Beruflich Dokumente
Kultur Dokumente
Grade
Haiku
Poetry
Lesson
by
Heather
Antunez
Overview
Students
will
learn
to
identify
the
structure
and
components
of
Haiku
poetry
with
an
understanding
of
syllabication
and
the
syllable
pattern,
and
use
descriptive
words
of
vivid
imagery
to
create
their
own
Haiku
poetry.
Connections to Standards
Materials
Poster with Syllable pattern, Structure and Rules for Writing Haiku Poems
Graphic Organizer with steps for wring a Haiku poem from readwritethink.org
Item from Nature for Guided Practice (Cutie Oranges for the Whole Class)
1. Today
we
are
going
to
learn
the
pattern
or
structure
of
Haiku
poetry,
so
that
how
to
create
one
of
your
own.
Lets
take
at
look
at
some
examples
and
see
if
you
can
figure
out
the
pattern.
2. For
large
group
instruction
share
the
following
Haiku
poems
with
the
class
with
the
overhead
projector
Use
the
Power
Point
presentation
with
models
and
vivid
pictures:
An
old
silent
pond
Does
anyone
know
what
kind
of
poems
I
just
read?
Have
you
heard
of
Haiku
poetry
before?
If
so,
what
do
you
know?
Haiku
is
a
form
of
Japanese
poetry,
which
has
become
appreciated
all
over
the
world.
A
Haiku
poem
is
a
short
poem
that
gives
us
a
message
in
only
17
syllables.
Can
anyone
tell
me
what
is
a
syllable?
Syllables
are
ways
to
split
words
into
sounds.
A
syllable
(syl-la-ble)
is
usually
made
up
of
one
vowel
sound
alone
or
a
vowel
sound
with
one
or
more
consonant
sounds.
We
dont
usually
think
about
breaking
words
into
syllables
unless
we
may
be
trying
to
decode
a
word
while
reading,
or
perhaps
when
we
are
trying
to
spell
a
word.
How
many
syllables
are
in
the
word
syllable?
If
you
are
unsure
you
can
put
your
hand
under
your
chin
and
when
your
chin
touches
your
hand
that
is
one
syllable.
Lets
try
it
out
together
with
the
word
syl-la-ble.
How
many
times
did
your
chin
tough
your
hand
when
you
said
the
word
syl-la-ble
out
loud?
The
word
Haiku
has
two
syllables:
Hai-ku
How
many
syllables
in
the
word
in-tro-duc-tion?
(Point
out
the
vowel
sounds
and
consonants
in
both
words).
Haiku
poems
usually
describe
something
in
nature,
or
one
simple
topic
that
the
reader
can
recognize.
Seasons
and
animals
are
examples
of
a
simple
topic
that
you
would
recognize
when
you
read
the
poem.
Haiku
poems
are
made
up
of
3
lines.
The
first
and
last
lines
have
5
syllables,
and
the
middle
line
has
7
syllables.
Modeling
1. Lets
take
a
look
at
a
couple
of
Haiku
poems
together
and
notice
the
syllable
structure
of
the
poem.
Read
the
following
poem
aloud
and
have
the
students
count
the
syllables
in
each
line
along
with
you:
Green
and
speckled
legs,
Hop
on
logs
and
lily
pads
Splash
in
cool
water.
2.
Discussion
&
Questions
How may lines in the poem? Lets count them out together. 3
How many syllables in the first line? Lets count them out together5
How many syllables in the second line? You try it with your should partner7
How
many
syllables
in
the
third
line?
Try
this
one
on
your
own
and
check
with
you
neighbor
to
see
if
you
both
got
the
same
answer...5
What
do
you
notice
about
the
pattern
and
structure
of
the
words
that
may
be
different
than
poems
that
you
may
have
heard
before?
What
is
the
animal
is
the
poem?
Guide
students
thinking
with
the
clues
if
there
is
some
uncertainty
and
clarify
understandinggreen
and
speckled
legsHOP
on
logs
and
Lilly
pads.
yes----
a
frog.
Have
the
students
think-
pair-share
first,
and
then
have
a
class
discussion
how
the
three
lines
of
the
poem
go
together.
3
Here
is
another
poem
to
help
you
remember
the
rules
of
writing
Haiku
poems:
I
am
first
with
five
Then
seven
in
the
middle
Five
again
to
end.
Lets
check
that
out
and
see
if
it
works
on
the
Rules
of
Writing
Haiku
poems.
Ask
for
students
who
feel
comfortable
with
the
rule
to
volunteer
to
demonstrate
for
the
class.
Guided Practice
Have
students
get
into
small
groups
at
their
desk,
so
they
can
eat
and
brainstorm
ideas
together.
Now
Lets
write
a
Haiku
poem
together.
Show
students
a
few
pictures
of
items
from
nature,
so
they
can
get
some
ideas
about
possible
topics
for
writing
their
own
poems
later
in
the
lesson.
