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Methods of Instruction 70-358-05 Brittany Scott

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UNIT: How to Read and Write Poetry DATE: 24 October, 2012
LESSON: Haikus TIME LENGTH: 45 minutes
GRADE LEVEL: 3
PA ACADEMIC STANDARDS:
1. 1.3.3.B: Recognize and identify different types of genres such as poetry,
drama, and fiction.
2. 1.4.3.A: Write poems and stories. Include detailed descriptions of people,
places, and things. Include literary elements.
3. 1.5.3.A: Write with a focus, with an understanding of topic, task, and
audience.
4. 1.5.3.F: Use grade appropriate conventions of language when writing and
editing. Spell common, frequently used words correctly. Use capital letters
correctly. Punctuate correctly. Use correct grammar and sentence formation.
ASSESSMENT ANCHOR DESCRIPTORS:
1. R3.A.1: Understand fiction appropriate to grade level.
a. R3.A.1.3: Make inferences and draw conclusions based on text.
b. R3.A.1.4: Identify and explain the main ideas and relevant details.
c. R3.A.1.6: Identify genre of text.
MOTIVATIONAL DEVICE:
Ask students if they have ever heard of a poem style called a haiku before, and if they
have, tell them to raise their hands. Pass out an example of a haiku to each student in the
class called The Rose by Donna Brock and have a student read it aloud. (The red
blossom bends and drips its dew to the ground. Like a tear it falls.) Then tell students that
in todays class they will discuss this poem and the characteristics of haikus before taking
on the task of writing his/her own.
INSTRUCTIONAL OBJECTIVES:
1. Upon completion of the lesson, students will be able to describe (write) the
traditional rules and conventions of haikus with 90% accuracy.
2. After hearing todays lecture in class, students will be able to characterize
(share aloud) the image-evoking power of haikus with no more than one error.
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Comment: NCATENCTE Stanuaiu S.2:
Know oial, visual, wiitten liteiacy piactices.

This unit plan will pioviue stuuents with the
knowleuge of how to ieau anu wiite the
specific liteiacy piactice, poetiy.
Comment: NCATENCTE Stanuaiu S.4:
Know uiffeient composing piocesses.

This specific lesson will intiouuce Baiku's to
stuuents, anu what is iequiieu in oiuei to
compose a successful Baiku.
Comment: NCATENCTE Stanuaiu S.S:
Know use extensive iange of liteiatuie.

It's haiu to uefine exactly what liteiatuie is
because it comes in so many foims. Even
just stateu heie, we can see that poetiy,
uiama, anu fiction can all be consiueieu
uiffeient genies in teims of liteiatuie.
Comment: NCATENCTE Stanuaiu S.1:
Know skills of English Language.

Among these skills incluue spelling,
capitalization, punctuation, giammai,
sentence foimation, etc.
Comment: NCATENCTE Stanuaiu 4.1:
Examine anu select iesouices foi
instiuction.

Beie, I hau to examine multiple Baiku's in
oiuei to ueteimine what woulu be most
beneficial to this lesson. I chose this Baiku
because it not only uisplays the coiiect
foimat, but also uses gieat imageiy anu the
use of a simile at the enu. It was my
iesponsibility to select a iesouice that
woulu benefit my stuuent's instiuction the
most, anu I think this Baiku by Bonna Biock
uiu the job.
Methods of Instruction 70-358-05 Brittany Scott
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3. After learning about haikus in class, students will be able to compose a haiku
based on the current season of fall with no error.
MATERIALS NEEDED: 30 copies for each student of the haiku The Rose by Donna
Brock, paper for students to take notes about haikus on, fresh leaves of various shapes
and sizes, crayons of fall colors, thin paper (about 8 ! by 11), sounds of nature music
to inspire and set the tone.
TECHNOLOGY NEEDED: Overhead projector and white board so that I can write
down key ideas about haikus that the students must copy in order to understand what I am
teaching them.
RESOURCES: The Rose haiku by Donna Brock.
LESSON TYPE (Pedagogy): Lecture, class discussion, and individual activity
LESSON OUTLINE:
I. Introduction (3-5 minutes)
A. After a student has read aloud the haiku The Rose by Donna Brock, ask
students Do you notice anything about this poem that makes it stand out
from other poems you have read before?
B. Did any of you notice a pattern that takes place when the poem was read
aloud?
C. What can you tell me about the theme of this poem?
II. Quick key facts about haiku poems (10 minutes). Write these 4 key ideas on the
overhead projector and walk around the classroom to make sure that each student
is actively copying these facts down in his/her notebook.
A. Haiku is a poetic form and a type of poetry from the Japanese culture.
1. Haiku combines form, content, and language in a meaningful,
yet compact form.
2. Haiku poets write about everyday things. Many themes include
nature, feelings, or experiences. Usually they use simple words
and grammar.
3. The most common form for Haiku is three short lines. The first
line usually contains five syllables, the second line seven
Brittany Scott 5/7/14 10:13 PM
Comment: NCATENCTE Stanuaiu 4.2:
Align cuiiiculai goals, teaching stiategies,
anu oiganization of enviionment anu
leaining expeiiences.

