Independent Lesson Plan

NAME: Zachary Gill
Grade:  7	Subject: Language Arts	Strand(s): Writing, Reading
Overall Expectation(s): Writing: 1. Generate, gather, and organize ideas and information to write for an intended purpose and audience. Reading: 2. Recognize a variety of text forms, text features, and stylistic elements and demonstrate understanding of how they help communicate meaning.	Specific Expectation(s): Reading: 2.2 Analyze increasingly complex texts to identify organizational patterns used in them and explain how the patterns help communicate meaning. 2.4 Identify various elements of style – including foreshadowing, metaphor, and symbolism – and explain how they help communicate meaning and enhance the effectiveness of texts. Writing: 1.1 Identify the topic, purpose, and audience for a variety of writing forms. 2.3 Use some vivid and/or figurative language and innovative expressions to enhance interest.	Achievement Chart Categories:         Knowledge & Understanding         Thinking         Communication         Application
LEARNING SKILLS AND WORK HABITS: Which LSWH(s) will be addressed?   Responsibility       Independent Work         Collaboration         Organization        Initiative        Self-Regulation Responsibility: Students use their class work time responsibly to read the assigned writing pieces and complete their own poem. Independent Work: Students are able to work and complete the assigned tasks with limited supervision and without the assistant of the teacher to get started. Initiative: Student is willing to take risks and begin the task by developing their own ideas and creating a poem to express them.
LEARNING GOAL(S) Describe the curriculum expectations & LSWH  in student friendly language We are learning to identify the organizational structure of a haiku poem. We are learning about how we can organize and express our ideas through poetry. We are learning to create poetry that uses various elements to make it interesting.	ASSESSMENT TASK /STRATEGY Describe what students will be doing to address the learning goal(s) and identify:         Assessment of learning: After reading poems written by various authors students will create a basic haiku poem with the appropriate structure.              It will be a summative assessment to wrap up the lesson.	SUCCESS CRITERIA Describe what successful attainment of the learning goal(s) looks like for your assessment task I can create a haiku poem with the proper organization. I can recognize the structure in a haiku poem written by other authors. I can write a haiku poems with various writing elements to help create meaning.
ASSESSMENT TOOL    Anecdotal Record, Rating Scale, Checklist, Rubric, Other         A checklist will be created based on the success criteria to see if students can meet the criteria.

Assessment Tool

Criteria	Standards Met	Standards Not Met
Haiku poem follows basic structure of 5 syllables, 7 syllables, 5 syllables.
Haiku poem uses writing elements to make it interesting (example imagery, similies, etc)
I can read haiku poems by other authors and understand what elements they used to create meaning.