Includes the books:
A Kick in the Head: An Everyday Guide to Poetic Forms selected by Paul B. Janeczko
Won Ton: A Tale Told in Haiku by Lee Wardlaw
Teacher: Language arts teacher
Subject area: Literature
Grade level: 5-6
California State Standard:
Reading Standards for Literature K-5
10. By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4–5 text complexity band independently and proficiently.
Common Core Standard:
Common core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects, Appendix A: Research Supporting Key Elements of the Standards, Glossary of Key Terms (http://www.corestandards.org/assets/Appendix_A.pdf)
Narrative Writing
“Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can be used for many purposes, such as to inform, instruct, persuade, or entertain. In English language arts, students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies. Over time, they learn to provide visual details of scenes, objects, or people; to depict specific actions (for example, movements, gestures, postures, and expressions); to use dialogue and interior monologue that that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate pace to highlight the significance of events and create tension and suspense . . . (page 23).”
“The narrative category does not include all of the possible forms of creative writing, such as many types of poetry. The Standards leave the inclusion and evaluation of other such forms to teacher discretion (page 23).”
Unit: Poetry
This unit might be presented during National Poetry month (http://www.poets.org/page.php/prmID/41).
The unit introduces poetry forms and techniques. The unit’s introduction is done through class visits to the library where the librarian reads aloud a variety of poems representing different poetry styles. Discussion follows each reading, examining the poem’s style, meaning, and poetic characteristics. Students are encouraged to check out poetry books. The teacher checks out a variety of poetry books to be used in the classroom for lessons, browsing, reference, and independent reading. Later in the classroom, students gain a deeper knowledge of poetry through in-class lessons with their language arts teacher. Students explore poetry by reading a variety of age appropriate poetry anthologies. The teacher reads many styles of poetry. Discussion follows each reading. Through these activities students are introduced to and instructed in the various definitions of poetry: concrete, haiku, ballad, couplet, etc.
Lesson title: Haiku.
This is one lesson within the poetry unit.
Lesson overview:
Haiku poetry offers a means for students to construct poetry using specific word counts and syllable counts. Haiku usually describes a nature scene, while senryu, a type of haiku, describes human nature. Students will write haiku or senryu poems based on personal experience connected to everyday life. Both haiku and senryu poetry use three unrhymed lines that include 17 syllables that follow a 5-7-5 syllable format.
Objectives:
The student will be able to identify a work of haiku
The student will be able to define haiku style poetry
The student will be able to define senryu style poetry
The student will create a haiku poem
Description: Create a work of haiku
Time needed for lesson:
Four lessons, 40-50 minutes in length
Procedure:
Lesson one
Teacher leads a discussion about haiku using the book A Kick in the Head: An Everyday Guide to Poetic Forms selected by Paul B. Janeczko. The poems found on pages 14 and 16 are read aloud by the teacher and discussed with the class. The definitions of haiku and senryu found on page 56 are read aloud by the teacher and discussed with the class. Teacher also reads aloud Won Ton: A Cat Tale Told in Haiku by Lee Wardlaw including the author’s note found on the copyright page that explains senryu. Teacher leads a discussion about this book. Teacher explains that the class will created a haiku poem.
Lesson two
Teacher explains and examines haiku poetry construction with students. The class looks at three examples examining the three unrhymed lines, 17 syllables, and 5-7-5 syllable format. Teacher explains that students will be writing a haiku poem or a senryu poem. For inspiration, students and teacher walk around the school grounds with journals, observing nature and taking notes. They are instructed to look for details they can see, hear, smell, and touch and describe; for example, e.g., chirping of birds, azure sky dotted with white clouds, etc. Homework is to complete the same journaling exercise at home, either indoors or outdoors; looking at the natural world or human nature.
Lesson three
Use the “Haiku Starter” worksheet available from the National Council of Teachers of English (NCTE) website (http://www.ncte.org/). Worksheet is available at http://www.readwritethink.org/files/resources/printouts/30697_haiku.pdf Students begin creating their poem using the worksheet.
Lesson four
Students complete and polish their poem. Students are invited to share their poetry with the class, if they would like to present. To close the lesson, teacher reads aloud one or more haiku poems from the book Guyku: A Year of Haiku for Boys by Bob Raczka.
Materials:
A Kick in the Head: An Everyday Guide to Poetic Forms selected by Paul B. Janeczko
Won Ton: A Cat Tale Told in Haiku by Lee Wardlaw
Guyku: A Year of Haiku for Boys by Bob Raczka.
A variety of poetry books and anthologies featuring haiku poetry
Journal for each student
“Haiku Starter” worksheet for each student available at http://www.readwritethink.org/files/resources/printouts/30697_haiku.pdf
Paper and pen/pen or access to computer with word processing program
Student evaluation:
Student kept a journal of ideas used to prepare a haiku poem
Student completed a haiku poem following the prescribed format
Student is able to explain haiku format
Lesson evaluation:
Were the students engaged and interested by the lesson?
Was students’ knowledge of haiku extended by the lesson?
Was the lesson allowed enough time? Too much time? Was more time needed?
Additional resources:
The Haiku Society of America available at http://www.hsa-haiku.org/
Extension of lesson:
Illustrate the poem
Create a classroom book that includes copies each student’s poem and accompanying illustration
Celebrate haiku by hosting a Japanese tea ceremony where the students dress in traditional Japanese clothing and present their poetry to other classes or their parents
Teach 4th grade students how to write haiku
Invite Lee Wardlaw, author of Won Ton, to visit the class; via skype, conference phone call, in person, etc.
Visit the Japanese American National Museum in Los Angeles http://www.janm.org/
Read Love that Dog by Sharon Creech
No comments:
Post a Comment