Kaitlyn AmatoApril 15, 2016

Mrs. Setzman: Grade 1 Poetry: Lesson #10

Language Arts: Learning to Write a Haiku

1. Title: Haikus in a Shoe

2. Lesson Essential QuestionsI. Will the students be able to recognize what a syllable is?

II. Will the students be able to differentiate between five and seven syllables?III. Will the students be able to demonstrate understanding by constructing

their own haiku poem?

3. Standards:New Jersey

CCSS.ELA-LITERACY.W.1.5With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

CCSS.ELA-LITERACY.W.1.7Participate in shared research and writing projects (e.g., explore a number of "how-to" books on a given topic and use them to write a sequence of instructions).

CCSS.ELA-LITERACY.W.1.8With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.Pennsylvania

CC.1.4.1.T With guidance and support from adults and peers, focus on a topic, respond to questions and suggestions from peers and add details to strengthen writing as needed.

CC.1.5.1.B Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.

4. Learning Objectives AssessmentsThe students will be able to recognize the meaning of a syllable.

The students will state that a syllable is the pronunciation of a sound/ word with just one sound of breath.

The students will be able to identify the amount of syllables in a word.

The students will “clap out” the amount of syllables in a word and/or sentence in a variety examples from the instructor.

The students will be able to construct a haiku poem that follows the 5-7-5 rule

The students will have to place solved equations in either a “true” or “false”

regarding syllables per line. column. This requires students to check for accuracy by completing the problem on their own first.

5. Materials: Poster board Markers “Haikus are Hard” by Benny Cramer Shoe cutout Pencil Crayons Word strips Overhead camera

6. Pre-lesson assignments and/ or prior knowledge:Students understand that there are many different types of poetry. Students are familiar that certain poems have “rules” in them that make them special. However, students have yet to work with haikus and applying their knowledge about syllables in their own writing.

7. Lesson Beginning:Students will be asked to come to the carpet where they will begin a discussion on the word a Haiku and what it means. The instructor will explain that Haikus follow the 5-7-5 rule regarding syllables. The class will then spend a favorable amount of time looking at examples of words to clap out the amount of syllables.

8. Instructional Plan: Students will be asked to come to the carpet. The instructor will ask students

if they have ever heard of the word haiku and if so, what they think it means. After gathering responses, the instructor will explain that just like other special types of poems, haikus have a rule that makes them special too.

The instructor will explain the 5-7-5 rule and ask students if they know how to figure out how many syllables are in a word.

The instructor will explain that it is useful to clap out the syllables in a word. After each word sound/ word that sounds like you can break apart is considered a syllable. Students will practice with multiple examples that can be found on the poster board on the easel. As the class claps it out, the instructor will circle one syllable in a word and underline the second syllable in a word to give a visual representation.

The instructor will read, “Haikus are Hard” by Benny Cramer. The teacher will tell the students that the entire book is written in haikus. Throughout the book, the teacher will stop to model a few examples and ask the students to clap out examples of their own. This is so that they get experience before they write their own poems.

Students will be told to go back to their desks where they will be writing a haiku in a shoe. The teacher will explain that this poem will tie into the anti-

bullying lesson that the kids did the day before. Also, on the windows, there are sneakers with the saying “Take a Step in the Right Direction!” The students will be told that their sneakers will go up in the windows as well.

Students will be writing about a goal of their own in their haiku so that it tied the two themes together.

The teacher will model her own example for the students to show them how she figures out if she has the right amount of syllables on each line. This will remain up on the overhead camera as a reference for the students to use.

Each student will have the same first line (“My big goal is to”) so that it makes it easier for the students to transition into what they want to write about.

Students will write their haikus on the labeled lines on their sneakers. Each student must get their poem checked before outlining it in black and then coloring their sneaker with their name.

Students will share some of their haikus and their drawings. All of the students’ sneakers will be hung on the windows.

Differentiation:Being that there is a student that is hearing impaired, the instructor will be wearing a microphone that enhances her sound and makes it easier for the student to comprehend the information. There will be a total of three teachers in the room walking around to check that students are following the 5-7-5 rule for writing their haiku.

Questions:What is a syllable?How can I figure out how many syllables are in a word?How can we define Haiku in our own words?What are some topics that we can write about in a haiku poem?How can I make sure to check that I am following the 5-7-5 rule?Can we compare this poem to any other types of poems we have written?

Classroom Management:It is extremely beneficial to have at least three teachers in the room when teaching a poem like a haiku. Students will need a lot of assistance figuring out how to formulate sentences while still following the 5-7-5 rule. Students will be told that they must raise their hand if they have a question and they could also ask their neighbor if they have a question. If the students get too noisy, the teacher will lower her voice and speak until the students quiet down so that they could hear her. The teacher will also use her own clapping patters and 1,2,3 eyes on me.

TransitionsAfter the book has been read to the students, they will return to their desks where they will already have the shoe on their desk. Students will be told to put their hands in their laps and not touch any of the materials. The

teacher will model and ask frequent questions to keep the students engaged throughout the process.

9. ClosureAfter the students have completed their haikus, they will get it checked by one of the teachers in the room. Once it has been checked, the students can outline their words in black marker and then color in their shoe to their own liking. All students will be asked to write their name on the sole of the shoe prior to displaying it on the windows.