -Explain that they will be learning about name poems -Read my name poem that I created to the class. -Ask questions about what they heard in my name poem

Management: -clapping sequence -raise hand

Time:

2-3 mins

Development:

-Explain the structure of a name poem -the beginning of each line is always the same in every poem -it is personal and describes a person -Create a name poem as a class based on the class -name of class -adjectives of class -number of class -color -review metaphors and have students create metaphor for this line -experience with class -a person significant to class -2 qualities of this person -where person displayed qualities -name of class -something important the class believes about life -Check for understanding -Explain to students the worksheet and making own name poem -Snack and Recess -Have students create their own name poem when get back from recess -Hand out worksheet as class comes in from recess. Have them start right away. Students have 15 minutes to complete it.

-brainstorm as a class around poem -raise hand -write instructions on the board -15 mins to complete worksheet

30-40 mins

Closure:

-Have students hand in poem when done and read a book for the rest of the time -Pick up the worksheets at end of fifteen minutes from rest of the class.

-worksheet hand

in to me

2-3 mins

Name Poem Rating Scale

Student's Name: _______________________

Title of Poem: _________________________

Date: ______________________________

Rating Scale: 1 2 3 4 5

Not

Achieved

Fully

Achieved

Criteria Rating

Originality/ Creativity

Comments:

1 2 3 4 5

Clarity

Comments:

1 2 3 4 5

Effort

Comments:

1 2 3 4 5

Use of words

Comments:

1 2 3 4 5

Use of metaphor

Comments:

1 2 3 4 5

How to Write a Name Poem: Line 1 – Write your first name

Line 2 – Write "It means" then 3 adjectives that describe you Line 3 – Write" It is the number" then any number you choose

Line 4 – Write "It is like" describe a color but don't name it Line 5 – Write "It is" and name something you remember experiencing with family or

friends that makes you smile to recall Line 6 – Write "It is the memory of" and name a person who is or has been significant to

you Line 7 – Write "Who taught me" 2 qualities or characteristics (such as "honesty") Line 8 – Write "When he/she" then refer to where that person displayed the qualities in line 7

Line 9 – Write "My name is" your first name Line 10 – Write "It means" and in 1-2 brief sentences state something important you believe about life. Name Poem Date: ____________________________ ______________________________ It means __________________, ________________, and__________________ It is the number ___________________________ It is like__________________________________________________________ It is _____________________________________________________________ It is the memory of _________________________________________________ Who taught me ____________________________________________________ When he/she _____________________________________________________ My name is ____________________________________________ It means _________________________________________________________