Language Arts Short-Term Planning Template



Fiona Daly

100334309

Poetry Lesson

Due Wednesday, February 6, 2008

|Lesson/Unit Topic/Theme: Grade 4 Language Arts: Poetry – Haiku |

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|Lesson/Unit Length: 3 – 4 days |

|Curriculum Expectations: |

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|Grade 4 Language Arts: |

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|Reading: |

|Extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar |

|texts, and to the world around them |

|Identify various elements of style – including alliteration, descriptive adjectives and adverbs, and sentences of different types, |

|lengths, and structures – and explain how they help communicate meaning |

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|Writing |

|Generate ideas about a potential topic using a variety of strategies and resources |

|Use specific words and phrases to create an intended impression |

|Make revisions to improve the content, clarity, and interest of their written work, using several types of strategies |

|Produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, |

|style, and use of conventions |

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|Cross-Curricular Links: |

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|Science and Technology: Understanding Life Systems – Habitats and Communities |

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|Demonstrate an understanding of habitats as areas that provide plants and animals with the necessities of life |

|Use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of |

|purposes |

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|Social Studies: Canada and World Connections – Canada’s Provinces, Territories, and Regions |

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|Identify the physical regions of Ontario and describe their characteristics |

|Identify Canada’s provinces and territories and its main physical regions |

|Relate the physical environment to economic and cultural activities in the various provinces and territories (e.g., |

|mountains/skiing/British Columbia; the Grand Banks/fishing/Newfoundland and Labrador; beaches/tourism/Prince Edward Island; |

|temperate climate and fertile soil/orchards/southern Ontario). |

|Use media works, oral presentations, written notes and descriptions, drawings, tables, and graphs to identify and communicate key |

|information about the regions, provinces, and territories; |

|Content Area Focus |

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|Lesson will focus on the structure of and creating Haiku poems. |

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|Skills Focus: |

|Social Skills: |

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|Students will have an opportunity to practice turn taking and attentive listening skills |

|Students will practice giving and receiving constructive criticism |

|Students will also have the opportunity to work cooperatively during brainstorming tasks |

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|Learning Skills: |

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|Students will learn about the features of Haiku |

|Students will practice writing/revising/editing skills |

|Students will compare written ideas and look for similarities/differences |

|Metacognitive skills will be practiced as students share what they were thinking and what conclusion they came to |

|Focusing Questions: |

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|What is a Haiku? |

|How do you write a Haiku? |

|What are the topics of Haikus? Can they be about anything? |

|Culminating Task/Performance: |

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|Students will complete a final copy of their own Haiku poem. They will illustrate a picture to accompany their poem. Pictures |

|will be scanned into a computer and students will type in their poems in Photostory. All poems and pictures will be set to music, |

|and students can watch/read the poems created by themselves and their peers. This would be a manageable task for grade 4 students.|

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|Assessment Tools and Strategies: |

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|The writing process will be assessed with a checklist. Students will be required to brainstorm ideas, write a draft poem, revise |

|their poem, have it peer edited, self edited, teacher edited, and finish a final copy. The final copy will be checked for |

|structure, spelling, and the use of punctuation to enhance meaning. Illustrations will need to relate to the topic of the poem. |

|Students will be encouraged to brainstorm in whatever way suits them best: they may complete a mind map, write out ideas, or draw |

|pictures. |

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|During the writing process, students will sit in groups depending on what area they are focusing on. Groups will be: |

|brainstorming, initial draft, revising/editing, final copy, illustrations. Students can move from one group to the other as |

|needed, and do not need to follow any particular order. |

|Lesson/Unit Checkpoints & Feedback: |

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|Day 1 |

|Look at “phrases”, find similarities |

|Introduce Haikus and features of Haikus |

|Have students brainstorm descriptive words for a season/region (small groups) |

|Explain task – poem/illustration/class Photostory |

|Students being their own brainstorming |

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|Day 2 |

|Review idea of Haiku |

|Introduce illustrations to accompany poems |

|Students continue working on their poems at their own pace |

|Students may begin illustrating a picture |

|Students revise/peer edit etc. |

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|Day 3 |

|Students continue the writing process (hopefully nearly completed their final copy) |

|Students finish up their illustrations |

|Finished illustrations are scanned into the computer and students type poem over the top (in Photostory) |

