INSTRUCTIONAL PLANNING TEMPLATE

Overview and Context

Your name(s): Bree Miller

Grade level and school: 3rd King Elementary
Title of lesson/activity: Haiku Unit
Teaching date(s) and time(s): January 18th
Estimated time for 3 Days
lesson/activity:
Overview of lesson: This unit is designed to teach students how to recognize
and write haikus. It will be split into three lessons. The first
lesson will focus on how a haiku is structured with an
emphasis on syllables. Students will be given the guidelines
of writing a haiku and will copy these down in their writers
notebook. I will discuss with students the importance of
creating an image. We will examine three examples haikus
and talk about the characteristics and imagery of each. We
will then practice writing a haiku together as a class using a
template that students will use in the future. Students will
transition to writing a haiku on their own and then sharing
it with a partner. Students will use technology to better
understand the topic and think about how poets use haikus
to create images for the reader.
Context of lesson: This unit on Haikus is part of our larger poetry unit.
Sources:
http://www.corestandards.org

Poetry unit created by Amy Warner

Learning Goals and Assessments

Connection to Learning Goals Type of Assessment Connection to

Standards activities
CCSS.ELA- Students will begin to
LITERACY.RL.3.4 think about the Students take notes Students will be
Determine the language used in in readers interacting with a
meaning of words and poetry. notebook. power point and
phrases as they are taking notes on
used in a text, Students will be able to Students will write haikus. We will
distinguishing literal use imagery in their haiku on given then see three
from nonliteral writing. topic. different examples
language. of these
structures. We will
be discussing each
of these. We will
then be watching
a video clip in
which students will
write down things
they notice in
nature. I will

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 model for them
how to write a
haiku on this topic
and then they will
write their own on
this topic.
CCSS.ELA-
LITERACY.RL.3.5 Students will be able to Students will Students will use
Refer to parts of identify key brainstorm and their iPads to
stories, dramas, and components of haikus. write haiku explore an app
poems when writing or independently. called Epic. This is
speaking about a text, an app they use
using terms such as often that has
chapter, scene, and books on many
stanza; describe how different topics.
each successive part They will be using
builds on earlier this app to view
sections. illustrations and
learn information
on their topic. This
helps students
visualize their
topic and use
stronger
descriptive
language. They
will then use the
chrome books to
write, illustrate,
and publish their
haiku.

Attending to the Learners

Anticipating student ideas: I anticipate that students will really enjoy working with
haikus. I have a lot of interactive material from PowerPoints
and visuals, to giving them choice on the topic and a
chance to interact with technology. I do anticipate students
rushing to be finished which is why I need to be sure that I
model for them the best way to take our time, think of
imagery, and of the reader when we are writing.
Making the content accessible I am making content accessible to all students by providing
to all students: many visuals and examples. The unit is broken down into
three lessons to create right sized learning goals and
activities for the students. I provide the opportunity for
check-ins by having students show me their ideas for their
haiku and previously brainstorming descriptive language
that I can use. I can also have time to circle around while
students are writing and publishing their haiku. Writing on
google docs is really easy to have students edit and adjust
their writing.

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 Instructional Sequence

Materials PowerPoint, Haiku Template, Brainstorming Haiku WS, Chrome Books

:

Students will begin to think about the

language used in poetry.

Students will be able to use imagery in their

writing.

Today we are going to discuss a new type of

5
poetry, but first we are going to do some
minutes
work with syllables.

When we speak our words can be broken

down into sounds. These sounds are called
syllables.
Refer to slides to discuss
We are going to practice counting the
common separations of
syllables of these sentences. A good way to
syllables.
keep track of the syllables are by clapping
your hands or using your fingers.

First one together.

The playground is full of students. 8

Use clapping and fingers
so they can decide which
I have a book about slimy snakes. 9
one works best for them.

The movie was full of singing animals. 11

Today we are going to be discussing haikus.

15
We have talked only a little bit about haikus
minutes
at some point earlier in the year does
anyone remember a famous poet we read a
book about?

Yes, Basho! Basho is sometimes referred to

as the haiku master for his work in this
style of poetry. Later we will read some of his
Show PowerPoint!
famous poems.

