3.2+Focus+Lessons-+Nature

Opening Narration: Before this students will have just finished the Introduction mini-unit. They will have learned an overview of poetry and started work for the final portfolio. At the end of the previous week, students will have learned about Speech poetry and raps. The first day of this week will finish discussing speech poetry and have students write their own in pairs to be finished at the end of the day.  i. Use descriptive words to recreate a physical object in writing  ii. Identify differences between poetic and prose writing  iii. Use a prewriting activity to provide details and depth for their writing  i. Identify the subject and form required in traditional Haiku.  ii. Write Haikus following traditional criteria.  iii. Use descriptive words to recreate a visual image in writing  i. Haikus 1. Morning- by Laura Purdie Salas Overnight, autumn decorates delicate leaves with glitter frosting
 * __Sensing Candy__** (1 day lesson plan)
 * 1) **__Purpose__**
 * 2) LA.910.3.1.3: The student will prewrite by using organizational strategies and tools (e.g., technology, spreadsheet, outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to develop a personal organizational style.
 * 3) LA.910.3.1.1: The student will prewrite by generating ideas from multiple sources (e.g., brainstorming, notes, journals, discussion, research materials or other reliable sources) based upon teacher-directed topics and personal interests;
 * 4) LA.910.4.1.1: The student will write in a variety of expressive and reflective forms that use a range of appropriate strategies and specific narrative techniques, employ literary devices, and sensory description; and
 * 5) **__Objective for this lesson__**
 * 6) Students will be able to:
 * 1) **__Process/Procedures for Students__**
 * 2) Students will take one piece of candy and spend at least 10 minutes observing it with all 5 senses: Sight, Touch, Smell, Hearing, and Taste.
 * 3) Independently, students will create a chart on a sheet of notebook paper listing words that they come up with describing the candy bar for each sense.
 * 4) Students will write a one page essay (prose) describing their candy bars, using their words and observations from before. This will be turned in to the teacher at the end of the class.
 * 5) Students will share their essays in small groups and will then discuss the difference between writing prose and poetry as a whole class. They will discuss how they might have written about the candy bar differently if they were creating poetry.
 * 6) **__Process/Procedures for Teachers__**
 * 7) **__Preparation__ –** Bring a bag of several types of candy bars to class.
 * 8) **__Introduction__** – Lead a brief discussion reminding students what the 5 senses are. Have students select one candy bar each and instruct them to spend at least 10 minutes observing the candy bar and writing down the words that they come up with describing it.
 * 9) **__During__** – Walk around the room encouraging students as they brainstorm and keeping them on task. After they are done observing, have students use their observations to write a prose essay about the candy bar. As they write, continue to move around and help as needed. After 20 minutes, have students break up into groups and share their essays.
 * 10) **__Closing / Summation__** – End the class with a discussion concerning how their essays are different from what students would have written if asked to write a poem. Review the difference between poetry and prose and word selection in each form. Collect the senses essays and the 5 senses chart at the end of class.
 * 11) **__Materials Needed__**
 * 12) Bag of 30+ candy bars of different kinds to allow for possible food allergies
 * 13) **__Assessment__**
 * 14) Students will be assessed on participation in the activities and on the essay that they write about the candy bar. Essays will be graded for coherency, relevance, and inclusion of all 5 senses. The chart will be collected and checked to ensure that students used this pre-writing tool and will count as a participation grade.
 * 15) **__Accommodations__**
 * 16) **Time**- If there is not enough time for students to complete their essays in class, they will still discuss it in class, but will be allowed to take the essays home to finish before turning them in at the beginning of the next class. This will give struggling students time to write without feeling rushed
 * 17) **ESOL**- Students will be encouraged to include words from their native language in the brainstorming chart and to look up or get help to find the English synonym to be included in the essay. Groups will be organized to create a helpful balance between advanced and struggling students so that they can learn from and help each other.
 * __Nature Haiku__** (2 day lesson plan)
 * 1) **__Purpose__**
 * 2) LA.910.2.1.3 The student will explain how meaning is enhanced through various features of poetry, including sound (e.g., rhythm, repetition, alliteration, consonance, assonance), structure (e.g., meter, rhyme scheme), and graphic elements (e.g., line length, punctuation, word position);
 * 3) LA.910.2.1.8 The student will explain how ideas, values, and themes of a literary work often reflect the historical period in which it was written
 * 4) **__Objective for this lesson__**
 * 5) Students will be able to:
 * 1) **__Process/Procedures for Students__**
 * 2) Students will learn about the history and structure of Haikus. They will read a few examples of Haikus. They will talk as a class and identify the //kigo// and //cutting// in each poem.
 * 3) Students will watch a slideshow of various nature pictures. After the slideshow, they will go up to the front of the room and select a nature photograph that they think is beautiful or interesting.
 * 4) Students will work individually to write a list of 50 words that describe the picture. They will have 10-15 minutes to brainstorm.
 * 5) Students will then select words from their list to make a Haiku about the picture, following the form and including a //kigo// and a //cutting//.
 * 6) Once the poems are finished, students will create an 8.5 x 11” poster including the Haiku and the picture that inspired it on construction paper. This will be turned in at the end of class or finished at home and turned in the next day.
 * 7) **__Process/Procedures for Teachers__**
 * 8) **__Preparation__ --** Find online or take 30+ pictures from nature that are interesting and creative. Create a slideshow using these pictures to show in class. Also print the pictures for the students to use for their poems and set them out on a table in the classroom.
 * 9) **__Introduction__** – Using Overt Instruction to introduce the poetry form of Haiku to the students, the teacher will present an overview of its history. The teacher will have a few volunteers read some examples of Haiku poetry. While acknowledging the fact that many students might have learned about haikus in brief before, the teacher will show that there is more to a Haiku than a 5-7-5 syllable structure. The teacher will explain the purpose and meaning of //kigo// and //cutting// in a Haiku and will explain the structure of the poem as well.
 * 10) **__During__** -- After the overt instruction, the teacher will play a slideshow of nature 30+ nature photographs. The teacher will have the same photographs set out on a table in the classroom, and will have students select one photo that seems interesting or unique. Teacher will tell students to look for and write a list of descriptions, objects, and actions that relate to the picture. She will remind students to use all 5 senses to describe the picture, like they described the candy bar in an earlier lesson. While students are writing their lists, the teacher will move throughout the classroom, encouraging and assisting as necessary. After 10-15 minutes, the teacher will direct the students to create a Haiku about the picture, using words from the list they created. Students will then be directed to create a small poster using construction paper including their poem and the picture that it is based on.
 * 11) **__Closing / Summation__** – Collect posters and check to ensure that haikus follow the 5-7-5 structure and include both a //kigo// and //cutting.// Return poems with instructions for students to keep them to include in their final portfolio, and have students with poems that do not meet the criteria write a new poem with added emphasis on the 3 major components of a Haiku.
 * 12) **__Materials Needed__**

