1. Assure: Day 3
Analyze the learners. I will be teaching a unit on poetry to a sixth grade class. There are ten girls and
nine boys; 85% of them are white and 15% are African-American. Five of the students belong to the
gifted program, and three have ADD.
State objectives. My students will be able to identify characteristics of haikus and identify things like
alliteration, similie, metaphor, rhyme scheme, etc. within the poetry. They will do this by looking at the
robot, looking at digital imaging and powerpoint posters, looking at a blog, and doing a group activity
using the smartboard.
Select methods, media, and materials. For day three, we will look at the digital imaging and powerpoint
posters, we will use the robot, blog, and smartboard.
Utilize Media & Material. At the beginning of class, the robot’s eyes will flash green, signifying haikus.
We will look again at the digital imaging and power point posters. I will use the SMARTboard to bring up
the blog which will have the lesson for the day. After we have reviewed the blog, I will break the class
into four groups. Each group will be given a season, and they will have 15 minutes to write as many
haikus as they can think of. The group will then decide which haiku is their favorite, and someone will
write the haiku on the smartboard. The spring group will write in blue, fall in green, summer in red, and
winter in black.
Require Learner Participation. Students are required to participate in group discussion by helping write
the haikus. One person in each group must write the haiku on the smartboard.
Evaluate and Revise. I will test all media before class begins to make sure all technology is working
properly. If the website or SMARTboard doesn’t work, the students can will either write their haikus on
the whiteboard, or we will simply read them aloud.