Today
we
are
going
to
write
Haiku
poem
about
the
Cutie
Oranges,
and
we
are
also
going
to
eat
them
so
we
can
get
some
good
descriptive
words
to
describe
the
fruit
using
words
with
vivid
imagery.
That
means
I
want
you
to
help
me
use
adjectives
to
describe
a
cutie
orange
to
someone
who
may
never
have
seen
or
eaten
a
cutie
orange.
Have
a
couple
of
students
give
each
student
a
cutie
orange
and
a
paper
towel.
After
everyone
has
an
orange,
tell
students
to
go
ahead
and
start
peeling
and
eating
their
orange,
so
they
can
think
of
some
good
descriptive
words
for
our
Haiku
poem.
Here
is
a
graphic
organizer
that
will
be
a
tool
to
help
us
organize
our
thoughts
and
ideas
and
visualize
the
relations
between
them
(or
what
things
they
have
in
common).
The
graphic
organizer
will
also
serve
as
a
guide
as
we
practice
to
help
us
to
remember
the
rules
of
Haiku,
so
that
we
can
create
our
own
poems.
Begin
with
the
first
step
on
the
graphic
organizer
and
model
how
to
use
the
graphic
organizer.
Have
students
contribute
with
their
ideas
to
help
you
as
you
demonstrate
and
write
a
poem
about
cutie
oranges.
Graphic
Organizer
Format:
First
Step:
Choose
a
Topic:
__________________________
(Encourage
students
to
think
of
their
emotions
and
senses
when
thinking
of
a
topic).
Second
Step:
Brainstorm
descriptive
words
that
describe
the
topic.
(Generate
a
list
with
the
class
and
write
the
words
or
phrases
on
the
board).
Third
Step:
Write
the
draft.
Use
the
words
from
your
brainstormed
list,
but
each
line
will
need
5
or
7
syllables.
(Model
rearranging
and
rethinking
word
choices
to
match
the
syllable
pattern).
4
Line
1
(5
syllables)_________________________________________
Line
2
(7
syllables)_________________________________________
Line
3
(5
syllables)_________________________________________
Read
the
poem
aloud
together
and
clap
out
the
syllables
and
make
adjustments
to
obtain
the
5-7-5
pattern.
Collaborative Practice
On
the
same
day
or
another
class
period
distribute
nature
books
or
magazines
for
students
to
look
at
to
get
ideas
for
writing
Haiku
poetry.
If
weather
permits,
you
could
even
take
the
class
on
a
nature
walk
on
a
nice
Spring
day
to
get
ideas
or
practice
taking
notice
of
the
imagery
that
they
can
experience
in
nature.
I
would
have
students
take
their
notebooks
and
pencils,
and
prompt
them
to
write
down
some
notes
about
what
they
experience
with
their
senses
during
the
nature
walk.
Distribute
graphic
organizer
to
students
to
practice
writing
a
Haiku
Poem.
Students
may
choose
to
work
with
a
partner
or
independently
if
they
think
they
are
ready
to
write
their
own
poem
independently.
Have
students
work
in
collaborative
groups
to
write
a
Haiku
poem.
Encourage
them
to
use
a
dictionary
or
Thesaurus
to
find
synonyms
and
good
word
choices
for
their
poems.
Discussion/Closure
On
the
same
day
or
another
class
period
have
student
groups
share
their
poems.
Encourage
the
class
to
clap
out
the
syllables
to
check
for
the
5-7-5-syllable
pattern.
Have
the
class
to
guess
the
topic
if
no
title
is
given,
or
ask
students
how
the
poem
made
them
feel.
Read
aloud
and
share
the
book
Dogku
by
Andrew
Clements.
Be
sure
to
include
the
authors
note
at
the
end
of
the
book.
Independent Practice
In
the
following
days
students
will
write
their
own
Haiku
poem
independently.
The
teacher
will
provide
students
with
a
graphic
organizer,
and
self-checklist
to
use
to
write
their
poems.
Students
will
be
encouraged
to
illustrate,
or
decorate
their
poem
by
using
pictures,
colorful
backgrounds
etc.
Assessment
Students
will
be
given
an
informal
self-assessment
checklist
(below)
to
complete
before
they
turn
in
their
Haiku
Poems.
Students
will
be
encouraged
to
have
a
peer
partner
also
give
them
feedback
before
they
turn
in
their
poem.
5
Student
Self-Assessment:
Name_______________________
Haiku
Self
Checklist
_____My
poem
has
3
lines.
_____I
used
my
senses
and/or
emotions.
_____My
poem
has
a
single
simple
focus-one
topic.
_____My
poem
follows
the
5-7-5-syllable
pattern.
_____My
poem
has
descriptive
words
that
use
vivid
imagery.
_____The
format
is
attractive
and
easy
to
read.
_____I
had
a
peer
read
my
poem
and
give
me
feedback.
Peer
Comments:
(Be
nice
and
write
only
positive
comments).
References
Betsy
Franco.
2008.
Graphic
Organizers
for
Teaching
Poetry
Writing;
Grades
1-3.
