LESSON PLAN

Lesson Topic/Focus:

Haiku poems

Date:

11/6/14

AusVELS Domain(s):

English

Year level(s):

2/3

AusVELS strand (s):

Language, Literature

Lesson duration:

50 mins

AusVELS sub-strand(s):

Text Structure and Organisation, Creating

Literature

Learning Standard(s)/Outcome(s):
Students will individually create a Haiku poem following the appropriate text structure and features.
Assessment:
Students will correctly identify the features of a Haiku poem.
Students will create their own Haiku poem, following the appropriate text structure and features.

Teaching focus:
A.
Associate Teacher Pace taking your time
B.

Student teacher Clarity of explanation

Background to the learning:

A.
Teacher
Haiku poem examples provided
http://www.poetry4kids.com/blog/lessons/how-to-write-a-haiku/ - website explaining in childrens
terms how to write a Haiku
B.

Student
Previous exposure to other types of poetry
Haiku poem examples provided

Lesson resources:
Haiku poem examples
interactive whiteboard
writing book
pencils

Lesson content:
A.
Introduction
5 mins

B.

Explain to students that as they have been looking at and practicing some different
poetry types, today we are going to look at Haiku poems.
Show students the examples of Haiku poems on the interactive whiteboard and read
these out.
Invite students to pay particular attention to what you are reading out and see what
they notice.

Development

20 mins

1. Ask students whether they noticed anything that was different about this type of poetry than the
usual poetry they think of.
Focus question: Did you notice anything that was a bit different in those poems I read out compared
to your traditional idea of what poems are?
2. Leading on from this, clarify to students that Haiku poems do not rhyme.
Focus question: Did the Haiku examples rhyme at all?
3. Ask students whether they noticed any pattern within the poem at all. It is likely that they would not
have picked up on the syllabic pattern but question whether they did first.
Focus question: Did you notice any sort of pattern within the Haiku?
4. Question students whether they are aware what the word syllables means. If not, explain to
students that syllables are the sounds we hear in words broken up.
Focus question: Do we know what the word syllables means?
5. Explain to students that Haiku poems follow a 5-7-5 syllabic pattern in each line. Get students to
clap/count on their fingers the syllables as you read the Haiku poems together again as a group.
Focus statement: Lets re-read the Haiku poems and see if we can identify the syllables and get used
to the pattern.
6. Model to students the process of writing a Haiku poem. Encourage student participation in choosing
the topic for the Haiku. Point out the features of the poem while conducting modelled writing.
7. Explain to students that they are to now write their own poem, whether they choose to do a Haiku
poem like todays examples or a different poem type they have already looked at.

C.

Consolidation, practice, extension

20 mins

1. Students begin to create their poems.

2. Rove around throughout duration of the task to ensure that students are on the right track and to
answer any questions.
Early Finishers- Extension Activities
Students who finish early can choose to either write another Haiku or to re-visit one of the previous
poem styles they have looked at and create another.
D.

Closure

5 mins

1. Students return to the floor

2. Opportunity for a couple of students to share their poems with the class
3. Children must decide what type of poem the students read out based on the structure/features it
followed and are asked to explain their thinking.