It's impoitant foi me to make suie that this
specific lesson coinciues with the unit plan,
which must also coinciue with the oveiall
cuiiiculum. All must woik togethei to
cieate an oiganizeu, successful leaining
expeiience.
Methods of Instruction 70-358-05 Brittany Scott
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syllables, and the third line contains five syllables. Haiku
doesn't rhyme.
4. A Haiku must "paint" a mental image in the reader's mind. This
is the challenge of Haiku; to put the poem's meaning and
imagery in the reader's mind in only 17 syllables over just three
lines of poetry!
III. What students should notice when reading a haiku poem (5 minutes)
A. Haikus are very short; theyre just three lines that usually contain fewer
than twenty syllables.
B. Haikus are very descriptive; most haikus focus sharply on a detail of
nature or everyday life.
C. Most haikus are personal, they usually express a reaction to or reflection
on what is described.
D. Haikus are divided into two parts: you can see the turning point once
you reach a dash or a colon, where the poet shifts from a description to a
reflection.
IV. The rules of haiku poems that students need to know before taking on the task
of writing his/her own haiku (5 minutes)
A. Form
1. Japanese haikus have seventeen syllables divided into three
lines of five syllables, seven syllables, and five syllables. These
syllable counts are often ignored when haiku are written in other
languages, but the basic form of three short lines, with the
middle line slightly longer than the other two. In order to help
make this clear to students, reread the The Rose by Donna
Brock, this time clapping out the syllables all together. That
way, students will be able to tell that they are clapping five
times for the first line, seven times for the second, and five
times again for the final line.


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B. Structure
2. Haikus divide into two parts, with a break coming after the first
or second line, so that the poem seems to make two separate
statements that are related in some unexpected or indirect way.
In Japanese, this break is marked by what haiku poets call a
"cutting word." In English and other languages, the break is
often marked by punctuation. This two-part structure is
important to the poetic effect of a haiku, giving off a sense of
discovery as one reads or a feeling of sudden insight.
C. Language
3. Haiku should include what Japanese poets call a kigo -- a word
that gives the reader a clue to the season being described. The
kigo can be the name of a season (autumn, winter) or a subtler
clue, such as a reference to the harvest or new fallen snow.
D. Subject
4. Haiku present images of everyday experience, revealing details
of nature or human life. Haiku poets find their subject matter in
the world around them. They write for a popular audience and
give their audience a new way to look at things they have
probably overlooked in the past.
V. Individual activity: Writing his/her own haiku based on the current season of
fall. At this time, the teacher can play sounds of nature music to inspire and set
the tone. (20 minutes)
A. Remind students to look at their notes while creating their own poems so
that they follow the requirements of haikus.
B. Have students raise hands and discuss the sounds and sights of fall.
Examples: the leaves changing color, animals preparing for winter, etc.
1. Once the students mention that the leaves change color, have
each student come up and choose a leaf for his/her haiku.
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Comment: NCATENCTE Stanuaiu S.4:
Know uiffeient composing piocesses.