Lets get out our writers notebook. I want

you to write down these characteristics of
haikus in your notebook.
Talk about what each

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 -Traditional form of Japanese poetry characteristics means and
-Lines dont have to rhyme how it might be used.
-Creates an image for the reader

Has only 3 lines

5 syllables
7 syllables
5 syllables

A very important part of haikus are the

imagery the create. Turn and talk to your
partner about what imagery is. Imagery is
when a writer uses descriptive language A
writer uses descriptive language that
appeals to the readers senses. This means it Show slide.
makes the reader think of how something
feels or looks or even smells.
Use examples to talk about
An example of imagery is The glittering use of descriptive
blanket of snow covered everything in sight. language.
This makes me picture a scene of snow
15 everywhere that is sparkling in the sunlight.
minutes (repeat for second example)

We will explore more about the uses of

imagery in haikus.

Show first example of haiku and refer back to

these characteristics. Ask what do you notice
about this poem that makes it a haiku. Ask
students to close their eyes as I read it to
them, then share a silent thumb for what
they imagined. After show a photograph.

Repeat for next poem.

For the final poem written by Basho,

comment on how it does not follow the
syllable rule. Some poets use their creativity
to change things about the poem.

We are now going to write a haiku together. Show example from slide.
I am going to show you part of a video on the
Redwood National Park. While watching this
video I want you to make a list of things you
notice in your readers notebook. Animals,
colors, plants, anything. Then after we are
going to write a haiku about this beautiful

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 place.

Show part of video.

https://www.youtube.com/watch?
v=PsrPTpg6mNo

Now I want you to turn and talk to your

partner about what you noticed and what
you wrote down. If you want to add things to
your list you may.

5 Discuss things we saw and what they

minutes noticed.

We will use these observations to begin Walk around and ask

writing our haiku. I will use the document students if they would like
15 projector and students will follow along. to share or what their ideas
minutes would be.
Use a template to write a haiku as a class.
This template will be what they use for the
rest of unit so that they are familiar with it.

Now I am going to pass out the same

template and you will write your own haiku
about the Redwood National Forrest using
the things you noticed. You will have 10
minutes to write and then we will share with
a partner.

Summarize Learning:

Today we explored a new form of poetry. We

were able to think about the important parts
that make a haiku. Tomorrow we will be able
to use our creativity to write our own!

Day 2
Time Steps Describing What the Teacher and Notes and Reminders
Students Will Do (including management
considerations)

Students will begin to think about the

language used in poetry.

Students will be able to use imagery in their

writing.

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7 Today we are going to begin by reading a I will read this on the
minutes book from Epic on our iPad called If it Rains document projector. Have
Pancakes By: Brain Cleary marked 5 to read. We will
comment on aspects of
haiku writing.

Take our your writers notebook and open to

8 the page that used to write down our notes
minutes about haikus. Can I see a quiet thumb for
someone to share with the class one thing
we wrote down about haikus? (continue on)

As a class we are going to create a book of

haikus. This means that eventually we will be
publishing and illustrating our haikus.

But first we are going to be writing a new

haiku.
This haiku can be about anything you want.
Just like how we watched the video on the
Redwood National Park, I am going to give
you time to look through material on Epic to
get ideas. Model for students how to
use the worksheet.
You are going to fill out this worksheet to
help you plan your haiku. I must approve This sheet will have
your sheet before you will get the paper to students choosing a topic,
write your haiku. I m going to model for you ideas for what to write
how to use this sheet. about, and descriptive
25 language.
minutes 10 minutes of time to just explore and read.
Then I will pass out sheets to fill out with
ideas.

Once your sheet is filled out please raise

your hand and I will come check your sheet. Push students to use
10 descriptive language and
minutes have lots of ideas written
Students will then write their final haiku and down.
I will collect their poem.

Today we used resources to explore our

topic and also really take our time to plan
out our writing and think about how to
produce quality work. Tomorrow we will
publish them!

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Day 3
Time Steps Describing What the Teacher and Notes and Reminders
Students Will Do (including management
considerations)
Students will be able to identify key
components of haikus.

7 Today we are going to begin by reading a Read on document

minutes book of haikus. This book is called The projector
Hound Dogs Haiku and Other Poems for Dog
Lovers.

30 Yesterday we wrote our final haikus. Today Have a structure for the
minutes we are going to publish them! I am going to students to follow.
show you an example of my haiku.

Remember we are going to publish these and

create a book out of them. Your poem must Write on board what the
have your full name, a title, haiku of 3 lines, poem must have.
and an illustration. You will write your poem
on google docs. Once your haiku is written I First & Last Name
want you to raise your hand and I will come Title
check it then I will have you share it with 3 lines of Haiku
Mrs. Warner so I can print it. Illustration

Students will now have time to write,

illustrate and publish their haiku.

