McNeese State University

Department of Education Professions

Lesson Plan Template
Course: EDTC 245-V Semester: Fall 2018
Name: Autumn Henson Email: msu-ahenson@student.mcneese.edu
Primary Subject Area: Language Arts Grade Level: 4
Title of Lesson: Seasonal Haiku: Writing Approximate Duration: Three 40-minute
Poems to Celebrate Any Season sessions

Overview of Lesson (Danielson, 1c)

In this three-part lesson, students write and illustrate haiku depicting seasonal images. First they use
their observation skills, real-world knowledge, and knowledge of parts of speech to help them create
seasonal word charts. They then listen to and read samples of haiku to identify haiku criteria,
followed by a writing session where they create haiku that depict seasonal images. Finally, they
publish their poetry in one of three methods. They can mount their haikus on colorful backgrounds
that illustrate the images in their poems. If tablets are available, the Haiku Poem App can be used to
publish their poetry. If computers are available, students can use the Haiku Poem Interactive.
Prior Knowledge Expected of Students
For the students to properly understand the concepts covered in this lesson, the students must have
an understanding of basic reading and writing skills. The students must also know how to count
syllables. They must also understand what poetry is and they must know the seasons.
Louisiana Student Standards (LSS)
LA.CC.W.4.
Educational Technology Standard
1, 2, 6
Additional Standards
RL.4.1., W.4.5, W.4.6
Interdisciplinary Connections + Standards
WG.3.1
K.CC.A. 1
Student Outcomes (Danielson, 1c)
This lesson will teach students the importance of Japanese Art culture. They will also learn how to
write a haiku. This lesson will also help them improve their ability to count syllables.
Lesson Procedures
Time Step By Step Lesson Procedures Pre-planned Seed
Questions
Day one
00:05 1. Arrange students into three heterogeneous groups, with reading, writing, and
speaking ability balanced among the groups. Each group will need table space. Tell
students that each group will create a word chart. Give each group one piece of
chart paper and two markers.
2. Ask one group of students to think about the current season, and write a list of
00:15
words or phrases that depict things (nouns) that are indicative of it. For example,
during winter, responses might include snow, ice, thunder, bare tree branches, and
pine trees. During spring, responses might include flowers, buds, new leaves, and
ducklings.
Ask another group of students to chart words that will describe the season
(adjectives). For example, during summer, responses might include hot, boiling,
sizzling, and bright. During autumn, responses might include crunchy, brown, and
dying.
 The third group will write words that are actions for the season (verbs). Examples
might be swim for summer, skate for winter, bloom for spring, or fall for autumn.
00:15 3. Give students time to generate as many words as they can on one piece of chart
paper. When the three word charts are complete, post them so that all students can
review all charts and give input. Some words may be added to (or deleted from)
each chart as students discover that they are categorized by parts of speech.
00:05 4. Tell students that the next day, they will use the word charts in a poetry-writing
activity and wrap up.
Day 2
00:05 1. Read aloud two or three haiku, one at a time, with time for student reaction after
each one. Ask students to respond with their feelings or impressions about what
they hear.
00:05 2. Post the previously transcribed haiku where all students can see them. Have
students observe and read the poems to themselves; then, ask if anyone has noticed
anything similar about all three poems. Point out in the poems any observations that
are mentioned. When students have finished responding, choose one of the poems
and have students read it aloud together. Then read the poem one line at a time,
having students count the syllables in each line. Write the number of syllables in the
margin next to each line.
00:05 3. Move to the second poem and repeat the process of counting syllables. Ask students
to make an observation about the line and syllable pattern of the poems. o Do you see any
00:05 4. Make a reference chart for haiku for students to use as they write. Ask students similarities about
questions about the poems to help them identify the criteria for the poems. these poems?
o What kinds of things
5. Students will work independently to write their own haiku, using words from the do they make you
00:15
charts to help them generate ideas. Make sure that students understand that the think about?
word lists are for reference and ideas; encourage them to use their own words if o What kinds of things
they think of something that is not on the charts. are happening?
Circulate among students to answer and ask questions, and have students check You will want
their syllable patterns. As students write particularly interesting phrases, share students to
them with the class to help those who are having difficulty with ideas. recognize that the
00:05 6. If students will be publishing using the paper method, have them rewrite them in poems depict
the center of 8x11 white or parchment paper. Remind them that they are images, and that
publishing, so they need to be using their best printing. Have students trace over they follow a
their pencil writing with a fine-tipped black marker and save their work for the pattern of three
illustration activity. lines and the 5-7-5
If students are using computers or tablets, model which software they will be syllable pattern.
using. Show students where to save their images for the backgrounds of their
haikus. Then allow time for students to work. Circulate around the room to help
those who have problems with the software.

