Maddie Moore

EDPS 235

Haikus

Grade Level and Setting:

My target audience will be 4th graders. The classroom is that of a typical 4th grade

classroom, except each student has an iPad that they are allowed to use while in the

classroom. They have an understanding of Microsoft Office and how it works, but they

are not affluent yet.

Procedure:

After this lesson, the students should be able to type a creative haiku using either a

synonym or an antonym. First, I will introduce the topic to the students with a short video

from Youtube. Then, I will further explain to the students what a Haiku is and how it

relates to poetry. From there, I will have the whole class help me write a Haiku by asking

them for a topic. Once the Haiku is written, I will ask the students to help me replace one

of the words chosen with either a synonym or an antonym. I then will give the students

twenty minutes to write, and then type their own creative Haiku. The whole lesson should

take a little less than an hour.

Value:

I want the students to go through the process of writing a Haiku so that they can practice

being creative and using creative thinking. I also think it is important to have the students

type their poem into Microsoft word so that they can practice this important skill that will

be widely used as they continue to get older.

Assessment:

After I have the students watch the introduction video, I will ask the students about what

questions they may have. During the lesson, I will check for understanding by having the

students help me write an example Haiku. Before the students type their Haikus, I will

have them bring the poem to me to make sure that they have understood what was asked

of them.

Differentiation/Tiered Lesson:

I know that this lesson is within the students zone of proximal development because they

have read poems during this school year. They also have experience with Microsoft

Word, this activity just builds upon those skills and further enhances them. I will cater to

the students needs by being available to answer questions at any point in the lesson. I

will also allow students who have difficulty typing turn in a written poem instead.

MUSIC:

M: I will give my students a sense of control by allowing them to pick the topic on which

their poem will be written about. I will motivate them by encouraging their writing and

reading them successful and published poems that were also written by students.

U: I will help students see the value in this lesson by showing them that other students

their age have written work that has been published. I will also show them the value by

demonstrating the importance of the arts and its positive impact on education. The lesson

has utility value because these same concepts will apply to other types of poetry within

the poetry unit.

S: I will protect and enhance students self-efficacy by encouraging their art and offering

specific praise about their work. I will also have the students read their poem to a friend
 to receive positive feedback. I know that writing a creative poem could be viewed as

challenging, but I know that the students will be able to write one because they will be

able to collaborate ideas from one another and receive feedback.

I: This lesson will be interesting to the students because they are able to write creatively

without limits. They will also be shown a fun video to introduce the lesson. I relate this

topic to my students interests by allowing them to choose the topic that they write their

poem about.

C: I will show students that I like them and care about their well-being by being available

to answer questions and encouraging their art. I will only provide positive feedback, and

if I have to correct them I will do it in a positive way. I will provide an opportunity for

the students to interact productively with their peers by having them read their poems to

each other and offering positive feedback.