INSTRUCTIONAL PLANNING TEMPLATE

Title of lesson/activity:
Estimated time for
lesson/activity:
Overview of lesson:

Literary Terms and Haikus

1 hour
Students will be introduced to the units literary terms as
well as learn how to write a haiku with a focus on alliteration.
This is the second lesson of the poetry unit.
CCSS, Pinterest

Context of lesson:
Sources:
Learning Goals
Students will be able to start
to recognize different
structural elements of
various poems.

Connection to Standards
CCSS.ELA-LITERACY.RL.4.5

Students will be able to show

their understanding of
certain figurative language
by using it in their poems.

CCSS.ELA-LITERACY.L.4.5

Anticipating student ideas:

Making the content accessible

to all students:

Type of Assessment
Informal

Explain major differences

between poems, drama, and
prose, and refer to the
structural elements of poems
(e.g., verse, rhythm, meter) and
drama (e.g., casts of
characters, settings,
descriptions, dialogue, stage
directions) when writing or
speaking about a text.

Demonstrate understanding
of figurative language, word
relationships, and nuances in
word meanings.

Connection to Activities
Students will be introduced
to several literary terms and
structural elements of poetry.

Students will be writing

haikus that have alliteration
in them.

I anticipate that students will feel overwhelmed going over

all of the definitions of the literary terms, but I will assure
them that we will go into depth with each one later on in
the unit. I think that some students will be more
comfortable than others counting syllables and will
therefore have an easier or harder time writing a haiku. I
think most of the students will be able to grasp the idea of
alliteration and be able to incorporate it into their haikus.
Each student will get a handout with the definitions of the
literary terms. The handout will also provide examples of
each term in order to support all students understanding.
I will be making a poster with the template/structure of a
haiku that will be easily accessible for all students. I will
also give each student an alliteration worksheet that they
can either complete before or after they write their poem
based on how comfortable they are with alliterations.

Learning-Goals Connection
I will be taking a look at each students alliteration haiku to assess
their understanding of the structure of the poem as well as how
comfortable they are with syllabication and alliteration.

Materials
:

Folders (30), packets with extra poems (10), definitions of literary terms (30),
poem examples, haiku poster, haiku handouts, alliteration worksheet

Time

Steps Describing What the Teacher and Students Will

Do

Launch
10 min

Instructio
n
45 min

Today, we are going to really begin our

poetry unit.
We will go over the terms you saw on the
pre-assessment last week, but dont feel
that you need to learn them all today
because we will be spending a lot of time
with these terms over the next couple of
weeks.
Can someone remind me of some reasons
we write poetry?
Mention essential question again
Does poetry have to rhyme?
Pass out folders and explain what is in
them
Explain packet of extra poem structures
Students will have to come to me to get
the packet if they finish an assignment
early, there will only be 10 packets
Have students take out definition sheet (on
green paper in their folder)
Briefly go over each will go over in more
detail as unit progresses
Share examples of each and explain that
students can come up with their own third
example
Have students take out I can statements
(orange paper in folder)
Read through the I can statements together
Have students underline alliteration and first
two I can statements and say that is what we
will be doing today
I will be showing these sheets on the board so
students will know where to be looking on
their papers
Go over how to count syllables (hand under
chin or clapping)
Have students answer how many syllables in
name
Give a few words on board and have students
hold up number of fingers for how many
syllables
Explain that haikus focus on counting
syllables in each line

Notes and Reminders

(including management
considerations)
*video record
wear microphone
table managers get
writers notebooks
have students read
definitions chorally or in
groups

Close
5 min

Show poster of haiku structure and write your

own on poster with illustration (normal haiku)
Have students take out haiku handout from
folder
Brainstorm some possible topics for the
haikus
Have students write a normal haiku
Give them 7 min
If time share a few haikus
Gather attention and go over alliterations
Do some examples on the board
Show my example of alliteration haiku
Hand out alliteration worksheet
Write a haiku with alliteration now
Can work on handout before write haiku or
after
Give students time to work on worksheet and
write poem
If students finish early they can get packet of
extra poems from me

Ask students what they learned today

Today we learned how to write haikus and
alliterations
We will be doing work with all types of
poetry and practice using all of the
literary terms in our poetry.
By the end of our unit you will have a
collection of poems in your notebook and
you will be sharing one of them at our
poetry slam on April 1st, so keep in mind
you will be sharing one.
Table managers can put away the poetry
folders and writing notebooks.
I will need to collect the alliteration
haikus for a performance record
If time can paste sheets in writers
notebook

Circulate and monitor

how students are
working