Haiku
Overview
haiku lesson plan and technology integration plan.
Stage 1 - Desired Results
ESTABLISHED GOALS/ Standards |
12.2.1.S4.A- Read prose and poetry aloud with attention to such features as metrical structure, meaningful phrase groupings, and appropriate voice inflections CC.1.3.9-10.F Analyze how words and phrases shape meaning and tone in texts. CC.1.3.11-12.F Evaluate how words and phrases shape meaning and tone in texts. CC.1.3.9-10.A- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. CC.1.4.9-10.E Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to manage the complexity of the topic. • Establish and maintain a formal style and objective tone while attending to the norms of the discipline in which they are writing. |
Transfer
Students will be able to independently use their learning to… |
Students will expand upon their base knowledge of haikus. Look at examples of true haikus. Write their own haiku. Work with a peer, for peer review. |
Meaning
UNDERSTANDINGS | ESSENTIAL QUESTIONS |
| Haikus have more depth than a simple 5, 7, 5. As well as that imagery and show do not tell play a role in creative writing. | Why do we need to learn Haikus? How will this help us in the long run? Why are there only 5 and 7 syllables? Does it have to rhyme? Why did we not learn about them before? |
Acquisitionh
Students will know… | Students will be skilled at… |
The origins of haikus how to write them how to identify How imagery is used to invoke emotions in a haiku | Counting syllables Identifying the shift within the Haiku and the importance of word choice |
Stage 2 - Assessment Evidence
Evaluative Criteria- how do I know this lesson worked | Assessment Evidence |
| 60% of students turn in Haikus that follow the traditional haiku requirement | PERFORMANCE TASK(S): Students will discuss and guess the difference between two haikus presented when the period starts Students will learn about the origin and history of haikus. Students will look at examples of haikus and identify the shift within them. Students will write in their haiku Students will peer-reviewed their haikus with a partner (2 or 3) Making comments/ suggestions Use comments to make edits finalize haiku class performance of all finalized haiku
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90% turn in a paper | OTHER EVIDENCE: engagement during the lesson |
Stage 3- Learning Plan
Learning Activities:
Summary of Key Learning Events and Instruction
When students walk it they will be faced with 2 "haikus" one will be a true Haiku and the other will not it will only follow the 5.7,5 format, they will have to discuss and guess which is a haiku ( H) (T.I.P) Class Debate, the class will debate with each other about whether 1, 2 or both are haikus. For this, I will use padlet. It allows you to post and use a link for students to access it. padlet.com/cayden_tester21/
Students will learn about the origin, importance, and history of haikus. (W) (T.I.P) Presentation. I will put together a presentation on PowerPoint. Students will interact with the info by answering prompted questions. Students will take notes, I will provide guided notes via word doc.
Students will look at examples of haikus and identify the shift within them. (E1) (T.I.P) Students will look at the haikus provided on the board (in the above-listed presentation) and discuss with the people around them their thoughts. Then I will have students discuss and justify their opinions with the notes they took on the previous slides.
Students will write in their haiku (T) (T.I.P) On a word doc that is sharable students will write the haiku on the provided template.
Students will peer-reviewed their haikus with a partner (2 or 3) to make comments/suggestions (R) (T.I.P) students will share their created doc with a partner, using a word doc.
Use comments to make edits and finalize haikus (E2) (T.I.P) Students will make comments and or suggestions using the editing tool, which is usually called editor.
class performance of all finalized haiku (O) (T.I.P) I will share out a new collaborative slide show and every student will put their finalized haiku and a correlating picture on it. Then I will present the slide show and have students read their own Haiku to the class.