Brianne Perry May 6, 2018

1.TEKS 2. Big Understandings -

9th Grade ELA
Poetry E1.3 & E1.14
Objective – The students will create a
poem in the haiku poetic form and
read it aloud to the class when
everyone is finished.
Literary art is present all over the world, and we will read
some different haikus written by Miss Perry and some
famous Japanese haikus.
It is important to be proud of what we write and to share
the art we create, so we will read our work aloud in this
lesson. It also helps with public speaking skills!

3. Assessment Evidence –
Each student will write their haiku on a sheet of notebook paper. Then, they will trade with a
partner and peer edit one another’s haikus. They will be looking for the following structural
pieces, not content:
3 lines with a 5-7-5 syllable count (17 syllables in total)
Nature theme (nature snapshot-imagining these poems as a snapshot of a nature setting)
4. Opening Hook –
Fun Facts!!! April is National Poetry Month, so everyone around the nation is celebrating
literary art in the form of poetry this month
Japanese Haiku originates from 13th century Japan.
(Then, ensure students know where Japan is on a world map brought up on
either the smart board or world map poster in class.)
5. Input –
Location of Japan; where poems were derived traditionally; philosophy behind haiku –
explaining that they are about simplicity and spontaneous thought with nature themes (like a
snapshot poem); structural elements of haiku
Modeling – To model the haikus, I will use some examples of my own work on a magnetic
board or the elmo projector using the pre-established magnetic haiku words that are used for
refrigerators and such (these will be available for the students to practice with if they finish an
assignment early). I will also be using famous Japanese haiku examples via either the smart
board or the elmo projector.
Guided Practice/monitoring – “Praise, prompt, and leave” as students work individually on
haiku.
Check for Understanding – Exit ticket – students will write three characteristics of a haiku on
half a sheet of notebook paper with their name on it and hand it to me on their way out of the
classroom.

6. Materials/Resources –
Haiku Magnets! (found on Amazon); world map (if there is no smartboard in the classroom);
the students will have access to their phones for word help (powerthesaurus.com); If they
need inspiration for a nature theme, there will be copies of Garden Design magazine and
Gardens Illustrated magazine on the book shelf for them to pick a photo and write their poem
about.
7. Grouping Patterns - Students will work individually on poem. Then, they will work with a
partner to peer edit the poems.
 Brianne Perry May 6, 2018

8. Ending Summary/Reflection – This lesson may take two days if the students are really
working hard to find the correct syllable counts and good vocabulary to use. We will probably
work on writing them one day and reading them the next. If the whole class period is used
on reading the second day, I would have students write down a word from 10 poems they
heard that they either didn’t know or that they thought brought the poem to life. This way,
they are listening more actively. The idea of the students reading them aloud will not be easy
for the students, but I want them to learn to be proud of what they write and to put some
work into it, recognizing that they themselves are poets! The big picture comes full circle as
students learn a bit about the location of Japan, a cultural form of literary art from the
country, and that they can also write haikus based on this ancient form.