The stiuctuie of the Baiku is what makes it
sounu out against othei woiks of poetiy. It's
impoitant foi my stuuents to know the
composing piocess of Baiku's in oiuei to
cieate one themselves latei.
Comment: NCATENCTE Stanuaiu 2.4:
Fostei ciitical thinking.

Stuuents must think ciitically anu cieatively
in oiuei to come up with theii own Baiku.
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C. Have students write their own haiku on lined paper and share with a
partner in order to make sure that the haiku follows all of the
requirements.
D. Once each student and partner makes sure that the haiku follows the
requirements, students can then come up to the teacher for a thin piece of
paper.
1. Students should then take the leaves and randomly place them
under their thin paper.
2. Using a crayon, have them make back and forth strokes over the
leaf .
E. Students will then write their haiku over their leaf paper.
VI. Summary (3-5 minutes)
A. Summarize the lesson by asking the students the key questions in order to
make sure they picked up on what they needed to learn in todays class.
B. Closure
KEY QUESTIONS:
1. How are haiku poems composed?
2. How does a haiku paint a picture or create an image with just a few
words?
3. What makes this form of poetry seem so personal and appealing?
CLOSURE:
Have at least three students share his/her haiku that they had written. Then, ask each
student to state something new they learned in class today in order to receive an exit
ticket to leave class.
DIFFERENTIATED LEARNING ACTIVITIES:
1. Ashley suffers an emotional disturbance because of problems at home. She seems
to have an inability to learn and maintain relationships. She displays physical
symptoms of sickness, which cause her to be absent from school often, and she
therefore is often falling behind. Even though this student tries to remain positive
in the classroom, when things get difficult she shies away. Often times she refuses
to externalize her emotions which makes it hard to establish a rapport with her. In
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Comment: NCATENCTE Stanuaiu 4.S:
Engage stuuents in meaningful uiscussions
of oial, wiitten, visual foims.

In oiuei to ensuie that stuuents have
leaineu something that uay, stuuents will
paiticipate in a meaningful uiscussion about
Baiku's. By uoing this, they can showcase
what they've leaineu anu maybe ie-teach
theii peeis something that they may not
have pickeu up eailiei fiom the teachei.
Comment: NCATENCTE Stanuaiu 2.1:
Cieate inclusive enviionment.

By cieating uiffeientiateu leaining activities,
I allow foi the oppoitunity of leaning anu
success foi a vaiiety of stuuents. This way,
my classioom can become moie inclusive to
all.
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order to help Ashley achieve success in todays lesson, I will differentiate a few
things. First off, I will give her the poem The Rose the night before class so that
she can practice reading it, and then I will call on her when it is time for the poem
to be read out loud to the class. By doing this, I am giving Ashley an important
task in order to include her in the classroom, but she doesnt have to have anxiety
about reading something unknown out loud because I had given it to her the night
before to practice. Also, in order to keep Ashley in positive spirits, I will make
sure my classroom has a positive atmosphere by being bright and inviting. I will
let her sit next to people that she feels comfortable with so that she can feel as
comfortable as possible. Also, throughout the lesson I will allow Ashley small
breaks if she ever feels overwhelmed. In the beginning of the class I will hand her
3 break cards and let her know that whenever she feels like she needs to step away
from her work she can simply use one of the cards and get up and sit outside of
classroom for five minutes. When I see her leave with the break card, I will know
that she is getting overwhelmed and not simply just getting up and leaving. That
way, I wont have to ask her any questions and draw attention to her in front of
the class. Also, in order to help her from falling behind, I will keep a daily journal
with all of the notes from each lesson so that I can give it to her next time she
comes to class.
2. Alex suffers from a hearing impairment, even though it is fluctuating rather than
permanent. He has trouble processing linguistic information and a lot of trouble
with various modes of communication like understanding teachers and peers. He
often misses things that are being said and rarely picks up on anything that
happens from across the room from him. In order to help Alex achieve success in
todays lesson, I will differentiate a few things. To make things easier for
Andrew, I will always have him sit up towards the front of the classroom so that
hell be closer to me when I am speaking. But, I will also surround him with
people he is comfortable with so he doesnt feel like attention is being drawn to
him for having to sit in the front of the room. I will also pair Alex with a buddy so
that way if he ever feels like he missed anything that was said he can simply turn
to his buddy next to him and double check if he missed anything. I will also make
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Comment: NCATENCTE Stanuaiu S.S:
Know ieauing piocesses.

