meagher_haiku

Grade 5 || || Objectives || # Students will write a rough draft of a Haiku on the Native American tribe they previously chose. Standards || ·  W–5–10 Students use pre-writing, drafting, revising, editing, and critiquing to produce final drafts of written products. (Local) Instructional Materials || Students will need: Instructional Activities and Tasks Opening Development Closing || Assessment || ** Students will take a quiz to demonstrate their knowledge on Haiku format. Learner Factors || 1. Students are allowed ample time and resources to complete the task. 2. if they are struggling the teacher will provide extra help and students who have finished can also provide feedback. 3. Students are allowed several opportunities to revise their work. 4. If a student finished early they can write another poem or help other classmates. || Environmental Factors || # Students should work individually in the beginning of this lesson. Anticipate students will finish at varying times. QUIZ Essay Test 1. How many syllables are there total in a Haiku poem. Give the total then break it down by line. (Write in complete sentences). 2. When did Haikus become popular and with whom? (elaborate your answers). 3. What type of poetry does the Haiku stem from and where was it originated?
 * 1) After making corrections and revising rough draft students will make a typed final draft which demonstrates their command of appropriate English conventions.
 * 2) Students will use factual information in their poems.
 * 3) Students will provide a list of resources.
 * 4) Students will demonstrate their acquired knowledge by taking a quiz. ||
 * ** W–5–6 In informational writing (reports or procedures), students organize ideas/concepts by … ** • W–4 –6.5 Providing a list of resources (e.g. materials used in a task; sources used for reference) (Local)
 * ** W ** –5–**9 In independent writing, students demonstrate command of appropriate English conventions by…** • W–4–9.5 Correctly spelling grade-appropriate, high frequency words and recognizing syllables and affix patterns/rules that are characteristic of the English spelling system (State) EXAMPLES: consonant doubling, change y to i, drop silent e, spelling rules for affixes ||
 * Paper
 * Pencils
 * Computer with printing capabilities (Provided in class)
 * 1) Discuss the history behind Haiku poems. Haiku poems derive from a type of Japanese court poetry called tanks. It is a three line poem with the syllable pattern of 5-7-5. It emerged as one of the most popular poetic forms in the 20th and 21st centuries. This form often appeals to the contemporary audience which seeks meaning in a chaotic and rushed world. Several Haikus can be strung together to make larger poems.
 * 2) Ask students to think about the information they found on the tribe of their choice. BTS 1
 * 3) Tell students today we will be taking the knowledge we have gained and apply it. We will do so by putting it in poem form, Haiku to be exact. Remind them to follow the format of a Haiku; 5 syllables of the first line 7 on the second then 5 syllables on the third line. Remind them this is an individual task and they should be working quietly. BTS 6
 * 4) Give each student a piece of paper and allow them to use printed information they have gathered. Also allow for students to look up more information if they do not feel they have adequate information to do the poem. Tell them to be sure to put their name and today’s date on their papers. BTS 4 & 5
 * 5) When most students have finished, guide other with hints on what they could write and provide help with counting syllables. BTS 4
 * 6) If students are done early encourage them to help others or write another poem to practice the format. BTS 3 & 4
 * 7) As a class students will swap papers and proofread each others work. They will switch with two different people. BTS 9
 * 8) Students will then revise their rough draft and pass it in. I will make any further corrections needed and then they will type up their final draft. BTS 9 & 10 ||
 * Students will also be evaluated on their final draft. ||
 * 1) Students will then switch papers to practice editing and become more familiar with the format of the Poem and proofreading.
 * 2) Teacher will use a “lights out” signal to get students attention during the lesson. BTS 6 ||