Day 3
00:20 1. Hand out the Haiku Evaluation Rubric. Together evaluate one of the haikus you read
during session one.
00:20 2. If using the paper method to publish:
o Students will mount their final copy of their haiku in the center of 9x12 construction
paper, then use torn paper designs to illustrate the feeling or image of the poem.
Have available for students a selection of 9x12 sheets of construction paper for
backgrounds, and smaller pieces of a larger variety of colors to use for the torn
paper designs.
o Have students refer to one of the haiku that was transcribed on chart paper. Ask
them to talk about the image depicted in the haiku, and the feelings it evokes. Have
them talk about colors and/or shapes that would help illustrate these things.
o Give students directions for affixing their poems to construction paper backgrounds.
Tell them they will be using torn paper to make designed borders that illustrate the
images or feelings in their poems. Show students how to tear construction paper to
create a shape or design, if they need an example. Show how even straight lines
 should have torn edges.
o Students will work independently to create torn paper designs for their poem
backgrounds. As they finish, display their work.
o Pair up students and have them evaluate each other’s haikus. Allow time for
students to make revisions.
If using tablets or computers, allow time for students to complete their haikus. Then
pair up students and allow time for students to evaluate each other haikus. Provide the
opportunity for students to revise their haikus. Once all have had the opportunity to
revise, project the haikus through the LCD projector and share together the finished
poems.

Teacher Materials Student Materials Technology Resources References

A book of haiku for reading If publishing using paper:
aloud:  Chart paper
 The Essential Haiku by  Markers
Robert Hass (The Echo  Scratch paper
Press, 1994)  Pencils
 The Haiku Anthology by Cor Blank white or parchment
Van Den Heuvel paper (8x11)
(Touchstone, 1986)  Fine-tipped black markers
 Other possible books are  Construction paper (9x12
listed on the plus assorted colors in
printout Suggested Books for smaller pieces) or other
Haikus desired art materials for
illustrations
If publishing using tablets:  Haiku Poem
 Tablets with the Haiku Poem App
App installed  Haiku
 Computer with LCD projector Interactive
 Adaptor to connect tablets to the Tool
computer
 Optional printer to print haikus
from the app

If publishing using computers:
 Computers with Internet access to
access the Haiku Interactive Tool
 Computer with LCD projector
 Optional printer to print haikus

Relevance / Rationale
This lesson will help students better understand different cultures and art, along with helping
them read and learn to express themselves in a positive way.
Exploration / Extension / Supplemental
 If the class as a whole needs more support, create the word charts one at a time with the whole class participating, and
model the writing of one haiku with the whole class participating in the writing.
 Instead of torn paper construction paper borders, have students use a different medium, such as watercolor washes, tissue
paper or other collages, or chalk designs on black backgrounds.
 If computers are available, students could create their final copies of Fall Haikus using the Seasonal Haiku Reproducibles.
Here, students can type the haikus within the leaves and print them out for their very own Fall Haiku Book or cut them out
to create a falling leaves bulletin board.
 For Halloween haiku, try the "Ghosts and Ghouls" in the Fridge Magnets interactive. For fun, the interactive also includes
collections of words for haiku about dragons, sweets, and cats. Alternately, use the ReadWriteThink interactive Word Mover.
 Print the haikus that were created using the Haiku Poem App and/or Haiku Student Interactive. Display in the school
hallways for all to see.
 Create a class webpage at Google or Wix or class wiki at Wikispaces. Post the haikus that the students created using the app
or student interactive.

Assessment Criteria For Success

 Teacher observation of individual student participation in group work.
 Teacher observation of students’ individual work.
 Finished haiku following required written criteria.
 Relationship of visual and written images in finished work.
 Student/teacher conferences about student work.
 Evaluation of the haiku using the Haiku Evaluation Rubric.

Differentiation (Danielson, 1c, 3e )

Content will be differentiated with the use of leveled readers during partner practice
Post Lesson Reflection
1. How well were the Overview and the Objectives met? What data do you have to support that claim?
2. Identify two elements of instruction that went well. Give direct teaching evidence to support your claim.
3. What would you do differently next time? Why?
4. How did your formative assessment technique help you to determine which students will need additional
support?
5. Who did not get “seen” in the class? What do you need to pay attention to in order to support this student better?
6. What do you need to read about more in the professional literature to support your development as a teacher?
7. Address any other relevant needs, concerns, creative ideas, etc. at the conclusion of your reflection.

http://www.readwritethink.org/classroom-resources/lesson-plans/seasonal-haiku-writing-poems-
39.html?tab=2#tabs