Lesson Plan #4

I haiku, do you?
EDUC 630
Liberty University Online
Michael Post



















Topic and grade Level
Students will read, evaluate, and create a poem with haiku format using the school grounds or other
local inspiration for the effort. The project will include a written and media efforts. The topic will be
nature focused to coincide with the traditional Japanese topic format. This will be for a fourth grade
class. It could also be used for students in grades three through five with adjustments made by the
teacher.
Standards
CCSS.ELA-Literacy.RL.4.2 Determine a theme of a story, drama, or poem from details in the text;
summarize the text.
CCSS.ELA-Literacy.RL.4.5 Explain major differences between poems, drama, and prose, and refer to the
structural elements of poems (e.g., verse, rhythm, meter) and drama (e.g., casts of characters, settings,
descriptions, dialogue, stage directions) when writing or speaking about a text.
CCSS.ELA-Literacy.SL.4.5 Add audio recordings and visual displays to presentations when appropriate to
enhance the development of main ideas or themes.
CCSS.ELA-Literacy.L.4.2d Spell grade-appropriate words correctly, consulting references as needed.
Objectives
Students will create a poem with haiku format using the school grounds or other local inspiration for
the effort. They will learn the format and rules of a haiku. The students will also capture an image from
the haiku in personal imagination as well as capturing a live image in nature with technology.
List of Materials
Material for this lesson will include pencil, paper, haiku poem books, internet haiku sites, digital
cameras, microphones, headphones, laptops, tablets, movie or photo editing software, white boards,
and presentation software. Design software may also be used to create a wallpaper or background for
the project.
Class Description
This is my classroom in California. It is 27 students with 13 girls and 14 boys. Almost all have a
Hispanic heritage, eight students are classified as exceptional, and three others receive services from the
Resource specialist program. We have access to 10 desktop and five laptop computers in our classroom.
Technology Inclusion
Technology inclusion will be all devices and material above. Other technology with teacher permission
is welcome. Technology may be used to create, edit, record, and present the work throughout the
various stages. Our classroom blog and Dropbox will be used to hold and allow access to material at
home and school.


Procedures
The students will be asked what they know about poetry in a T chart on their laptop, tablet, or
notebook, we will use the white board to display, save, and edit the information we gather. We will go
outside with our devices for media recording and take movies, pictures, or draw what catches our eye as
we move to the playground and soccer field. We will save all media and allow access through a link at
school to access images. Students may use or edit any image they desire as long as they dont change
the original which will be copy protected in an external hard drive.
We will explore some resources online, http://www.poetry4kids.com/blog/lessons/how-to-write-a-
haiku/ will be one, and http://www.kidzone.ws/poetry/haiku.htm will be another and a webquest to
consider at http://questgarden.com/137/93/0/120124085958/index.htm. I dont like to color choice for
the webquest but it will offer a good start for those who need it.
We will discuss and review syllables, clapping and counting out, we will use our online dictionary to
also verify syllable counts. We will select vocabulary that will work for a teacher selected image. We
will list words that apply and group them by syllable count. We can then place the words we enjoy to
describe the image. We will then ask for the students to create another haiku based on another teacher
selected image and teacher created word list. Students will create their own haiku, and share with a
partner. Partners will read and check haiku for accuracy of syllable count and creativity. The pair of
students will discuss each haiku and give suggest for improvement to each other. Students will alternate
pairs for further suggestions. Haikus will be posted in their rough format on the schools poems in
progress blog. Students will politely comment and encourage students with suggests and tips for the
haiku in progress.
In school or after school virtually the students will conference with their teacher to evaluate the
progress and the process.
The learner poets will consider the comments and apply them into their creation. Image will be added
to the haiku. The haiku will be recorded and posted to the finished poems BlogSpot for the class and
school.
The class will host a haiku night at school with haikus read, presented digitally, and shared within some
format. Students will also create a haiku with guests. The three best new haikus created this evening,
and selected by the audience will receive a gift card for ice cream at Baskin Robbins.
Evaluation/Assessment
Evaluation will be jointly conducted by students and teacher. A rubric considering and comparing the
efforts will be used. It will consider imagery, poetry mechanics, grammar and spelling, and media
presentation. Each section will be worth twenty-five points with checkpoints to verify the level and
compliance.
Risk Analysis
The risks could involve losing the materials, technology issues, like internet failure or power outages.
Archaic technology will be used in that circumstance, paper, pencil, and books. Material that is saved
and backed up will allow for the prevention of lost materials. Screen recording free open source
material will also allow for a backup plan if the internet issues arise.