Day 3: Wednesday- HaikusSubject & Grade: English 9 “b”Essential Question (s):

What constitutes a work as poetry? What are literary devices? How do literary devices and poetic style help convey a poems purpose? How does the author’s tone and mood within the poem affect the reader?

NCTE/IRA Standard(s):3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and

appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning enjoyment, persuasion, and the exchange of information).

SOL for Day 1:ENGL-9.4- The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.

c) Identify the characteristics that distinguish literary forms. d) Use literary terms in describing and analyzing selections. e) Explain the relationships between and among elements of literature: characters, plot,

setting, tone, point of view, and theme. f) Compare and contrast the use of rhyme, rhythm, sound, imagery, and other literary devices

to convey a message and elicit the reader’s emotion. h) Explain the relationship between the author’s style and literary effect.

RTLThe teacher will. . .

Play an introductory video for students relevant to Haiku poems: “Sokka’s Haiku Battle” from the show, Avatar.

Students will be able to. . . Identify literary devices and imagery as

well as the significant structure of Haikus.

Anticipatory SetThe teacher will. . .

Facilitate class discussion on the use of literary devices in Haikus. Ask, “How did the literary devices add to the arguments made?

Students will be able to. . . Discuss how literary devices and imagery

enhance the purpose of each haiku “battle” and identify differences in structure of Haikus and the lack of consistent rhymes.

Would they be as insulting or effective without them? What examples of onomatopoeia did you notice? What examples of personification did you notice? What examples of alliteration, assonance, and consonance were present? What “nature imagery” was used? Were there any other devices or imagery used that you noticed?”

Main Lesson ActivitiesThe teacher will. . .

1. Facilitate class discussion on differences in Haiku poetry from other genres such as .

2. Present PowerPoint to review literary devices as well as common genres of poetry from previous lessons and introduce new genres and discuss their characteristics and differences from other genres of poetry. (Be sure to draw significant differences between Ballad-[Song Like] and Epic- [Narrative]).

3. Lead the class in reading “Haiku” by Richard Wright from reading packet and facilitate class discussion on the use of literary devices and structure in the poem.

4. Assign student groups and present students with assignments to write Haiku battles and facilitate student creativity by speaking with each group during in-class work time.

Students will be able to. . .1. Discuss the characteristics and effects of

the following poetic genres: Epic, Free Verse, and Haiku.

2.

3. Discuss the use of literary devices, imagery, and structure within the poem and how it enhances the author’s style and purpose.

4. Students will display knowledge of structure and appropriate use of literary devices as they create Haikus within their groups.

ClosureThe teacher will. . .

1. Conduct a review of poetic genres: Students will be able to. . .

1. Identify characteristics of the

Ballad, Sonnet, Lyric, Free Verse, Epic, and Haiku. (Be sure to again specify difference in Ballad [song-like] vs Epic [narrative] and collect information on what best helped the class understand each competency.

2. Assign students to read and analyze “HAIKU” by Matsuo Basho from reading packet and note discussed elements of Haiku poetry.

following poetic genres: Ballad, Sonnet, Lyric, Free Verse, Epic, and Haiku and reflect on their Haiku Battles and how they were able to use literary devices to enhance their arguments and stick with the 5-7-5 structure.

Assignments:Read and analyze “HAIKU” by Matsuo Basho from reading packet and note discussed elements of Haiku poetry. Highlight uses of literary devices and notate how they are used in the poem in the margins.Assessments:Formative Assessment:Students will be assessed based on their participation and evidence of mastery of targeted SOL competencies by their Haiku battle poems followed by their participation in class discussion in the conclusion. Students should display 100% mastery of content through their projects and class discussion. Students will be assigned a lyrical poem and a Haiku poem to analyze and compare as homework as a form of further assessment in which 90% of students should be able to display 100% mastery.Extenders/Back-up Activities:Students will perform their Haiku Battles for the class, granted there is extra time at the end. As partners, they will describe and explain their Haikus and how they used literary devices to create viable arguments in the 5-7-5 structure.Materials:

Digital projector Computer cart with speakers A mounted white board, marker and eraser at the front of the classroom Poetry packets for each student

Sources Used:Sokka's Haiku Battle. Avatar- The Last Airbender. N.p., 4 Apr. 2013. Web.

