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: |
| |
|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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