UMF Unit-Wide Lesson Plan Template

Name: Chelsea Wallace Program: Elementary Education Course: EDU 450

Lesson Topic / Title: Introduction to Figurative Language and Haiku Poetry

Lesson Date: March 5, 2018 Lesson Length: 30-40 min Grade/Age: 7th Grade

Learning Objectives & Content Standard Alignment - Selects, creates, and sequences learning
experiences and performance tasks that support learners in reaching rigorous curriculum goals
based on content standards.
Learning Objective(s) Instructional Decisions / Reasoning

Students will be able to define and identify figurative - After assessing the pretest, it
language found in poetry, specifically haiku. was determined that most
students need to relearn
Students can identify an example of haiku. certain figurative language
terms. Because they have been
exposed to these terms
previously, I can assume that
they should be able to define
these terms and they can
attempt to find examples in
poetry.
- Students will look at many
haiku examples and will be
given a handout which gives
the “rules” of how a haiku is
written.

Content Standard(s) Instructional Decisions / Reasoning

CCSS.ELA-LITERACY.RL.7.4 - These are two of EEMS’s

Determine the meaning of words and phrases as they are “Power Standards”—standards
used in a text, including figurative and connotative that were chosen for seventh
meanings; analyze the impact of rhymes and other graders to absolutely master.
repetitions of sounds (e.g., alliteration) on a specific verse These are the two main
or stanza of a poem or section of a story or drama. standards that I am choosing
to focus on throughout my
CCSS.ELA-LITERACY.RL.7.5 TWS.
Analyze how a drama's or poem's form or structure (e.g.,
soliloquy, sonnet) contributes to its meaning
Assessment - Uses assessment flexibly to expand and deepen understanding of learner performance
and determines best supports for continued learner growth.
Assessment Instructional Decisions / Reasoning
- Pear Deck is a presentation
Formative tool. It is used to show
- Pear Deck Responses Powerpoint or Google Slide
presentations, but teachers can
add in interactive questions for
students to answer as they
follow along with the
presentation. The students are
expected to answer these
questions to their best ability,
and their responses are saved
so I can go back and look at
them.
Instructional Materials and Resources - Stays current in content knowledge and expands expertise in
reviewing instructional materials from the perspectives of both the discipline and individual learner
needs.
Materials, Resources, and / or Technology Instructional Decisions / Reasoning

- Laptops - Students will use their laptops

- Projector to follow along during the Pear
- Handouts Deck presentation.
- Students will receive a
handout on haiku.

Instructional Methods: Selects, creates, and sequences learning experiences and performance tasks
by using a variety of instructional approaches, strategies, and technologies that make learning
Rev 8/17
accessible to all learners and support learners in reaching rigorous curriculum goals.
Teaching and Learning Sequence Instructional Decisions / Reasoning

Activity Length of Time Explanation - SK needs his ed tech to

Introduction/Lo 5 min Students will be observe his laptop screen to
gging on to Pear asked to open make sure he is not getting off
Deck laptops and track.
open the Pear
Deck webpage
and log in.
Presentation of 15-20 min Students will
Figurative follow along
Language with teacher;
respond to
questions
Handout Haiku 10-15 min Students will
paper and go read about make
over it makes a haiku a
haiku and read
examples of
 haiku. They will
be asked to
store their
paper in a safe
place for a
future exercise.
Wrap-up 5 min Students will be
asked if they
believe they can
identify
examples of
figurative
language in a
haiku (or other
forms of
literature). They
will be asked to
share three
defining rules of
haiku poetry.
They will also be
reminded that
the Figurative
Language
presentation is
on Google
Classroom if
they wish to
review it.

Meeting students’ needs (differentiation, extensions, Instructional Decisions / Reasoning

modifications, accommodations)

- SK needs his ed. Tech. to observe his laptop

screen. If need be, a paper copy of the
presentation may be given to him.

Field Courses Only – Post lesson

Reflection

Though I was excited to use Pear Deck as a presentation tool, I believe that the
students did not take the presentation seriously, especially when I asked them the
questions in the presentation. While most students responded seriously, others just
wrote nonsense and that both irritated and amused the other kids in the class.
I believe I should spend more time reading and discussing haiku, but I can always
come back to that later in the TWS unit.
Teaching Standards and Rationale

Standard #2 Learning Differences

2c, 2j, 2n
This lesson was focused on re-teaching students what they may already know about
figurative language. The lesson was based on the results of the pre-assessment, so I
tried to create a lesson that built on students prior knowledge. The structure of the
Pear Deck lesson was meant to be discussion and direct teaching.

Standard #4 Content Knowledge

4b, 4d, 4e, 4g, 4h, 4k, 4l, 4n, 4o, 4p, 4q, 4r
The haiku part of this lesson fits with this standard. Because I am well versed in
reading poetry I tried to engage the students by going line by line, incorporating
academic language, to ensure that my student were understanding the meaning of
the haiku they read. This was a conversation between the students, and I valued
their contributions that may differ from what I believed.

Standard #7 Planning for Instruction

7b, 7c, 7d, 7g, 7p
This lesson required me to look at the EEMS Power Standards and think about the
direction that I wanted to head in for my unit. I thought students all needed basic
knowledge about figurative language, so the best first lesson should be focused on
teaching those terms.

ISTE Standard #2 (Teachers) Design and develop digital age learning experiences
and assessments
2a, 2b
The Pear Deck presentation tool allowed to me show students a presentation and
make it fun and engaging. Posting the presentation to Google Classroom also will
allow my students to look back at the information they learned for studying
purposes.