Once you have finished your haikus you may

explore some of the poetry books that are at
my front table. Be respectful of other
students working!

Reflection on Planning

Learning goal for self: My learning goal for self is to be sure to give the students the
tools they need to be successful and not lead them to creating
a poem or something that I have in mind. I want them to slow
down and take their time creating quality work, but that also
requires me to do a great job modeling for them what to do
when writing a haiku.
Preparing to teach this To prepare to teach this lesson I made sure to develop
lesson: worksheets that would support my students and help them be
successful. I also did extra work to include more haikus into
this unit that would show them different styles of writing.

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 This technology engages students in many different ways. The setup of the
PowerPoint allows students to take notes on the structure and learn its key
components. It also presents the haiku along with an image to help students think
about imagery and creating that image for their reader. The video clip helped
place students in that environment and also think about how haikus are working
to create an image for the reader. It helped them think of things they notice,
different aspects of the environment, descriptive words, and so much more than
they would have on their own. They were extremely engaged and excited to
watch and use this video. Epic is a great app that provides many resources. It
keeps track of students reading level and progress as well. Beginning our lesson
by reading haikus from this app provides students with more ways to engage in
poetry. When brainstorming their topic this also provides resources for them to
learn more and spark creativity. For example I wrote my haiku on elephants. I
modeled for students how to use Epic to look at resources of pictures and books.
Students were on task in exploring the app and their topic. This gave them so
many more resources than we have in our library. Students were then able to use
their creativity to publish their work. This gave them an incentive to produce
quality work as we were creating a book for their classmates to read. This also
allowed them to illustrate and use different fonts or sizes to create emphasis on
their words. This was reached through modeling and explicit instruction. Using
Google Docs is a great way for students to be able to write, edit, and publish
work.

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 INSTRUCTIONAL PLANNING TEMPLATE (Annotated)

Overview and Context

Section Description Main Connection to Instructional

Planning Considerations
Your name(s): Indicate your name(s).
Grade level Indicate the grade level of the students and the school site for the lesson.
and school:
Title of Indicate the title of the lesson/activity.
lesson/activit
y:
Teaching Indicate the date and time you will teach the lesson/activity.
date(s) and
time(s):
Estimated Provide an estimate of the time needed for the lesson/activity.
time for
lesson/activit
y:
Overview Provide a short description (2-3 sentences) of the lesson/activity.
C1: Quality of the Learning Goals
Context of Describe the unit of study, including the lesson that comes before and
lesson after your lesson, and explain how these lessons help develop a big idea
C3: Quality of the Instruction
or disciplinary practice.

Sources List the source(s) you used in the creation of your lesson plane.g.,
websites, curriculum materials, books. If you drew heavily on or adapted
an existing lesson plan, note that. Please turn in copies of the original
lesson plan from the teacher's guide (if relevant) with your assignment.

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 Learning Goals and Assessments

Section Description Main Connection to Instructional

Planning Considerations
Learning List the learning goal(s) you have for your students. Use measurable
goals behaviors that can be linked to the assessments.

Connections State the content expectations from the Michigan GLCE(s), Common Core
to standards State Standards, other national standards, or the standard(s) from your
C1: Quality of the Learning Goals
local curriculum that you address in your lesson.
C2: Quality of the Assessments
Type of Name the type of assessment you will use to assess student learning
Assessment (e.g., worksheet, exit slip, teacher observation, whole class discussion).
C3: Quality of the Instruction
Make clear how it connects to the learning goal(s).

Connection to Briefly describe how the activities in the instructional sequence help
activities students make progress toward the stated learning goal(s).

Attending to the Learners

Section Description Main Connection to Instructional

Planning Considerations
Anticipating Explain what you think will be students prior knowledge about the
student ideas content, including the alternative ideas or challenges you anticipate
C3: Quality of the Instruction
students might face and how you plan to work with each of these
challenges during the lesson. Also explain your ideas about how students
C4: Learners in My Classroom
are likely to respond to the tasks in the lesson and how you might use
these likely responses to focus students on the intended content.

Making the Describe how you will help ALL students engage productively in the
content lesson. This includes identifying assumptions made during the lesson
accessible to about students prior experiences, knowledge, and capabilities; making
all students the representations, explanations, and/or vocabulary accessible and C4: Learners in My Classroom
meaningful to all students; and making connections to students
personal, cultural, and social experiences during the lesson, if
appropriate.

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 Instructional Sequence

Section Description Main Connection to

Instructional Planning
Considerations
Time Structure your lesson/activity into chunks or segments in order to break it
down into its component parts, and then list the time it will take to
complete each part. You may even want to add an additional column to
indicate larger chunks of instruction.

