Haiku Poetry Lesson 1 Mar.

. 21, 2013 1:00pm- 2:15pm GENERAL OUTCOMES Gain an understanding and knowledge on haiku poetry and how haiku poetry can be used to expresses a variety of subject matter (English Language Arts.) Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences (English Language Arts.) PURPOSE 2: Students will illustrate or tell a story (Art.) Use patterns to describe the world and to solve problems (Math.) Describe the living and nonliving components of a wetland ecosystem and the interactions within and among them (Science 5.10.) SPECIFIC OUTCOMES English Language Arts 1.1 Discover and Explore- Express Ideas and Develop Understanding
Use appropriate prior knowledge and experiences to make sense of new ideas and information (English Language Arts 1.1.1.)

3.3 Organize, Record and Evaluate- Record Information Combine ideas and information from several sources (English Language Arts 3.3.5.)

4.3 Use effective oral and visual communication Adjust volume, tone of voice and gestures to engage the audience; arrange presentation space to focus audience attention (English Language Arts 4.3.3.)

Art Subject Matter: Students will develop themes, with an emphasis on global awareness, based on: A. Plants and animals (Purpose 2: Component 10 (ii)) B. Environments and places Purpose 2: Component 10 (ii))

Mathematics Determine the pattern rule to make predictions about subsequent elements. [C, CN, PS, R, V] (Mathematics 2.1.1)

Science Identify some plants and animals found at a wetland site, both in and around the water; and describe the life cycles of these plants and animals (Science 5- 10.3.)

PROCESS OUTCOMES/KSAs Understanding of verbs, nouns, adjectives, and other elements of writing (English.) Students will be able to illustrate or tell a story (Art.) Understanding of syllable counting (Math.) Grasp of wetland ecosystems (Science.)

MULTIPLE INTELLIGENCES/LEARNING STYLES Existential. Linguistic/ verbal. Logical/ mathematical. Naturalist. Interpersonal. Intrapersonal. Spatial/ visual.

MATERIALS SMART board. Markers. Poster board. Dictionary (optional.) Thesaurus (optional.)

TEACHER ACTIVITIES Anticipatory Set Introduce haiku poetry to students through the use of the What Can You Observe group activity. This group activity is designed to draw students into the lesson by helping them to create their own meaning and understanding of haiku poetry and to assess what prior knowledge the student have about haiku poetry. Students will be put into groups of three by their teacher for the group activity.

STUDENT ACTIVITES Following the instructions displayed on the SMART board, students are to first read two examples of haikus. After students have read both haikus they are to answers the questions displayed on the same page below the haikus to establish what they already know about haiku poetry. It is important that everyone in the group write down their answers to the questions because this will form the beginnings of their notes on haiku poetry. Questions are as follows: What is your initial reaction after reading the haiku's? How does the haiku's make each individual and the group as a whole feel? Examine the haiku's using math. What do you see in terms of patterns in the structure of the haiku's? How many lines are in both haiku's? Are they the same amount of lines or different? Can you see any patterns in terms of the number of syllables in each line? Is the number of syllables in each line the same in both haiku's? What do you think the purpose of the haiku's are? What is subject of both poems? What message do you think the authors are trying to get [10 min] across to the reader? Practice/ Development Student will actively participate in the SMART notebook lesson by The majority of the rest of the SMART notebook will present the coming up to the SMART board explanations/ the history of haikus and revealing information through in engaging formats to keep various techniques (Egs. Erase and students interests. reveal technique and hide and reveal technique.) History of haiku: Explains where haiku originated and in what year During create a class haiku the first haiku was written. Erase activity students will be actively and reveal technique will be used to engaged in the process because they allow individual students to actively will vote as a class on the animal

participate in the lesson by coming up to the SMART board, erasing and revealing some information. Explanation of the format of haiku: Includes relevant information about the subject matter haiku is usually based on, the number of lines in a haiku and the structure of the number of syllables in a haiku. Students will be told that the easiest way to remember the structure of the number of syllables in a haiku is to remember the 5- 7- 5 pattern. Hide and reveal technique will be used allowing students to come up to the board, revealing some information. Create a class haiku activity is when the teacher tells students they will all vote on what animal they want the whole class to write a haiku together on. Students will direct the teacher to write on the SMART board what they want their haiku to say. By doing a haiku as a class students will have a chance to practice the newly learned information they gathered during the SMART notebook lesson. Before the class creates a haiku together, a completed example of this activity will be presented. Preparing for the assignmentGroup poster word bank group activity will occur shortly before wetland ecosystems haiku assignment is handed out. Teacher will put students into groups of three. Students will be directed to use the makers, poster board, dictionary, and thesaurus to brainstorm words that they could use on their wetland ecosystems haiku assignment. Students will be told that they want to think of words that have to do with animals

that they want to write a haiku on and will then demonstrate as a class their understanding on what they learned about haiku poetry by writing a haiku as a class. In the Preparing for the assignment- Group poster word bank activity students will work in the groups of three using markers and poster board to brainstorm ideas for their wetland ecosystems haiku assignment. Students are to use markers, poster board, dictionary and thesaurus to write down words that could relate to either animals or plant located in or around the water of the wetlands. Students should look for action words that can describe what their animal or plant is doing.

or plants that are in or around the water of the wetlands. Students should be encouraged by their teacher to find actions words that can describe what their animal or plant is doing.

[40 min] Check for Understanding Teacher will be walking around to different groups in the classroom to see if they need help when students are doing the group activities. Teacher should actively encourage students to ask question on concepts they dont understand during the SMART notebook lesson. Teacher will check for understanding at the end of the SMART notebook lesson by having students come up to the SMART board and in consultation with their class choose what they believe is the correct answer to a multiple choice question that the SMART board will say instantly is either right or wrong. Closure/ Reflection Teacher will instruct students to complete a student self- reflection personal response journal entry that will allow students to understand what they learned. The feedback from this student selfreflection personal response journal entry is important for the students because it allows them to discuss their thoughts in an organized Students should ask for help from the teacher during the group activities if they have a question. Students should ask questions about concepts they dont understand during the SMART notebook lesson. Students will participate in the check for understanding at the end of the SMART notebook lesson by coming up to the SMART board and in consultation with their class choose what they believe is the correct answer to a multiple choice question that the SMART board will say instantly is either right or wrong.

Students will complete a student self- reflection personal response journal entry that will allow students to understand what they have learned. Students will find they are giving their own feedback when they are writing the student self- reflection personal response journal entry because it allows them to see what they have learned.

manner that will help them to see what they learned. Teacher will be able to use feedback from the student selfreflection personal response journal entry to see what students are still confused on and what students have mastered in understanding.

Students will be able to provide their teacher with feedback from the student self- reflection personal response journal entry on what they are still confused on and what they have mastered in understanding

[10 min] MODIFICATIONS and EXTENSIONS Modifications: Additional class haikus can be done if the majority of students seem to require more clarity on how to write a haiku. Extensions: If students manage to finish all of the work required before the lesson is complete they can check out any of the below haiku poetry games. Games: http://www.kongregate.com/games/Montoli/haiku-hero http://www.pbs.org/parents/creativity/ideas/haiku.html http://www.poemofquotes.com/tools/create-a-haiku.php

EVALUATION and ASSESSMENT Wetland ecosystem haiku assignment: Unique because it combines haiku poetry with grade five science unit wetland ecosystems. Student self- reflection personal response journal entry about what the student learned during the lesson. NOTES AND REVISIONS Notes and revisions to be determined after the lesson is taught.