[HAIKUS]

I.

Topic/Grade Level: [Writing Haikus] [3nd Grade/ English Language Arts and Reading]

II.

Standards: [Identify the standards you will be addressing in your lesson].

Texas Essential Knowledge and Skills for English Language Arts and Reading, Grade 2

(18) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real
or imagined people, events, and ideas. Students are expected to:
(B) write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter,
patterns of verse).
III.Goals and Student Learning Outcomes (Objectives):
Write the Goal, and then list the Student Learning Outcomes under that specific goal.
Goal 1: Students will be able to write a Haiku.
Student Learning Outcome 1: Students will create their own poems in the form of a
Haiku.
Student Learning Outcome 2: Students will illustrate that they can describe a feeling or
image using their sensory skills.

IV.

Learning Environment(s):
Face-to-face

V.

Resources:
Haiku Riddles "What Am I"-3rd Grade- YouTube
Reading Planet- Poetry Splatter
Dictionary
Thesaurus
Computer(s)/ Internet
Prezi with lots of pictures and examples
Smart Board
Notebook Paper
Pencil

VI.

Diversity / Differentiation:
10 Females 7 Males

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40% Hispanic, 30% African-American, 20% Asian-American
Each student receives free or reduced rate lunch.
VII.

Technology Inclusion:
The teacher will use the Smart board to display the YouTube clip and explain what
a Haiku is and its origins via PowerPoint
Students will use desktops to visit ReadingPlanet.org- Poetry Splatter

VIII. Prior Knowledge: Prior to this lesson, the teacher will ensure that students understand
what syllables are.
Lesson Placement in the Unit: This is lesson _18_ of _31__.
IX.

Procedures:
1. Lesson Introduction / Anticipatory Set:
The teacher will pull up a visual presentation lesson via Prezi that gives students the
history and examples of Haikus.
2. Direct Instruction:
First, by using Prezi students will learn about the history of Haikus. If necessary, the
teacher will ask questions to see if students are paying attention. Next, students will
spend time interacting with the Poetry Splatter on Reading Planets website. With the
help of dictionaries or thesaurus, students will use the notebooks and pencils to write
down words that describe their mood and or nature of a recent event. For homework,
students will write a Haiku.
3. Student Interaction with lesson content / Guided Practice:
Describe how students will participate and interact with the lesson content.
Part 1: Students interact with questions and ideas about the presentation covering
Haikus
Part 2: Student work independently on the Poetry Splatter activity, Dictionary/
Thesaurus notebook activity, and homework.
Part 3: Students read their Haiku to the class.
4. Independent Practice:
Students will work independently on the Poetry Splatter assignment. The teacher will
help students transition to looking up and write down words from the dictionary or
thesaurus that help describe something they recently observed and how it made them
feel. For homework, students will have to write a Haiku. They have the option of using
words they found during class time.
5. Review / Closure:
The teacher will wrap up the lesson by discussing what values words can make

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connections.
6. Presentations:
Students will read their Haikus to the class.
X.

Evaluation/Assessment:
Reading Planet- Poetry Splatter activity- 25%
Dictionary/ Thesaurus notebook activity- 25%
Homework/ Haiku- 25%
Haiku Reading/ presentaion-25%

XI.

Risk Analysis: The teacher must ensure that all technology is functioning every day
(Smart board and Computers). If the smart board does not work, the teacher will use a
projector to do display the presentations and show pictures. The teacher will troubleshoot if
the technology is not working. Finally, if nothing works call the IT department for
assistance. If it cannot be of assistance, the teacher will have to distribute work worksheets.
Students who are absent will use worksheets as make up work.

XII.

References: In APA, cite your references used in this lesson. This includes textbooks,
other literature, videos, websites, and any other sources.
Chapter 110. Texas Essential Knowledge and Skills for English Language Arts and
Reading Subchapter A. Elementary.
http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html.
Haiku Riddles "What Am I"-3rd Grade- https://www.youtube.com/watch?
v=RUy2bQc5DFc.