Course(s)/Subject(s): English

Grade Level(s): 8

Key Words: Technology, Haiku Poetry

Developer(s) Name: Catharine Crimmel

School: Carl Sandburg Middle School

Approximate Time Frame: 4-5 40 minute periods

Materials/Equipment Needed: Haiku books, posters, art supplies: water colors, paintbrushes, white construction paper. Computer lab (for one day), with ClarisWorks.

Description of Lesson (includes context): Students will learn about Japanese haiku poetry, write and illustrate their own haiku poem, and share them with the class.

1. What is the objective of this lesson? Students gain an understanding of reading, writing, and interpreting haiku poetry. Students will also understand the historical origin of haiku.

FCPS POS Standards: Standard 1, Standard 3, Standard 6.

FCPS POS Benchmarks: 8.1-1, 8.1-3, 8.3-1, 8.3-2, 8.3-4, 8.6-1, 8.6-2, 8.6-3.

FCPS POS Indicators: 8.1-1, bullets 1-4, 8.1-2, bullets 1, 3-6, 8.1-3, bullets 1, 3-7,
8.3-1, bullets 1, 2, 4, 5, 6, 8, 9, 10, 8.3-2, bullets 1-9, 8.3-4, bullets 1-6, 8.6-1, bullets 2-4, 8.6-2, bullets 1-3, 8.6-3, bullets 1-2.

VA SOL(s) (including Computer/Technology): English: Reading Response: analysis of literary elements and devices and techniques for interpreting poetry. Reading/Literature: 8.3, 8.4, and Writing: 8.5. Computer/Technology: C/T8.1, bullet 1.

Other:

2. What will we examine as evidence of students’ knowledge and/or skill?

Product(s): Haiku poem written and illustrated by student

Performance(s): Students share his/her poem with class, poems and art displayed in classroom.

3. What exactly will the students and teacher do during the lesson?

Directions to students for proceeding with the lesson:

1. Brainstorm using the 5 senses: spend 20 minutes outside observing nature; write down any and all observations, bring to class the next day. Take notes from teacher directed lecture about the history and nature of haiku poetry. Begin to draft haiku poems using the 5-7-5 format of haiku, using your observations recorded from nature. Continue to work on drafts, peer editing, working with teacher, and individually. Final product will be typed in 12 point font, New York style in the writing lab. Students will print out two copies. Once students have printed out their poems, they will illustrate them with watercolors and then present their final products to the class.
   

Directions to teacher/administrator using the lesson?

1. Secure one day in the writing lab (on the third or fourth day). Assign students the task of spending 20 minutes outside observing nature with all the (5) senses, and taking notes on these observations. Share these observations the next day in class. Prepare a 20 minute lecture, using Japanese posters on haiku, haiku books from your library, and the traditional requirements for writing haiku. Circulate as students begin to draft their poems using their observations on nature. Help students and encourage peer editing as well. Be sure to have art supplies organized and ready on the fourth or fifth day. Students should bring their poems to class (2 copies) to class the day you chose to do the art work. Have students share their products. Write you own haiku and illustrate it!
   

4. What options in presentation(s) and/or response(s) are suggested in order to provide the opportunity for all students to demonstrate achievement of the benchmark(s) and indicator(s)?

ESL and LD students should be given a longer time frame to complete this assignment.