New
York,
NY:
Scholastic
Inc.
http://www.readinga-z.com/poetry/writing-program.html
http://www.kidzone.ws/poetry/haiku.htm
http://www.scholastic.com/teachers/lesson-plan/what-haiku
http://www.haikucandy.com/hai_browse.jsp
http://www.poetry4kids.com/blog/lessons/how-to-write-a-haiku/
http://www.readwritethink.org/classroom-resources/printouts/haiku-starter-30697.html
6
Reflection
I
completed
this
less
over
a
period
of
two
weeks,
and
each
lesson
was
only
four
20-minute
lessons.
I
was
able
to
carry
out
the
introduction
and
the
guided
practice.
However,
my
mentor
teacher
told
me
to
omit
the
collaborative
practice
and
skip
right
to
the
independent
practice.
My
mentor
teacher
had
been
busy
Benchmarking
her
students
for
reading,
therefore
writing
had
been
absent
from
their
daily
schedule
for
some
time.
The
fourth
graders
did
not
have
a
great
deal
of
background
knowledge
about
Haiku
poetry.
Nonetheless,
the
whole
class
seemed
to
enjoy
learning
about
Haiku
poetry.
I
thought
that
it
would
be
accommodating
to
have
lots
of
visual
pictures
for
the
lesson,
since
the
class
had
a
few
students
in
ESL
classes
and
some
students
who
received
special
education
services.
The
Cutie
oranges
really
made
it
easier
for
students
to
think
of
and
consider
good
descriptive
words
for
the
guided
practice
portion
of
the
lesson.
The
teacher
was
not
familiar
with
the
Gradual
Release
Model
that
I
wanted
to
incorporate
into
this
writing
lesson.
While
it
appeared
that
the
students
were
capable
of
generating
descriptive
words
and
writing
the
poetry
lines,
I
observed
many
of
them
struggling
when
the
class
went
directly
from
guided
practice
to
independent
practice.
In
my
opinion,
it
seemed
like
the
students
needed
more
practice
generating
descriptive
words
in
small
groups
with
less
teacher
support,
and
most
of
the
students
had
difficulty
independently
breaking
the
words
into
syllables.
In
reflection,
I
would
imagine
that
the
Haiku
poetry
lesson
would
have
be
more
successful
if
the
students
would
have
had
previous
instruction
and
more
practice
learning
about
syllabication,
and
generating
descriptive
words
own
their
own.
In
the
future,
I
would
spend
an
adequate
amount
of
time
introducing
syllabication,
and
providing
students
more
time
to
work
together
to
be
more
experienced
with
these
concepts
before
attempting
a
poetry
unit
of
this
nature.
I
also
would
not
omit
the
collaborative
section,
because
I
believe
that
the
students
needed
the
opportunity
to
have
more
time
practicing
and
working
together
to
develop
the
prerequisite
skills
needed
to
write
Haiku
poetry.
Even
though
the
lesson
was
not
an
ideal
poetry
unit,
I
was
pleased
to
notice
that
most
of
the
students
were
successful
at
developing
the
concept
of
the
5-7-5
syllable
pattern,
and
the
structure
of
the
poetry
writing.
Still,
I
would
suspect
that
most
of
the
class
would
have
benefited
from
small
group
or
one-
to-one
instruction,
as
well
as
conferencing
during
the
writing
process
to
give
them
feedback
and
support
with
their
writing.
I
would
work
with
students
on
how
to
construct
better
sentences
with
lines
that
flowed
more
smoothly
together,
so
that
their
audience
could
put
all
the
ideas
together
to
understand
the
main
topic
of
their
poem.
Some
of
the
students
were
off
to
a
good
start
with
their
poetry
writing.
They
were
also
really
exited
to
share
their
work
with
the
class,
but
it
was
difficult
to
guess
the
topics
of
some
of
their
poems,
because
they
did
not
have
the
opportunity
to
revise
and
improve
on
their
ideas.
The
students
enjoyed
when
their
classroom
teacher
read
aloud
to
them
each
day,
so
I
think
that
reading
aloud
the
Dogku
book
by
Andrew
Clements
was
a
great
way
to
bring
closure
to
this
lesson.
Since
the
students
were
already
familiar
with
the
format
of
the
Haiku
poetry,
they
were
able
to
comprehend
and
make
connections
about
what
we
had
learned
with
the
lesson.
Ideally
during
a
writing
unit,
I
would
want
to
read
and
discuss
lots
of
good
models
of
the
writing
topic.
However,
in
this
case,
Im
glad
that
I
decided
to
7
read
that
particular
story
at
the
end
of
the
lesson.
Because
the
children
got
a
little
silly
after
I
was
finished
reading.
Given
the
time
frame
and
circumstances
that
I
was
given
to
work
with
the
fourth
grade
class
on
Haiku
poetry,
I
was
very
pleased
with
the
outcome
of
the
lesson.
The
students
and
I
both
learned,
so
the
teaching
experience
was
It
was
a
good
learning
experience
to
really
consider
every
aspect
of
my
planning
and
delivery
of
my
writing
lessons.