Lesson Plan TITLE: Ocean Haiku CONTENT AREAS: visual Arts and literature GRADE LEVEL: 3rd grade MATERIALS NEEDED: Cool Melons –Turn to Frogs! The Life and Poems of Issa translated by: Matthew Gollub, Basho and the Fox by Tim Meyers, five senses/images worksheet, lined paper, white construction paper, water color paints, overhead with poems from children around the world, pencils KEY CONCEPTS: learn, experience, and write Haiku EALR'S and GLE'S (Make the connections clear and specific) 1. The student understands and applies arts knowledge and skills.To meet this standard, the student will:1.1 Understand arts concepts and vocabulary 1.2 Develop arts skills and techniques 1.3 Understand and apply arts styles from various artists, cultures and times 2.The student demonstrates thinking skills using artistic processes.2.1 Apply a creative process in the arts: · Conceptualizes the context or purpose · Gather information from diverse sources · Develop ideas and techniques · Organize arts elements, forms, and/or principles into a creative work · Reflect for the purpose of elaboration and self evaluation · Refine work based on feedback · Present work to others Learning Goals: (What do you expect students to learn and be able to do from this lesson.) Students will understand the origin of Haiku poetry. Students will understand the process of writing Haiku. Students will be able to write their own Haiku. Learning Objectives: use graphic organizers to brainstorm, organize information with alogical plan, use vocabulary specifically about oceans, students will use visual arts to enhance their Haiku poems. Students will work collaboratively in groups. PROCEDURES: Length of Lesson: 2, one hour class periods- Warm Up: (15 minutes) Have students close their eyes and listen to the sound of the ocean for a minute. Do not tell them what the sound is, and ask them to write down what they believe they heard. List the suggestions on the board and make amark by the responses that contain information about oceans. Ask students, “Who has been to the ocean before?” Pass out the five senses/images worksheet. Reviewthe five senses. Turn the ocean sounds on. Give students time to write down all thethings they can think about oceans on the five sense worksheet. Have students think about the ocean environment, in terms of the animals that live there, the motions of the ocean waters, and the season/what was the weather like when they visited the ocean, the type of sand (what did it feel like?)- Learning about Haiku: (40 minutes) Ask students, “Has anyone heard of Haiku poetry?” Take responses. Make sure to include that… “Haiku is the world’s shortest poetry. Haiku is written all around the world but it originated in Japan over 300 years ago.” Share maps and globe of Japan, show where Japan is in relation to the United States. “Haiku is still apart of everyday Japanese culture: daily newspapers print Haiku, schools and towns have Haiku clubs that publish their own Haiku in magazines. People everywhere write and enjoy Haiku.” Tell students that we are going to learn how to write Haiku poetry. Pass out the “Three Guidelines to Writing Haiku.” Review the worksheet. Describe form, the syllable pattern of 5-7-5, used to create Haiku. Make sure all students remember how to identify syllables. Describe image, instead of flower, a purple iris. Describe how nature, is an important part of Haiku. The writer should attempt to use a moment in nature to convey an emotion. Haiku should be about one specific moment in time. Now share Haiku with your students. Hand out “Student Haiku from around the world.” Read the first Haiku aloud. Have students clap out the 5-7-5 syllable pattern. Ask students, “What might the author have been feeling when he/she wrote the poem?” “What words did they use to indicate that?” “What was the season?” “How do you know?” “Now work with your groups to clap out the syllables and then answer the questions below for the two remaining poems.” - (10 minutes) Direct students back to the five senses/images worksheet. Give directions and have them finish the sheet. - (20 minutes) Hand out the Haiku template for students to use as guidance. Turn the ocean music back on and give students time to write their poems. Allow them to work quietly in pairs. Collect the poems. - (15 minutes) Read Cool Melons turn to Frogs! The life of Issa, a famous and very inspirational Haiku poetry writer who was born 244 years ago. Talk about Issa’s Haiku. Questions for reflection, “How did he reflect emotion in his poems? What kind of words did he use to describe his emotion or his experiences with nature?” - (30 minutes) Next pass the poems out with spelling errors corrected. Have students transfer their poems to white construction paper in their best handwriting. Students are going to paint pictures on the construction paper to go with their poems. Have students get their water colors out. Call rows to get water. Refer back to Issa’s book, “Remember how the pictures in Cool Melons Turn to Frogs helped describe the message of Issa’s poems?” Have the book available for students to look through. - Closure: (15 minutes) Provide time for students to share their poems. Accomodation Plan: Note how the following are accommodated in lesson (race/ethnicity,language, gender, class) Each must include reference to Trentacosta text. 1.race/ethnicity: This lesson reflects both Japanese and English Haiku. Haiku from aroundthe world is shared with the students2.language: students can write the poems in first language and then we can work on translation. Visual aids will be provided 3.gender: The books I share have male poets. The poems written by children are by both male and females.4.class: We are all poets. POST-ASSESSMENT ( How does your post assessment evaluate progress toward learning goals and EALRs and GLEs) The students will be assessed on their final Haiku. If the Haiku is written, the student followed set guidelines for writing Haiku, and a picture was painted on the final copy the student will receive full credit and I will know they understood the lesson. TEACHER REFLECTION (What went well, what would you do
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