Active & Backward Design Lesson Plan

Curriculum Area: Writing Time Frame: 1 hour

Name of lesson: Introduction to Haiku Grade level: 3

I. Enduring understandings or essential questions:

What makes a haiku a haiku?
How many syllables are in a haiku?
How are syllables in a haiku arranged?

A haiku is a Japanese poem that is about nature and has seventeen syllables.
A haiku has three lines with the syllables five, seven, five.

II. Standards addressed in this lesson:

Common Core
a. Production and Distribution of Writing:
i. CCSS.ELA-LITERACY.W.3.4
With guidance and support from adults, produce writing in which the
development and organization are appropriate to task and purpose.
ii. CCSS.ELA-LITERACY.W.3.5
With guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, and editing.

III. Evidence of Understanding /Learning

Students will turn in a worksheet in which they have done a written give one get one.
This will show their own opinions of what makes a haiku a haiku, and then three partners
opinions. On the back, students will have been expected to write for three minutes
straight about what makes a haiku a haiku. After that, they will be given a handout
explaining that a haiku is a Japanese poem about nature that has seventeen syllables that
appear in the order five, seven, five.

Students will show as a group that they understand syllables by creating a model as a
class out of their bodies. A single student will represent a syllable, and leaders will guide
the class as the only students allowed to speak.

I am also using a PowerPoint as a formative assessment by showing different poems and

having students guess if the poems are haikus or not. For example, I am showing poems
with an extra syllable.

IV. Lesson Objectives & Outcomes:

A. By the end of the lesson, each student will understand that a haiku is a Japanese poem
written about a topic in nature. It has a total of seventeen syllables that appear in the
 order five, seven, five. They will each fill out a Give One Get One worksheet and
write on the back what makes a haiku a haiku.

V. Previous knowledge
This is the introduction of the unit. However, students have begun to think about which
topics in nature they want to write a poem. Students have learned syllables, but we will
do a syllable greeting in morning meeting to add practice.

VI. Gradual release of responsibility

During morning meeting, students will practice segmenting words by syllables in their
names. This will help them understand syllables. In our activity, we will practice a silent
birthday lineup. Students will line up in birthday order without speaking. This will
prepare students for the body haiku activity.

In the unit, this is the introduction lesson. Students will learn what makes a haiku a haiku.
They will apply this knowledge later in the week in groups and on their own when they
create their own haiku.

VII. Materials

Printed poems
Give One Get One worksheet
Haiku description handout
PPT

VIII. Academic language, new vocabulary and concepts that should be previewed or
taught in the lesson.

Haiku: a Japanese poem about a topic in nature that has seventeen syllables (5, 7,
5) and three lines.

IX. Teaching procedure and techniques

Before Teaching:
For morning meeting today, use the syllable greeting. Write the morning message as a
haiku.
During transition time, place G1G1 worksheet at the tables.
After the transition, keep students on the carpet. Please find a seat on the tape rows next
to someone who will help you be a better learner. Today we will be learning about a new
 form of poetry, haikus, and I want you to see if you can figure out what makes a haiku a
haiku.
Active Learning: What makes a haiku a haiku?
Play the video: Sokkas Haiku Battle. https://www.youtube.com/watch?v=K7-
2_gUuWK4 then read and hang more haiku poems on the board.
Explain G1G1 Activity. When you return to your seats, you will find a worksheet with
four different boxes. In the first box, you will write your name and your thoughts about
what makes a haiku a haiku. Then, we will be using this sheet to take notes on a give one
get one with three other people. You will take turns sharing and after listening to your
partner, take notes on what they think makes a haiku a haiku. When you are finished,
return to your desk. Any questions?
Writing Activity. Now, we will be using our notes to help you write continuously. We will
write for 2 minutes when I say go. I want you to write down as many things you can about
haikus and what you think makes a haiku a haiku. It is important that you write for the
entire 2 minutes. If you can explain a haiku in a picture or a song, feel free to do that.
The most important thing is that you write for the whole time. Ready, set, go!
Give a halfway warning and a 30 second warning. When 30 seconds are up, hand out the
Haiku sheet. Write the directions on the board: The TAs are handing out a sheet that
explains the different elements that make a haiku. Compare this to your three-minute
writing and add what you missed to your loose-leaf paper. When you are finished, put
your G1G1 notes and haiku sheet in your folder, turn in your writing and return to the
tape rows.
Formative Assessment. Show powerpoint. When I look over the sheets that you just turned in, I
should find that a haiku is a Japanese poem that describes something in nature. It has three lines,
each with a certain number of syllables. They go Five, seven, five. I have some slides with
different poems. I want you to tell me whether or not these are haikus. Present slides. Have
students volunteer to read poems. Think, pair, share the first one. Allow think time.
Body Haiku Activity. I need (number of students present-17) volunteers to be leaders in our next
activity. (Call sticks). These leaders will be the only people allowed to talk. We will be standing
up to create a haiku in which each student that is not a leader will be a syllable in the poem. I
will time how long this takes. Are there any questions? When the class finishes, record the time
on the board. Call new leaders and start again. Record the time. The last time, even leaders are
not allowed to speak.
Around the Room Poems. If we are finished, start the haiku matching activity. You may have
noticed there are slips of paper taped around the room. On them, you will find lines with either
five syllables or seven syllables. Throughout the week, you will have time to make these lines into
haiku poems. How many haikus can you make out of these? Write them down in your writing
notebook.

X. Extension and enrichment

Throughout the week, students will be allowed to engage in the Around the Room
 Poems activity when they finish the expected work for the day. Lines with five or seven
syllables are taped around the room and most are taken from poems that have to do with
spring. This will help students of all levels because it is self-paced.

XI. Application/maintenance/generalization of skills and concepts

The main concept of this lesson is crucial for students to apply knowledge in the next
lessons when they are expected to create a haiku. In the next lesson, students will be
expected to apply their knowledge and create a haiku in a group of three. Then, they will
be expected to create a haiku on their own.

XII. Cooperative Learning Elements (Describe how you have structured each of the 5
elements Cooperative Learning Elements)

Positive Interdependence: Each student must rely on three others to complete the Give
One Get One sheet. In the Body Haiku activity, students must rely on the leaders to
communicate.

Individual Accountability: Each student is expected to complete their own Give One Get
One worksheet. They are all expected to write for three minutes about what makes a
haiku a haiku, and reflect and write down what they missed before turning the sheet in.

Social Skills: Students must learn how to communicate without speaking.

Face to Face Interactions: Students will engage in one on one conversations about what
they think makes a haiku a haiku.

XIV. If this lesson is part of your unit provide an analysis of the assessment results and
how it will impact future instructional decisions/subsequent lessons for your students. (e.g.,
did students achieve the objectives, what do your data tell you about students performances.
How does the data inform your conclusions).