Demonstration by Franchesca Hernandez

A little on the presenter:

I am a grad-student at the M.A.E.E. Program of the
University of Puerto Rico, Mayaguez.
I am and have worked for the past two years as a
teaching assistant, at the RUM.
I focus on teaching composition, formatting and
overall writing skills to intermediate ESL college
students.

Teaching Philosophy:

I find that my mission as a teacher is threefold:
I wish to promote a positive learning environment.
To spark learner enthusiasm for learning.
Creating balance between the relationship between
educator and student. The classroom is mean to be
student centered, the teacher is but a guide.
To provide a strong foundation for lifelong learning.
My students are encouraged to write for themselves and
to understand their audience, they dont write for the
teacher.

Type of students I teach:

I teach college freshman students.
A diverse English proficiency classroom.
The amount of students is close to 30 students per
classroom.
Theoretical framework:
To accomplish my T.P. goals, I will be applying a variety of
strategies based on essential educational principles, the
first would be:
Georgi Lozanovs Dessugestopedia (method).
Paulo Freires praxis on education in Pedagogy of the
Oppressed (balance between theory and practice).
Lev Vygotskys Zone of Proximal Development (which
encourages individual learning).
Elaine Showalters idea of continuous growth on behalf
of the teacher.

D.E. Grade Level Expectations: 10.5
Create.

Writing:
In this unit, students will read, listen to, and produce a
variety of poems. The student will effectively
communicates to a variety of audiences in different forms
of writing, they go through the full writing process, use
proper grammar, and expressive vocabulary.
Students learn the following:
W.10.2 Applies appropriate grammar, structure, and syntax;
analyzes word choice to convey intended meaning.
W.10.4 Applies figurative language to produce different styles
of poems.

Introduction to lesson:

The objectives are simple:

Students will be introduced to the structure of a Haiku.
Students will turn into Haiku writers, using this form
of poetry to record three important life events, which
will be accompanied with their own illustrations.
In turn, students will learn a new strategy for
generating a personal narrative entry.

Materials:

Mini Booklets
Standard paper
Colored card paper
Staples
Pencil or pen
Coloring pencils

Introduction to todays activity!





Today you are trying to compress your life history into
a single book, you must catalog those major events and
the book youre writing is the size of a quarter and is
limited to just a few pages. Oh, and it needs lots of
pictures!
What makes a Haiku, a Haiku.

Here is a short video explaining how to Haiku:

http://www.youtube.com/watch?v=KInBpl1zXFI

Mini review lesson:

What makes a Haiku?
17 syllable poems.
What are syllables?
A unit of pronunciation that has one vowel sound, with or
without surrounding consonants, forming the whole or a part
of a word.
What pattern do Haikus have?
They are arranged in the following pattern: 5-7-5. Traditional
ones make nature references, but can be modified to
poetically tell any event.

Fun fact: Haikus are written in present time

Activity time! Pre-writing:

Take 6 to 10 minutes identifying three major
life events. Think of these events as if you
were living them right now.
Activity time!

Then take 10 to 12 minutes shaping one of these
events into a Haiku. Remember the syllable
pattern: 5-7-5

Remember! You should make illustrations, so
chose something that you can illustrate.



Assembly time!

In the remaining 15 minutes you will assemble your
mini book as follows:
Title page.
Then the first stanza on the second page.
On the third page illustration.
Repeat step two and step three.
End results should look a little
something like this:
Voila! Your Haiku Memoir!
References:
Freire, Paulo. Pedagogy of the Oppressed, 30th
Anniversary Edition. New York: Bloomsbury Academic,
2000. Print.
Larsen-Freeman. Techniques and principles in
language teaching . 3rd Edition: Oxford University
Press, 2001.
Showlater, Elaine. Teaching Literature. Oxford: Wiley-
Blackwell Publishing, 2003. Print.