Ashley has tiouble ieauing, theiefoie I allow
hei moie time with the poem by giving it to
hei the night befoie. Since she has extia
time to piactice, I will call on hei the
following uay in class to ieau the poem out
louu to the class.
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sure that the technology in my classroom is up to date so I can have an amplifier
to link to Alexs hearing aid. That way, Alex will miss a lot less of what is being
said in class because he can have the volume of his hearing aid at exactly where it
needs to be. Finally, I will record my lessons so Alex can take them home and go
over what was taught in class that day a second time just to make sure that he
didnt miss anything.
3. Don has cerebral palsy and must stay in a wheelchair. He has trouble when
lessons are being taught in a bodily-kinesthetic approach and he also has trouble
moving around the classroom. Because of this, he becomes easily frustrated. He
also has trouble making friends. In order to help Don achieve success in todays
lesson, I will differentiate a few things. First off, I will make sure that my
classroom has a simple layout so that Don will have easier access when having to
move around the room. On top of this, I will also make sure that Don has a seat
near the door to make things easier when he has to get in and out of the
classroom. In addition, I will also give Don a buddy to help give him aid
whenever he has to move around. This will help Don in todays lesson when the
students have to come up to the front of the classroom to get all of the different
materials in order to make their haikus. When Don needs materials, he can simply
ask me or his buddy so that he doesnt have to worry about moving around. n
addition, hopefully Don will become friendly with his buddy so that way he can
have someone to go to outside of the classroom for anything. Finally, like Ashley,
I will keep a personal daily journal for Don just incase hes absent any day on
medical leave. The journal will have detailed notes on exactly what happened in
class so that way Don wont have to worry about falling behind.
FORMATIVE ASSESSMENT:
1. Observe students as they write their own haikus as well as when they turn
to a partner to share what they have written. If a students haiku does not
follow the correct format, I will go over the content with that student
again. If when walking around I see that multiple students are having
trouble, I will stop the class and go over the content again as well as bring
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Comment: NCATENCTE Stanuaiu 2.S:
Connect to sociocultuial euucational
uevelopments.

By giving Bon a buuuy, I am hoping to
uevelop him both insiue anu outsiue of the
classioom. I hope that thiough his buuuy, he
can become moie comfoitable with what
goes on both sociocultuially anu
euucationally.
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up another example of a haiku poem so that the students can get a better
understanding.
2. Listen to students when they share something new that they have learned
in todays class about haiku poems. If nothing comes up about the
traditional rules and conventions of haikus, I will ask students specific
questions about these topics in order to make sure they understand it. For
example, How many parts are haikus divided into? How can you tell one
part from the other? or What is the form of a haiku poem? How many
syllables make up each line?
HOMEWORK: Ask the students to write down in their notebooks three sentences about
three different things that they had learned in class today about haiku poems. Also, ask
the students to share their haiku poems with their parents and have them document a
parents signature for proof that he/she read their haiku aloud at home.
REFLECTION:
1. Were students able to understand the correct format that poems need to
follow in order to be qualified as a haiku?
2. Did I cover all of the lesson objectives clearly enough so that students
were able to create their own haikus without difficulty?

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Comment: NCATENCTE Stanuaiu 4.1u:
Integiate foimalinfoimal assessment into
instiuction anu inteipietcommunicate
iesults.

I gave two oppoitunities foi assessment to
ensuie that stuuents unueistanu the lesson
no mattei the ciicumstance. I will be
obseiving them as well as listening to them
anu asking them questions. Bopefully this
will be enough pioof foi me to know
whethei my stuuents have giaspeu the
concept oi not.
Comment: NCATENCTE Stanuaiu 2.S:
Bemonstiate ieflective piactice,
piofessional involvement, collaboiation.

At the enu of the lesson aftei class, I will
peisonally ieflect back anu ask myself if the
lesson was a success. I will ieflect on how
involveu both myself anu my stuuents weie,
anu if oui collaboiation maue foi a
beneficial classioom uay about Baiku's.

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