The document provides a detailed lesson plan for a 3rd grade ESL class. The lesson plan involves students first reviewing alphabetization skills. They will then analyze landscape paintings and videos on rainforests or volcanoes to write haiku poems. Students will observe paintings, take notes, draft haikus in the proper format, and revise their work. The lesson integrates standards for reading, writing, language acquisition and differentiation strategies.

1. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 1/8
Formal Observation No.
3 Lesson Plan
Haiku and Western Landscape Paintings
General Information
Teacher Candidate’s Name Richard L. Eggum School
Haymarket
Elementary School
(Prince William
County Schools)
Subject
English as a
Second Language
Grade(s) 3th
Date 04/02/2019 No. of Students 9
Class Start
Time
14:00
Students’ WiDA
Levels
3 (Comprehensive Level)
3-6 (Individual Domain Levels)
Class End
Time
15:00

2. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 2/8
I. Objectives and Standards
A. Concept and Language Objectives
1. Concept Objective(s)
We will first review our alphabetizing skills with construction paper strips as preparation for the
imminent English Language Arts Virginia Standards of Learning Assessment for Third Grade.
We will then beginning our lesson by constructing haiku poems with the aid of landscape paintings
from the Hudson River Valley art movement of the mid 1800s.
2. Language Objective(s)
We will do this by making observations of two landscape paintings (which suggest an underlying
narrative when juxtaposed); discussing our observations; writing our observations with the aid of a
graphic organizer; listening to a video (on either rain forests or volcanoes) to understand the
landscapes from a scientific perspective; constructing haiku poems and editing for verbs and
adjectives; and by reading haiku poems from authentic texts.
B. National, State, and Local Standards
1. National Standards
2010 Common Core State Standards:
CCSS.ELA-Literacy. Reading: Literature 3.10
i. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at
the high end of the grades 2-3 complexity band independently and proficiently.
CCSS.ELA-Literacy. Writing 3.3 and 3.4
i. Write narratives to develop real or imaged experiences or events using effective technique,
descriptive details, and clear event sequences.
ii. With guidance and support from adults, producing writing in which the development and
organization are appropriate to task and purpose

3. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 3/8
2. State Standards
2017 Commonwealth of Virginia’s Standards of Learning:
VA SOL Reading 3.5 (a)(h)(j)(m)
i.) The student will read and demonstrative comprehension of fictional texts, literary nonfiction, and
poetry [by setting] a purpose for reading, [drawing] conclusions [supported from the text],
[identifying] the theme, and [by reading] with fluency, accuracy, and meaningful expression.
VA SOL Writing 3.8 (a)(b)(d)
i.) The student will write in a variety of forms to include narrative, descriptive, opinion, and
expository [to] engage in writing as a process, identify an audience and purpose, [and] use
organizational strategies to structure writing according to type.
3. Local Standards
2011Prince William County Schools’
Standards of Learning Curriculum Framework for Elementary School Language Arts
PWCS SOL Frmwk. Stand. 3.5 (a)(g)(m), 3.8 (a)(e)
i. The student will read and demonstrative comprehension of fictional texts, literary nonfiction, and
poetry [by setting] a purpose for reading, [drawing] conclusions [supported from the text], and
[by reading] with fluency, accuracy, and meaningful expression.
ii. The student will write a variety of purposes [to] identify the intended audience [and] to use
strategies for organization of information and elaboration according to the type of writing.

4. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 4/8
II.Materials
A. Tools/Supplies
1. Internet connection
2. teacher’s computer/laptop
3. digital projector
4. white board
5. dry erase markers and eras
6. construction paper, scissors, and markers
7. dictionary
B. Teacher Sources
1. Haiku and Landscape Paintings (Teacher Worksheet for Modeling)
C. Student Materials
1. Haiku and Landscape Paintings (Student Worksheets, Variation I and II)
2. Kindle Tablets
3. Rainforest Video
FreeSchool. (2015, April 14). All about volcanoes for children: Introduction to volcanoes for kids
[Video file]. Retrieved from https://www.youtube.com/watch?v=V863xR0Y2qk&t=105s
4. Volcano Video
SciShow Kids. (2017, May23). Explore the rainforest! Ecology for kids [Video file].
Retrieved from https://www.youtube.com/watch?v=KMdD6TTDZ_g

5. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 5/8
III. Learning Experiences
A. Background Experience
1. Previous and Present Lessons
i. During the past two weeks, the candidate teacher (CT) has taught lesson units on haiku poetry:
The students have read examples of haiku poems from student packets and from authentic texts.
ii. Today (Tuesday, April 2, 2019), the CT will continue a unit on reading and writing haiku poems.
The students will first engage in a cooperative learning strategy to practice alphabetizing skills in
preparation for the imminent English Language Arts Virginia Standards of Learning Assessment for
Third Grade. They will receive strips of construction paper with words writing on them. They will
see two words writing on the white word that function like guide words within the dictionary. The
students will work together and talk in order to place themselves (holding their strips) in the correct
alphabetic order.
iii. The students will use their Kindle tablets to watch a video either on rainforests or volcanoes.
iv. Then the students will watch a presentation from the CT as he models Haiku and Landscape
Painting.
v. The CT has a single sheet of paper with color images of landscape paintings by Mary Josephine
Walters. The CT will look at the paintings and tell the students what he sees, hears, and feels when
he imagines himself in the painting. Second, he will write these sensory words on the graphic
organizer on the sheet. Third, he will turn to the back of the sheet. He will write the first to lines
of the haiku poem, relating to the first landscape painting. Then he will write the third line of the
haiku poem. Fourth, the CT will draw circles around the verbs and rectangles around the adjectives
and then write them in a list. In a second list, the CT will write words that are “enjoyable to say” as
replacements. Finally, the CT will re-write the haiku with the improved verbs and adjectives.

6. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 6/8
vi. The students will then complete the steps modeled by the CT with either landscape paintings by
Elizabeth Gilbert Jerome on the rainforests of South America or with landscape paintings by
Frederic Edwin Church of the volcano Cotopaxi in Ecuador.
B. Introduction
1. Activation
i. The students will first engage in a cooperative learning strategy to practice alphabetizing skills in
preparation for the imminent English Language Arts Virginia Standards of Learning Assessment for
Third Grade. They will receive strips of construction paper with words writing on them. They will
see two words writing on the white word that function like guide words within the dictionary. The
students will work together and talk in order to place themselves (holding their strips) in the correct
alphabetic order.
C. Learning Activities
1. Presentation
i. The CT has a single sheet of paper with color images of landscape paintings by Mary Josephine
Walters. The CT will look at the paintings and tell the students what he sees, hears, and feels when
he imagines himself in the painting. Second, he will write these sensory words on the graphic
organizer on the sheet. Third, he will turn to the back of the sheet. He will write the first to lines
of the haiku poem, relating to the first landscape painting. Then he will write the third line of the
haiku poem. Fourth, the CT will draw circles around the verbs and rectangles around the adjectives
and then write them in a list. In a second list, the CT will write words that are “enjoyable to say” as
replacements. Finally, the CT will re-write the haiku with the improved verbs and adjectives.
2. Practice
i. The students will then complete the steps modeled by the CT with either landscape paintings by
Elizabeth Gilbert Jerome on the rainforests of South America or with landscape paintings by
Frederic Edwin Church of the volcano Cotopaxi in Ecuador.

7. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 7/8
3. Production
i. The students will complete the other sheet that they did not select for practice for class the next
day.
4. Closure
i. The students will read haiku poems from authentic texts.
5. Differentiation
i. During the activation portion of the lesson, students are taught in groups to develop social
interaction and cohesion among students with a diversity of language levels (e.g., WiDA Levels 3
and 6, depending on the domain), languages of origin (i.e., Mandarin Chinese, Punjabi, Spanish,
and Urdu), countries and family heritages of origin (i.e., China, Pakistan, and Latin American
heritage within the United States of America), and personal. This references heterogeneous ability
teams, given the large size of the class (Kagen & Kagen, 2009).
ii. The CT will use varying vocabulary (i.e., with qualifiers) when providing instruction and giving
directions so that ELs with lower WiDA levels may comprehend and ELs with higher WiDA levels are
challenged.

8. Eggum, R. (2019, April 2). Formal Observation No.
3 Lesson Plan. Fairfax, VA: George Mason University, EDCI 790-011 8/8
D. Assessment
i. The activation portion of the lesson functions as a summative assessment (to demonstrate
alphabetizing skills needed for the English Language Arts Virginia Standards of Learning
Assessment for Third Grade).
ii. The production portion during a future lesson will function as a formative assessment. The
students will demonstrate their ability to construct a haiku poem by using a series of organizational
strategies (e.g., observation of landscape paintings, graphic organizer, rough draft of haiku for
5-7-5 syllable structure, drawing a circle around verbs and a rectangle around adjective, listing
everyday verbs and adjectives and replacing them with enjoyable verbs and adjectives).
iii. The final haiku poems for practice and production will demonstrate an improvement of skills over
time that validates a comprehension writing conventions and strategies for successful writing.
IV. Efforts to Accommodate
A. Visual Learners
i. Students will watch videos (either about rainforests or volcanoes) on their Kindle tablets.
B. Auditory Learner
i. Students will listen to videos (either about rainforests or volcanoes) on their Kindle tablets.
ii. Students will engage in whole class, group, and teacher-student discussion throughout the lesson.
C. Kinesthetic Learners
i. Students may move about the classroom when producing their haiku poems. They may even add a
dance element to their haiku poem if they desire.
D. Special Needs Learners (Disabled and/or Gifted)
i. The candidate teacher will use varying vocabulary (i.e., with qualifiers) when providing instruction and
giving directions so that English Learners with lower WiDA levels may comprehend and English Learners
with higher WiDA levels are challenged.
ii. The candidate teacher will assist English Learners and traditional students that struggle to read or who
are unmotivated to learn by providing individualized attention with understanding directions for class on
handouts and by modeling tasks to be completed for the practice portion of the lesson.