LESSON PLANNING FORM Name: Briana Lucas

Grade level: Intermediate Level

Writing Lesson

Observation: 1 2 3 4

1. Title of Lesson: Stressing of Words (Syllables)

2. Long-Time Goal: Students will be able to:
Express personal opinions and preferences
Acknowledge individual differences
Share life experiences
To use various organization skills

3. Standards addressed: New York ESL Standards- Intermediate 5-8
Standard 1: Students will listen, speak, read, and write in English for information and understanding.
o Read, gather, view, listen to, organize, discuss, interpret, and analyze information related to academic content areas from various
sources
o Formulate, ask, and respond to various question forms to obtain, clarify, and extend information and meaning
o Make and support inferences about information and ideas with reference to features in oral and written text.
o Use the process of prewriting, drafting, revising, peer editing, and proofreading to produce well-constructed information texts.
Standard 2: Students will listen, speak, read, and write in English for literary response, enjoyment, and expression.
o Read, listen to, view, write about, and discuss texts and performances from a wide range of authors, subjects, and genres.
o Locate and identify selected literary elements and techniques in texts and relate those elements to those in other works and to
students own experiences.
o Compose and present personal and formal responses to and interpretations of published literary works and the work of peers,
referring to details and features of text.
o Create stories, poems, songs, and plays, including those that reflect traditional and popular American culture, observing the
conventions of the genre; create an effective voice, using a variety of writing styles appropriate to different audiences, purposes, and
settings

4. Background of the Lesson: New York ESL Standards Intermediate 5-8: Students have already discussed and shared quick stories about their
journey to America and their daily lives. They have been introduced to various forms of writing; writing in an email, writing sentences with
subject/verb agreement, and etc. Now students will explore a different type of writing form in writing a Haiku Poem.
5. Lesson Procedure page _________



Time Activities
(Divide this into sections. Sections might include: Set-up,
Introduction, Teacher-guided instruction, Individual Practice,
Group Work, Sharing Ideas, Summary, etc.)
Dialogue
(Teachers Questions; Anticipated Student
Responses)
Environment
(Materials, Strategies,
Adaptations)
Accommodations
~ 45 min Pre-Stage: Introduction
-What does your day begin?
Have a discussion about students daily life and
their personal feelings about their life.
-Can students describe their day? Can students
give a sequential layout of their day? Can they use
descriptive words?

Practice Syllables and the stressing of words
Activity
-What is a syllable? Can student tell you how
many syllables are in a word when asked?
-With the use of rubber bands, clapping of hands,
or other tactics to help students with finding the
stressing point of the words
-Discuss some of the words that were used to
describe students daily lives and write them
down. With the select words, practice finding the
syllable that is stressed (this helps with
pronouncing words correctly)
-Continue to repeat the process until students feel
comfortable with the task


Activity: What is a Haiku Poem? What
-Show examples of Haiku Poems

-Begin writing an original Haiku poem





-How do you start your day? What
events do you try to conquer when
beginning your day? Describe your
day? Use adjectives: long, boring,
exciting, difficult



-With the descriptions and words that
we just used to describe our daily
lives, lets practice pronouncing
words and stressing syllables.



-Some said that their daily routines
were interesting. Lets practice
finding the stress point in this word:
in-te-rest-ing. Use the rubber bands or
clapping of hands to break the word
up and find the stressing point



-A Haiku poem
-A haiku poem is a poem that consists
of three lines of five syllables, seven
syllables, and five syllables

-After reviewing syllables, daily life
routines, students can begin writing a
Haiku poem on their own.
-The poems should best express their
Paper, writing utensils,
examples of Haiku poem,
rubber bands





















http://www.poemhunter.c
om/poems/haiku/
-print out samples of
haiku poems from this
website or other website
or source that teacher
finds


-For rubber bands,
clapping of the
hands, or other
techniques could be
used

-If students are not
able to write (for
whatever reason),
typing the poem or
reciting the poem
could be done




Post-Stage: At the end of the lesson, students
should be able to express their routines in their
daily life through poem form.



















feelings about their daily life. The
poem could be funny, serious, and
informational.

















6. Evaluation:
(How will you know whether or not you have achieved your goals? What did the childrens responses to this lesson tell you about whether your goals were met?)


























7. Post Lesson Reflection:



What would you change about this
lesson and why would those changes
improve it?





How did your organization and
materials affect the success of the
lesson?


What were some challenges with this
lesson? What surprised you?




Additional comments?