Steps Describe the activities that you will do with your students. Communicate
describing HOW, not just WHAT, you plan on teaching, and provide enough
what the specificity that someone else could teach from your plan. This includes
teacher and scripting the key questions you plan to ask.
students will
do Remember to include an introduction and closing to your lesson. The first C3: Quality of the Instruction
step of your instructional sequence should detail how you will launch the
lesson, including what you will do to help students see the importance of C4: Learners in My Classroom
the lesson and how this lesson links to what has come before and what
will follow it (if applicable). The last step should detail how you will
conclude the lesson, including helping students see the lessons take
away or main objective and connecting todays lesson to tomorrows
and thereafter (if applicable).

Notes and Include additional things that you want to remember to do during
reminders, instruction. This includes management considerations (e.g., how you will
including manage the distribution and clean up of materials, transitions between C5: Classroom Management and
management segments of instruction, group work (if relevant), and students who finish Norms
consideration early from a task.)
s
Materials List the materials you will need and the materials the students will need.
Include quantities and indicate which are attached.

Attach all documents that you plan to use in your lesson, including
overheads, assessments, rubrics/answer keys, worksheets, and handouts.
(In creating your handouts, be sure you think carefully about the specific
questions you're giving students as well as the format for them to write
any responses. For example, is there enough room for children's large
writing? Are the page breaks in the right spots? Are the instructions clear

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Section Description Main Connection to
Instructional Planning
Considerations
and kid-friendly? Is everything spelled correctly and grammatically
correct? Do the artifacts look professional?)

Reflection on Planning

Section Description
Learning goal for self State at least one learning goal that you have for yourself, with regard to your teaching. In other
words, what are you working on to improve your teaching practice? If someone will be observing
your lesson, also think about what aspect of your teaching you would like the observer to focus
on. This may or may not be the same thing as the learning goals you have for yourself.

Preparing to teach this Describe the things you did in preparation to teach this lesson. For example: practiced the
lesson activity with the actual materials, answered the worksheet questions myself, thought through
timing, researched materials, etc.

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 Instructional Planning Considerations

Consideration 1. Quality of Learning Goals

a. Are the learning goals well-specified? (Do they specify what students should know,
understand, and/or be able to do as a result of engaging in the lesson1?)
b. Do the learning goals focus on worthwhile content2? (Are the learning goals
important to learning the discipline; aligned with standards; useful in school, in life,
and/or on the test?)
c. Does the lesson connect in a sensible sequence to other lessons within the unit, to
develop a coherent storyline?

Consideration 2. Quality of Assessments

a. Are the assessments aligned with the main learning goals (including concepts,
practices, and skills)?
b. Do the formative assessments enable the students and the teacher to monitor
progress toward the learning goals?
c. Do the assessments provide all students the opportunity to show what they know,
understand, and/or are able to do as a result of engaging in the instruction?

Consideration 3. Quality of the Instruction

a. Does the lesson provide high-quality opportunities for students to participate with,
reason about, and make sense of the content?
b. Do the representations of content (i.e., explanations, illustrations, and analogies)
support students understandings of the concepts, practices and skills?
c. Are there opportunities for students to share their ideas throughout the lesson?
d. Are there opportunities for students to make connections among learning goals,
activities, tasks, and ideas, within and across lessons?

Consideration 4. Learners in My Classroom

a. Does the lesson provide opportunities to differentiate instruction to ensure
equitable access to learning for all of my students?
b. Does the lesson demonstrate an awareness of and appreciation for cultural
differences and social diversity, draw on diversity as a resource in instruction, and
help my students make meaningful connections between the content and their own
lives?
c. Does the lesson make appropriate assumptions about prerequisite knowledge and
skills, including knowledge of the concepts and vocabulary? Does the lesson
communicate these assumptions and help me prepare my students so that they have
equitable access to the learning opportunities?

Consideration 5. Classroom Management and Norms

a. Is the timing and pacing appropriate?
b. Is the distribution, use and collection of materials well-managed?
c. Are participation structures for students (e.g., whole group, small group, partner,
individual) appropriate to the learning goals?

1
Although the word lesson is used throughout the document, these considerations can also be
applied to smaller tasks, larger units as well as other types of resources.
2
Content throughout the document refers to concepts, procedures, ideas, and facts, as well as
disciplinary practices (such as making predictions in science or constructing mathematical
arguments in mathematics).

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