Natalie Aydinel

Lesson Plan

 

 

 

 

 

The age for this assignment is 3- 6th grade.

Teacher: Natalie Aydinel

The purpose:

To educate about diversity, and to improve English and grammar and writing skills and the students learn the syllable structure and mood of haiku poems. The student should know how to spell use proper punctuation, and use their imagination as well as form sentences and have knowledge of what a syllable is, and be able to follow though with assignments, with minimal reminders.

Objective:

The objective is to learn how to write a Haiku, and get experience of different writing styles and cultures.

The materials:

 For this assignment is a pen or pencil for the student and for the teacher a copy of the worksheet for everyone in the class. Either an overhead projector or a white board and a white board marker, and have two examples of a Haiku ready to show the class Also some crayons or colored pencils and some white paper so that each student can draw a picture of what their poem is about.

The set up:

 For the lesson you will need two examples of a Haiku poem, also some words to help students in the brain storming season.

Two examples of a Haiku poem to write on the board or overhead:

 

A Fall Poem

 

Spirits haunt my dreams

Skeletons muffle my screams

Night as black as death

 

A Spring Poem

 

Rose petals falling,
On a pond of calm and still,
Blowing with the wind.

 

 

            The instructional plan:

 First tell the students what a Haiku is and in this lesson, students will write and illustrate haikus depicting seasonal images. Then you will discuss with students the requirements of a haiku poem, which is a three line poem, the first line with five syllables, the second line with seven syllables, and the third line with five syllables. Then Ask the students to think about seasons, and ask students to help you come up with list of words or phrases to put up on the white board that will depict things that will go into their Haiku, But they may use other words then the ones that are on the board, the board words are to be used as a brain storming season. They will use their observation skills, real-world knowledge, and knowledge of parts of speech to help them create the Haiku. When writing students words on the white board if they get stuck help them by putting some words that you can think of some example of words, during winter, might be snow, ice, thunder, bare tree branches, and pine trees. During spring, responses might include flowers, buds, new leaves, and ducklings. Then read to them and have them listen to two samples of a haiku poem to identify haiku criteria, followed by a writing session where they create a haiku that depict a seasonal image. A haiku often illustrates some aspect of nature or tranquility. Beginners often may try to evoke too many different ideas. A good rule is to have at least two concrete images, and no more than three. Then they are done writing their own poem have them draw a picture that represents their poem. Don’t forget to Circulate among students to answer and ask questions, and have students check their syllable patterns, and that they follow a pattern of three lines and the 5-7-5 syllable pattern.

Closure:

The lesson will end with students sharing their poems with others in the class, and handing them in to be graded and then latter displayed in the classroom.

 

Assessment:

You will be able to tell that the student understood the lesion if their poem has followed the 5-7-5 syllable pattern and they have written three lines that make up a poem.