Basho, Matsuo. "Haiku." Holt McDougal Literature. TE ed. Orlando, FL: Holt McDougal/Houghton Mifflin Harcourt, 2013. 990. Print.

TEACHER NOTES

Instructional Notes/Questions:

Students may not have seen the show Avatar- The Last Airbender, so be sure to preface the video clip with a brief explanation of the show.

Be sure to focus discussion on the different structure of Haikus and the use of literary devices and imagery to accomplish purpose.

When discussing new genres of poetry, be sure to highlight the distinct difference between Ballad (song-like) and Epic (narrative) to avoid confusing the two genres.

Students should be able to discuss the distinct differences in poetic genres based on their experience with Haikus following the class activity. Be sure to draw attention the benefits and challenges of using appropriate literary devices.

PowerPoint:

Be sure to ask Discussion Questions:

What did you think about Sokka’s poetry battle? How was it different from other poems we have looked at so far? Do you feel that Haikus can be as meaningful even without a rhyme scheme? How do you feel Haiku poetry connects with what Robin Williams said in yesterday’s

video? What literary devices are you noticing in Haiku poetry? What do you notice about the length of this type of poem when looking at it on paper?

Directions for class activity:The teacher should pair partners together to account for classroom diversity and behavior management. Students will work together to create an argument using Haikus; each student will write two Haikus so that the discussion will go as follows: Student A- Student B; Student A- Student B. Students will display mastery of the structure of Haiku poems as well as the appropriate use of literary devices to enhance the author’s purpose.

Instructional Materials:

Digital projector

Computer cart with speakers A mounted white board, marker and eraser at the front of the classroom Poetry packets for each student

Assessments:

Sample of student work:

Homework:

HAIKUBy Matsuo Basho

Harvest moon-

walking around the pond

all night long.

Hear waves shimmering

one or two inches

above the dead grass.

You could turn this way,

I’m also lonely

this autumn evening

Checklist for TWS Lesson Development Checklist for TWS Development Scoring

1. Unacceptable2. Acceptable3. Target

CAEP/2012 NCTE Standards

Points

Narrative Details the background on your unit and chosen lessons Provides rationale for instructional choices Cites texts/sources to support instructional choices Includes all relevant sources in a Works Cited page All sources cited—including images

I; II; III; IV; V.1,V.2; VI.1, VI.2

/15

Process At least two drafts (not including the final) of each lesson are

included At least one peer review sheet per lesson is included At least one editing sheet from instructor is included

VII.2 X 2 =/18

Lessons Points will be added from the model lesson checklist for this.

See plan checklist

/51

Reflection Discusses how lessons have evolved and improved Discusses the process of lesson development/revision Discusses your strengths and struggles as an instructional

VII.1, VII.2

/9

plannerRevision & Editing

TWS Development is organized and reader-friendly Writing clear and concise Edited to professional standards; problems are few and minor

II.1, II.2 /9

Total /102

Checklist for Model LessonsScoring for each factor: 1. Unacceptable 2. Acceptable 3. Target

CAEP/2012 NCTE Standards

Points

Instructional Effectiveness of Lesson Plans Plans exhibit the characteristics of instruction, effectively

teaching—not just testing—a specific identified skill using modeling and scaffolding.

Plans are designed to develop specific skills and understandings.

SOL and essential skills are written out & relevant to each specific lesson.

Products and activities are appropriate for stated state and national standards.

What the teacher will do is clearly explained, including discussion questions, prompts, etc.

Objectives for students are clearly explained using verbs from Bloom’s taxonomy—on all levels not just knowledge and lower levels.

Plans include effective introduction/anticipatory set, main lesson, and closure.

Plans include titles & authors of appropriate texts. Plans describe effective, specific formative, summative, and

self- and peer assessments. Instruction is appropriate to stated SOL and other objectives. Entire document demonstrates an understanding of the teaching

and learning concepts covered in class readings and experiences.

II.3; III; IV; V, VI

33/33

Materials 2 lesson plans are Included. All materials needed to teach the lessons are pasted into or

linked from the lesson plan. Materials are appropriate in format and reading level for the

grade level. Materials are instructionally appropriate and effective for the

objectives and part of your larger TWS.

II.1, II.2, II.3; III; IV; V; VI.2; VII.1

18/18

Materials are labeled and organized in a reader-friendly manner.

Borrowed or adapted handouts/sources are given credit in MLA or APA format.

Total 51 /51