2. Heron- by Andromeda Jazmon Only his reflection wavers in the evening light; great blue heron

3.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Poem- by Kobayashi Issa The snow is melting and the village is flooded with children

4.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Celebrating Spring- by Elaine Magliaro Celebrating spring cherry trees don party clothes… look pretty in pink!

<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> ii.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Photograph slideshow and hard copies of pictures <span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> iii.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Construction paper <span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> iv.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Printer paper <span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> v.<span style="font-family: "Times New Roman"; font-size-adjust: none; font-size: 7pt; font-stretch: normal; font-style: normal; font-variant: normal; font-weight: normal; line-height: normal;"> Glue/Markers/Scissors
 * 1) **__Assessment__**
 * 2) At the end of the lesson, students will turn their Haikus in to the teacher for assessment. Poems will be graded for inclusion of the 3 main elements in Haiku poetry and for detailed word selection.
 * 3) **__Accommodations__**
 * 4) Students will write and create their haikus in the safe, encouraging environment of the classroom. Craft supplies will be provided, so that every student has the same opportunity of time and resources
 * 5) Students will choose the picture that they write about, so that they can write about something that appeals to them and attracts their interest.

Narrative – Students will be asked to bring from home three small items for a creative writing workshop. Students will work in groups and exchange items and then create haikus about whatever item they have. While sharing these haikus with the group students will be learning about each other’s lives and improving their communication skills Narrative- The first two days of the second week will be devoted to literary devices. Students will review devices that they learned the previous year and will look at examples of those devices in poetry. They will work on a worksheet in pairs that provides information about major literary devices and has them create examples for each one. Narrative- The final Haiku activity will have students create a series of Haikus about their lives at home and school. Students will write about people and places that have influenced them. This activity will stress the importance of recognizing our personal differences and backgrounds as strengths. Final Narrative- The last day of the haiku mini-unit will be spent as a workshop. Students may read poetry to work at finding their Published poem to include in their portfolio, or they may work on editing a poem for the portfolio. During this time the teacher may assist any students that have struggled with any part of the unit already covered.