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|Day 4 |

|Remaining poems are completed, scanned and typed in |

|Teacher adds music to photo story and students get to watch their completed poems! |

|Key Concepts & Skills |

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|Reading |

|Instructional Approaches: |

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|NOTE: The work “Haiku” will not be introduced until students have learnt the structure of these poems and how/why they are used. |

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|Materials Needed: |

|Three pieces of chart paper, and one Haiku on each paper |

|Chalk |

|Blackboard |

|Tape/Magnets for holding up chart paper |

|Markers |

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|Hook: “Riddles” |

|One Haiku will be put on the blackboard: |

|E.g. |

|Bitter cold outside |

|Blanket of white on the ground |

|The earth is asleep |

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|Say: Let’s read it out loud together: everyone read together |

|Students will be asked to Think-pair-share: “Think to yourself for a few seconds… what might this phrase be about? Turn to your |

|elbow-partner and share what you think.” |

|Students will share their ideas ( hopefully they think it is about Winter |

|Ask “what aspects of this phrase clued you into the topic? Why did you think it was about winter?” “What do they already know |

|that helped them understand what these phrases were about?” |

|Students will be asked to share and explain their ideas |

|After a small discussion, the next Haiku will be put on the board (the Winter haiku will remain posted on the board) |

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|Immovable rock |

|See peaks on the horizon |

|Stand the test of time |

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|Read poem out loud as a class |

|Same discussion as earlier: (Think-pair-share) |

|Hopefully students respond with the idea of “mountains”. Again, students will be asked to share their ideas and explanations, and |

|voice why they thought it was about mountains |

|This poem will also be left on the board while the third poem is discussed. |

|Put third poem on the board |

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|High up in a tree |

|Protect the eggs from falling |

|Home of sticks and twigs |

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|Read poem out loud as a class |

|Same discussion as earlier (Think-pair-share) |

|Hopefully students respond with the idea of “a nest” or “birds” |

|Students will be asked to explain why they think the phrase is about birds, and what do they already know about birds that helped |

|them make that conclusion. Can they make any other connections? |

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|Following the discussion the three poems are left on the board |

|Ask students “Take a look at these three phrases. Think to yourself: how are they different and how are they similar…” |

|Give students enough time to think it over. Then ask students to pair-share. |

|After students share with a partner have students share their ideas with the class |

|Draw a T-chart on the board and write down similarities on one half, and differences on the other half ( From teacher perspective, |

|focus is on similarities |

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|How they are similar (some ideas) |

|They are all about nature |

|They all have three lines |

|They all describe something |

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|Encourage students to look at: |

|Structure of the phrases (lines, syllables) |

|Do they explicitly state what they are talking about? |

|Word choice |

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|What I want students to recognize: |

|Three lines |

|First line has 5 syllables |

|Second line has 7 syllables |

|Third line has 5 syllables |

|All poems are about nature |

|The use of descriptive words tells the story – it does not say explicitly what the topic is |

|They do not rhyme |

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|When discussing syllables, have students come up and draw with markers / where the syllables in the words are |

|E.g. |

|Im / mov / a / ble / rock |

|See / peaks / on / the / hor / i / zon |

|Stand / the / test / of / time |

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|NOW introduce this form of writing as a poem and it is certain type of poem called a haiku. |

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|Have the class repeat: “Haiku, haiku, haiku” |

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|Ask: “What are some features about haikus?” |

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|Looking for: |

|Three lines |

|First line 5 syllables, second line 7 syllables, third line 5 syllables |

|About nature |

|They use descriptive words and don’t just say what they are talking about |

|They are poems, but they do not often rhyme |

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|May need to explain: |

|We all have some knowledge about nature and our surroundings, so the poem does not need to state directly that it is about nature. |

|We can “fill in the blank” because we recognize the description |

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|Critical Literacy/Thinking Skills: |

