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Grade: 3rd
Learning outcomes:
A. Students will be able to identify all the parts that make up a haiku poem.
B. Students will be able to analyze haiku poems and analyze their underlying message.
C. Students will be able to analyze classical musical pieces and interpret their
meaning.
E. Students will be able to provide and receive constructive criticism when it comes to
Standards:
Language Arts:
Reading Literature Standard 10: By the end of the year, read and comprehend literature,
including stories, dramas, and poetry, at the high end of the grades 2–3 text complexity
band independently and proficiently. Recognize and begin to read documents written in
cursive.
Writing Standard 4: With guidance and support from adults, produce writing in which the
strengthen writing as needed by planning, revising, and editing. (Editing for conventions
should demonstrate command of Language Standards 1-3 up to and including grade 3.)
Writing Standard 6:With guidance and support from adults, use technology to produce
and publish writing (using keyboarding skills) as well as to interact and collaborate with
others.
Music
Strand: Respond (3.M.R.) Students will perceive and analyze artistic work and process.
They will interpret intent and meaning, and apply criteria to evaluate autistic work and
process.
movement or drawing.
Materials:
• Matsuo Basho
• Natsume Soseki
• Matsuo Bashō
A lovely sunset
• Masaoka Shiki
On a day in spring.
• 3 songs
• Chopin- Raindrop
• Lined Paper
• Pencils
Lesson:
1. Students will each be given a sheet with 3 separate boxes. Each of the songs above
will be played. In each of the boxes on their sheet of paper they will write how the song
relates to the thing in nature it is representing. Such as the rhythm, beat, and choice of
instruments. Basically making a connection between the song and nature. After each
2. After reading the selected haiku poems, students will be shown the video/power point,
about what Haiku poems are and their origin. This will prepare students to write their
own. Make the connection about how these poems are short, yet the choice of
wording is important. Just like in music, the choice of instrument, the rhythm, etc is
important for the message it conveys and for how strong the message is. After the
3. Students will then be instructed to create their own haiku poem. All the elements that
make up a haiku poem must be implemented. 3 lines. The first and last line are 5
4. After creating their rough draft, all of the poems will be collected and redistributed.
Each student will have someone else’s poem and make suggestions that would
enhance it, and spelling corrections, etc. The poem will be given back to the owner.
5. The owner will make any changes they decide to. And then type up their final draft.
6. Students will each read their final draft to the class. Demonstrating their skills to read
poems using emotion in their voice. While also practicing their performance skills .