EDUC 429

Teacher Candidate: Grade: 5th grade Alison Haynes Subject/EEDA/SSCA:

Lesson Plan 4
Social Studies

Date & Time of Lesson: Tuesday, March 26, 2013 8:00 A.M.

Haiku
Learning Objective:
The learner will be able to identify and create haikus.

Standards:
COMMON CORE 5.W.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Developmental Appropriateness:
The students have been working with poetry since last week. They are familiar with identifying characteristics of poems. They also know what syllables are, which is important to know when writing haikus. Students should be able to be respectful of their classmates during the class discussion.

Assessment(s) of the Objectives:

Pre-Assessment: - Students will take part in the review discussion of characteristics of poems, and syllables. The teacher will observe student interaction and answers during this time. Mid-Assessment: - Students will read five short poems, and determine yes, it is a haiku or no, it is not a haiku because. The teacher will collect this sheet at the end of the lesson. - Students will contribute words, phrases and feelings about the current weather. Then, students will help write a class haiku about the weather. Post-Assessment: - Students will complete a haiku exit slip in which they will label the syllables in each line of an example haiku. Then, students will write their own haiku about their favorite season following the steps we used to write the class haiku. These will be turned in.

Accommodations:
Repeat and rephrase directions for ESOL and LD Resource students. After all students complete the post assessment, they are to turn in their facts and read. Both ESOL students will have a peer

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Lesson Plan 4

monitor sit beside them throughout the lesson to ensure that they stay on task and make sure they are getting what they need from the read aloud. The teacher will use proximity to closely monitor all ESOL and LD Resource students throughout the lesson to ensure they are getting the concepts of the lesson and completing their work thoroughly by checking during the post assessment to see if they need help; they may be assigned a partner depending on how they do.

Materials:
Handout

Use of Technology:
Powerpoint presentation, SmartBoard, projector

Procedures:

1. HOOK/INTRODUCTION
The teacher will read an example of a haiku poem to the class. Listen to what I am about to read:

Wind, gently blowing Up, around, and through the trees Plays tag with my kite

2. ENGAGE & REVIEW

What is this? Poem. How do you know? It doesnt rhymeit cant be a poem. Yes it can!

Poems dont have to rhyme. Okthats right! But how do you know this is poem? Repeat
poem. Is not in a paragraph form-about nature-has a rhythm/beat

3. INTRODUCE HAIKU
This is a poem-you all are correct! This type of poem is called a haiku. Say it with me..HAIKU. A haiku is a type of poetry from Japan. Haikus are about nature and the seasons. But, what else makes a haiku so special is its words and the syllables of the words. What is a syllable? Responses. How many syllables does Haiku have? Two. Lets clap the syllables, like this: demonstrate. Now you do itWhat about (students name)? How many syllables? Lets clap it. A haiku has a special formula with its syllables. There are three lines in a haiku: the first line has five syllables, the second line has seven syllables, and the third line has five syllables. I have a haiku to help you remember the structure: Read together. Students read and clap the syllables.

I am first with five Then seven in the middle

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Five again to end.

Lesson Plan 4

4. EXAMPLES
The teacher will show a few examples of poems and students are to determine-yes or no-if the poem a haiku. There will be five examples; students will write their answers on a sheet of paper. If no, tell why. Go over the examples.

5. WRITE ONE!
Construct a haiku as a class about the weather today. Now, we are going to write a haiku of our own. It is going to be about the weather today. First, lets make a list of some words or phrases that describe the weather or how you feel about it. Take answers-call on students by drawing their popsicle sticks with names. Using these words/phrases, can someone come up with a phrase or sentence for our first line? What do we need to remember when we write the first line? It has 5 syllables. Continue with next two lines.

6. ON YOUR OWN
Students will complete the haiku exit slip sheet, in which they label the syllables of a haiku, and then write their own haiku about their favorite season. When students finish, they are to turn in their sheet to a designated spot, and read. You are going to complete this worksheet I am about to pass out. The first part is an example of a haiku. I want you to label the syllables for each line. Then, at the bottom, you will write your own haiku. I will give you the topic in a minute. First, le ts review the steps we did to write a haiku: Make a list of words, phrases, and feelings about the topic. Choose the

best words and phrases. Create a haiku; follow the 5-7-5 syllable format.

7. EXIT SLIP Students will complete the haiku exit slip, and then, a few (4-6) students will share theirs. While sharing, the audience will evaluate the haiku to themselves. Then, once finishes reading his/her haiku, the audience will give them feedback
haiku or not.

the student

on whether it is a true

References: Ideas were furnished by Alison Haynes, with assistance from http://betterlesson.com/lesson/27145/haiku.

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Lesson Plan 4

Activity Analysis: Objective - The learner will be able to identify and create haikus. In this lesson students will be learning about haikus. They will learn the characteristics of a haiku, be able to identify a haiku, and then create their own. In the mid-assessment, students will look at five poems, and identify either yes, it is a haiku, or no, it is not a haiku. If it is not, students will explain why it is not. Then, in the post-assessment, students will create their own haiku. I used the gradual release of responsibility with the students. I showed them what a haiku was, we practiced identifying and creating a haiku, and then students created their own haikus. In my opinion, GRR is the best strategy to use with teaching, no matter what the subject area. Technology was also incorporated in this lesson, although it was not very active. I used a powerpoint presentation to display the examples of poems, directions and the topic for their final haikus.