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|Students are looking for connections to their prior knowledge |

|Students are asked “what do you already know about ______ that helped you understand what the phrase was saying?” |

|Students a comparing various texts to find similarities |

|Students draw on Metacognitive skills – they are asked to verbalize what they were thinking while reading the poem: how did they |

|reach their conclusion? |

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|Accommodations/Modifications: |

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|Students may not feel comfortable reading out loud, so we all read the poems together Yes, the beauty of shared reading … |

|Students are given time to think to themselves before sharing. They are not put on the spot without having some prep-time |

|Some students may have difficulty remembering what a syllable is. As a class, practice clapping the syllables good -- kinesthetic|

|Think-pair-share allows all students to participate, though not all students need to share their ideas to the whole class |

|Writing |

|Instructional Approaches: |

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|NOTE: Students will have already been through the writing process before. They understand that different tasks occur and different|

|tables, and they can move from one table to the next as need be |

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|Materials Needed: |

|Newsprint/Chart paper for students (1 per group) |

|Markers: 1 per student (ensure that students in 1 group all have a different colour) |

|Students will need their own paper, pens, and colouring tools |

|Computer/laptop |

|Scanner |

|LCD projector |

|Speakers |

|81/2 * 11 paper for illustrations |

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|Group Brainstorming |

|Students will be sitting in 5 different groups, and every student in each group will have a different colour marker (i.e. in one |

|group there will be blue, green, red, purple, orange) |

|Every group will be given a topic, and the students will be asked to write down ideas about that topic (phrases, sayings, verbs, |

|nouns etc) |

|Topics: Summertime, Prairies, Maritimes, a Garden, a Swamp |

|Give students 2 – 5 minutes (depending on on-task behaviour), for students to brainstorm |

|All students write down ideas |

|After brainstorming, students share their ideas in their small groups |

|Each group then shares 5 ideas to the whole class (1 suggestion from each colour) |

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|Individual Brainstorming |

|Students are then asked to brainstorm ideas for their own Haiku |

|Students are able to brainstorm anyway they choose (writing, drawing, mind map etc) |

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|Check to see if students have any questions |

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|Students work on their poems |

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|On the next/subsequent days: |

|Recap what a Haiku is |

|Ask students to explain the structure of Haiku |

|Introduce illustrations: |

|Students are asked to draw a picture that represents their poem. They may finish the poem and then start their picture, or they |

|may work on their picture first, or between writing (it is up to them) great option – these children have grown up in a |

|digital/visual world |

|Pictures must illustrate what the poem is about |

|Explain that pictures will be scanned onto the computer and students will type their poems out and there will be a slide show with |

|all the poems once they are completed. |

|Students continue to work on their poems: editing/revising/illustrating |

|As students complete their poems and pictures, scan the pictures into the computer. Insert pictures into a Photostory. Students |

|will type their Haiku over their picture (using the typing tool in Photostory). Once all poems are in place, and music. |

|Completed Photostory will be presented for the class at the end of the poem writing process. |

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|Critical Literacy/Thinking Skills: |

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|Students look critically at their own work and determine if it needs revision or editing |

|Students will be encouraged to read their own poems out loud (quietly to themselves) to see if it flows |

|Students are required to brainstorm phrases and ideas associated with a topic, and will need to organize them in such a way that |

|the poem makes sense to the reader |

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|Accommodations/Modifications: |

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|Throughout the writing process, students are able to work at their own pace, and can move freely from one table to another (or back|

|again) as needed |

|Group brainstorming activity is to help students get some ideas for their poems before they begin – hopefully this will help |

|students who are ‘uninspired’ |

|Students are given the option to illustrate a picture first and write a Haiku based on what they draw – however students need to |

|draw on a topic related to nature |

|Teacher is available for extra help, or to gear students on the right track |

Resources:

Kid Zone – Poetry Projects: Haiku



The Educator’s Reference Desk – Creating and Presenting Haiku with Kid Pix



Read Write Think - Seasonal Haiku: Writing Poems to Celebrate Any Season



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