Student: Kaitlin Graff Course: EDU 329-04 Grade: 4 Topic: Haiku Poems

Professor: Professor Sills Date: April 11, 2013 Content Area: English Language Arts

INSTRUCTIONAL OBJECTIVE After reading and discussing the characteristics of Haiku poems, students will be able to identify syllabic patterns and line structure of Haiku poems and will write their own Haiku poem with no errors in proper Haiku format and syllabic structure and no errors in spelling. Key Concept: The students will be able to identify and explain the differences between poems based on their structure and the syllabic word patterns. Based on these abilities, students will then be able to create their own work with the same rules and structure. STANDARDS AND INDICATORS ELA (CCSS): Reading Foundational Skills; Phonics and Word Recognition (4.RFS.3): Students will know and apply grade-level phonics and word analysis skills in decoding words. Indicator: This will be evident when students recognize the word patterns in Haiku poems and use that pattern when creating their own Haiku poem.

ELA (CCSS): Writing; Production and Distribution of Writing (4.W.4): Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. Indicator: This will be evident when students create their own Haiku poem in accordance to correct Haiku structure and format.

ELA (CCSS): Reading Literature; Craft and Structure (4.RL.5): Explain major differences between poems, drama, and prose, and refer to the structural elements of poems and drama when writing or speaking about a text. Indicator:

This will be evident when students recognize and discuss the differences between Haikus and other forms of poetry as a class. MOTIVATION

Students will be asked what their favorite parts of nature are. MATERIALS Haiku Starter worksheets Adjective worksheet (*Adaptation) Typical classroom materials STRATEGIES Group Discussion: This will be evident when students listen to the teacher reading Haiku poems out loud. This will also be evident when students and teacher discuss the characteristics of Haiku poems and how they differ from other types of poems. Teacher Demonstration: This will be evident when the teacher reads Haiku poems to the class and creates her own Haiku poem for the class to look at. This will also be evident when the teacher demonstrates how to find the number of syllables in a word through a physical test (holding your hand under your chin and counting how many times you chin touches your hand as you say the word). This will also be evident when the teacher talks about the history of the Haiku poem and its origin. Independent Study: This will be evident when students work independently to decide on a topic/subject for their poem, the list of words about their subject, and create the draft of their Haiku poem. ADAPTATIONS The student who is an English Language Learner will be given a word bank of adjectives that can be used in their poem. DIFFERENTIATION OF INSTRUCTION Tier One: Students will identify characteristics of Haiku poems and will write a Haiku poem with no errors in format or spelling. Tier Two: Students will identify characteristics of Haiku poems and how they differ from other types of poems, students will then write their own Haiku poem with no errors in format or spelling.

Tier Three: Students will identify characteristics of Haiku poems and how they differ from other types of poems, students will then write two of their own Haiku poems with no errors in format or spelling. DEVELOPMENTAL PROCEDURES The teacher will lead the class in discussing their favorite parts of nature, what a Haiku is, and the Japanese history of Haiku poems. (Why do you like that part of nature? Whats one word you would use to describe that part of nature?) The teacher will read a sample of Haiku poems and will write her own on the board to demonstrate the format and composition of a Haiku poem and to discuss the differences between a Haiku and other types of poetry. (What are some ways that we could describe or notice a Haiku poem by looking at it? How is the poem structured? What subject do all of these Haiku poems have in common? What type of words make up a Haiku poem? What to we notice about each line of these poems? How is a Haiku different from other forms of poetry we have seen? What type of rules does a Haiku poem have?) A graphic organizing worksheet will be handed out and students will brainstorm and create their own Haiku poems. The teacher will demonstrate how to find syllables in a word (besides saying the word) and will create a group of adjectives and descriptive words that students can reference to when creating their poems. (Does it matter how many words I have in each line? How many syllables have to be in each line? How many lines are in a Haiku?) Finally, the class will come together to discuss the topics students have written about and to share any finished poems. The class will review the qualities of Haiku poems and the types of words they are including in their poems (adjectives, descriptive language, syllables). (What were some of the words you chose to use in your poem? Why? Did some people have more words in their poems than others? What do all of your Haiku poems have in common? How are Haikus different from other types of poems weve talked about? Go home and find a picture that you think goes along with your Haiku and bring it to class tomorrow so we can share our poems with other classrooms.) ASSESSMENT The students will create their own Haiku poem with correct formatting, syllabic structure and spelling with no errors. INDEPENDENT PRACTICE Following the lesson on Haiku poems, students will go home and look for an image that best represents their Haiku. The students will write their own Haiku at home and will identify the syllabic structures of each word they used in their poem.

FOLLOW-UP: DIRECT TEACHER INTERVENTION AND ACADEMIC ENRICHMENT Direct Teacher Intervention: The teacher and student will work together to determine the correct syllabic structure of the words they wish to use in their poem and will provide more examples of different ways each line of the poem can be created (listed adjectives, partial sentences). Academic Enrichment: Students will further research Haiku poems to learn more of its history and will share the information with the class.

TEACHER REFERENCES Cooper, J. David, Pikulski, John J. (2005). Trading Traditions Grade 4. Boston, MA: Houghton Miffin. Goularte, Renee, (2010). Seasonal haiku: Writing poems to celebrate any season [Lesson plan forum]. Retrieved from http://www.readwritethink.org Victor, William S.L., (2013). How to write a haiku poem: Haiku examples and tips [website]. Retrieved from http://www.creative-writing-now.com/how-to-write-ahaiku.html