Lesson Plan 4

Topic Focus: Year Level: Learning Area: Strand:

Poetry 6/7
Content Descriptors:
 Compare the ways that language and images
are used to create character, and to influence
emotions and opinions in different types of
texts ACELT1621.
 Experiment with text structures and language
features and their effects in creating literary
texts ACELT1805.
 Analyse and explain the ways text structures
and language features shape meaning and
vary according to audience and purpose
ACELY1721.
 Plan, draft and publish imaginative,
informative and persuasive texts, selecting
aspects of subject matter and particular
language, visual, and audio features to convey
information and ideas ACELY1725.
English Literacy/Language
Achievement Standards:
 Understand how text structures can influence the
complexity of a text and are dependent on audience,
purpose and context.
 Understand how the selection of a variety of language
features can influence an audience.
 Create structured and coherent texts for a range of
purposes and audiences.
 They make presentations and contribute actively to
class and group discussions, using language features to
engage the audience.
 When creating and editing texts they demonstrate
understanding of grammar, use a variety of more
specialised vocabulary and accurate spelling and
punctuation.

Lesson Students revisit the poetry devices and recap the main elements in poetry. They are
Objective: introduced to Haiku and eventually produce their own Haiku poems.

Improvements:  Ensure smartboard is connected before the class.

Structure Time Process Resources

 Complete morning routine and give students 30 mins to do  Spelling
Introduction: 50 their spelling (week 6). sheets
mins  Have crunch and sip before the poetry lesson (9.30am).  Poetry L4
 Get the students attention and wait until the students are PowerP
listening. Get students to summarise the 12 poetry devices.
 Go through the key elements of poetry (slide one).
 Inform the students that they will be learning about Haiku
Poems. Ask if any students have heard of this poem type
before and have a class discussion.
Activity 1: Haiku Video  Poetry L4
Learning 40  Show students the Haiku Video. After the video is complete go PowerP
Experience: Mins through the main elements of Haiku poems.  Literacy
 Create a Haiku as a class on the board. Books
Activity 2: Haiku Poetry  Magazines
 Get the students to fnd a photograph of nature in a magazine or  Internet
from the internet. Get them to write a paragraph on the

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 photograph, focusing on their senses (sight, feel, taste, hear and
smell). Once students have written a paragraph they can write
as many Haiku poems as they want (minimum of three).
Conclusion: 05  Give students a chance to share their Haiku Poems.  Student’s
mins  Collect the student’s work and get the students ready for poems
recess.
Extension If students finish early they can write several paragraphs reflecting on what they like about
their poem they brought it, considering how the poem has expressed ideas, created a
pattern of sound, appealed to any or all of your senses and used language in interesting
and creative ways.

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