Resources Visual Arts & Poetry : Haiku poetry lesson sequence

Lesson 1: Haiku word hunt	Duration: 60 minutes Grade 4, English Whole class and small group activities
Lesson Description: Introduces the Japanese poetry form Haiku identifying its history and key features. Students search the playground for words relating to their environment, producing a word list in preparation for writing haiku.    Lesson Outcomes: Students demonstrate their understanding of the unique text features and purpose of haiku through contributions to class discussion. Students make suggestions of words from their environments that are suitable for creating haiku.
Curriculum Links: Students: ·         Recognise different structures and purposes of texts (ACARA Year 4 achievement standards). ·         Expand word knowledge and vocabulary through research (ACELA1498)	Resources: ·         Two parent helpers or teacher assistants ·         Wall charts, clipboard, globe or map
Procedures: 1) Introduction: 20 minutes ·         Where is Japan? Show globe or map. What are Japanese people famous for? Introduce Haiku poems as texts that describe feelings and create pictures. Read haiku. ·         What was that about? How did it make you feel? Read haiku together. ·         What are the key features of these poems? (Haiku themes and structure of 7 of 5, 7 and 5 syllables. ·         Let’s clap out the syllables. ·         What sorts of words are used? (Adjectives are often used, but also nouns and verbs) Explain the activities, learning outcomes and success criteria of the lesson sequence. 2) Haiku hunt: 30 minutes ·         Now let’s search the schoolyard for words to use in haiku. Look for colours, smells, tastes, objects, shapes, plants, animals, insects, the sky, the ground. Assign students to three mixed ability groups. Each group choses two locations in the schoolyard, spending ten minutes at each site collecting words. Assistant accompanies each group. 3) Conclusion: 10 minutes ·         Did anyone see, feel or hear anything they hadn’t spotted before in the playground? Students share words onto three charts for nouns, verbs and adjectives. ·         Next lesson we will use these words to write our own haiku. Teacher reads haiku poem with class.
Assessment Procedures: Observations of group work, contributions to discussions and word list.

  

Lesson 2: Haiku who?	Duration: 60 minutes Grade 4, English Whole class, group and paired activities
Lesson Description: Students read and discuss haiku poetry as a class and in small groups. Students are taught the skills required to plan and draft haiku poetry through teacher modelling, shared writing then independent writing supported by a word chart and worksheet. Learning Outcomes: Students contribute personal responses to haiku poetry in group discussions. Students express a personal interaction with their environment through the creation of a poem in the style and structure of haiku.
Curriculum links: ·         Create literary texts that explore students’ own experiences and imagining (ACELT1607) ·         Discuss literary experiences with others, sharing responses and expressing a point of view(ACELT1603)	Resources: ·         Word lists from lesson 1 ·         Haiku texts on poster paper. ·         Poster paper and pens ·         Haiku worksheet printout
Procedures: 1) Introduction: 25 minutes Questions: ·         What do you remember about haiku poems? (structure, themes) Read haiku poem together. Group discussion on reactions to the poem. Break students into three groups. Each group receives a copy of a haiku on a poster. ·         Read the poem as a group. Make one comment each around the haiku on the poster. Choose a group member to share the comments with the class. ·         Each group reads their poem to the class. Presenters share the comments. 2) Writing Haiku: 25 minutes Remind students about the 5-7-5 syllable format of haiku, its purpose in describing a personal response to something in nature, and introduce the haiku worksheet. Model how to write a haiku using think aloud strategies to demonstrate four roles of the writer. Shared writing with students, encouraging them to choose a topic and words for a haiku. Question their choices to determine their understanding of haiku.   Distribute haiku starter worksheet. Re-explain steps for writing haiku. Students work independently writing haiku draft. 3) Conclusion Next lesson: finalise draft, illustrate and publish poems. Students share haiku discussing images that support their words.
Formative assessment: Observe: do haiku drafts follow required syllable criteria. Provide feedback. Observe: student contributions to group and paired discussion.

Lesson 3: Haiku you!	Duration: 90 minutes Grade 4, English Whole class, paired and individual activities
Lesson Description: Students work in pairs reviewing draft haiku for spelling, word choice and structure. After editing, students publish poems using best handwriting and illustrate work using torn paper technique. Students present their poems to the class and receive constructive feedback from peers and the teacher. Learning Outcomes: Students demonstrate editing, handwriting and illustrating skills as they publish their poem. Students displayed planning and presentation skills as they read their poem to the class. .
Outcomes: Students: LITERACY STRAND Plan, draft and publish imaginative texts demonstrating control over text structures and language features (ACELY1694) Plan, rehearse and deliver presentations (ACELY1689)	Resources: Craft materials: Coloured, brown and parchment paper Black markers Glue, scissors Teachers’ aide or parent help
Procedures: 1) Introduction: 30 minutes Review haiku with questions: origins, features, purpose. Students read completed haiku to class. Model constructive feedback. Students pair up to provide feedback on format, spelling, word choice. Demonstrate how to publish poem on parchment paper using a pencil for writing then fine tipped black marker. 2) Illustrations: 40 minutes Discuss image use to support meaning of haiku. Demonstrate how to publish poems using construction paper background and torn paper for borders and illustrations. Students illustrate and publish work, displaying finished work on wall. 3) Conclusion:  Students present poems to class. Peers provide receive constructive feedback. Concluding questions: How do you feel about your final words and images? What did you like about the process of writing haiku? What was most challenging?
Assessment Procedures: Summative assessment. Haiku rubric used to determine grading (see appendix) Presentation of poem assessed using simple rubric for clarity of speech, eye contact and pace.

Haiku Poetry Criteria sheet

Purpose: _______________________     Audience:_____________________

Author: ________________________  Topic:____________________________

No                                                                               Yes                                                                   

Not Evident                                                                Very Evident                                              Overall grade

0                      1                      2                      3                      4                                                                

                   FIX-UP  ZONE 

Critical Attribute	You	Peer	Teacher
Structure of the poem
The poem follows the syllable structure of 5 syllables in the first line, 7 syllables in the second line and 5 syllables in the third line.	0  1  2  3  4	0  1  2  3  4
Content of the poem
The topic of the poem is clearly related to something about nature or the environment.	0  1  2  3  4	0  1  2  3  4
The poem focusses on a single theme.	0  1  2  3  4	0  1  2  3  4
The poem uses vivid imagery to paint a word picture for the reader.	0  1  2  3  4	0  1  2  3  4
The poem holds the reader’s attention from start to end.	0  1  2  3  4	0  1  2  3  4
The poem is clearly written and easy to understand.	0  1  2  3  4	0  1  2  3  4

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