Stories and poems.Haikus

LESSON: Unit 5 Creativity

Stories and poems. Reading and writing poems and haiku.

School: Sh.Baibatshayev

Date:30.01.2020

Teacher name: Kerimbekova G

CLASS: 5

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

W3 write with support factual descriptions at text level which describe people, places and objects

Lesson objectives

All learners will be able to:

• identify subject matter and format criteria of haiku.

• use visual art to interpret their own written images.

Most learners will be able to:

• use descriptive words to create visual images in writing.

Some learners will be able to:

• create more advanced haiku

Language objectives

Vocabulary related to seasons

Value links

Respect, Co-operation

Cross curricular links link

Literature

ICT skills

Projector or Smart board to display presentation

Previous learning

Plan

Planned timings

Planned activities

Resources

Beginning

3 min

• Greeting the students

• Setting the aim of the lesson

I Warm up (WC)

To revise the haiku teacher shows example of it with the odd words inserted. Students read the poem and choose the correct words.

PPP, slide 1

PPP, slides 2-3

Middle

5 min

20 min

10 min

II Vocabulary builder (GW)

1. Teacher arranges students into three groups. Each group will need table space. Teacher tells students that each group will create a word chart and gives each group one piece of A4 format paper and two markers.

Differentiation

Reading, writing, and speaking abilities are balanced among the groups. It is recommended to put students into groups in such a way that in each group there are students with strong reading, writing and speaking abilities.

2. Teacher asks one group of students to think about the current season, and write a list of 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. 

3. Teacher asks 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. 

4. 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. 

5. Teacher gives students time to generate as many words as they can on one piece of chart paper. When the three word charts are complete, teacher posts them onto the whiteboard so that all students can review all charts. Some words may be added to (or deleted from) each chart. 

Note: in the activity described above students use their prior knowledge. The level of vocabulary can vary according to the class. The words provided here are just an example.

6. Teacher tells students that they will use the word charts in a poetry-writing activity.

III Writing (GW)

1 Students will work independently to write their own haiku, using words from the charts to help them generate ideas.

Teacher makes sure that students understand that the word lists are for reference and ideas and encourages them to use their own words if they think of something that is not on the charts. 

Differentiation

Teacher circulates among students to answer and ask questions. As students write particularly interesting phrases, teacher encourages them to keep doing it.

2 Having finished writing their poems students copy them onto A3 format papers and illustrate them.

IV Presentation and peer assessment (GW) (FA)

Students swap their papers and assess each other using the Haiku evaluation rubric.

http://www.readwritethink.org/classroom-resources/lesson-plans/seasonal-haiku-writing-poems-39.html

A4 format papers and markers

A3 format papers, coloured pencils or felt-tip pens

Appendix 1 (the Haiku evaluation rubric)

End

2 min

Feedback

Students reflect on the level of difficulty of the lesson.

Thumbs up – normal

Thumbs down – very difficult

Home task.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Cross-curricular links
Health and safety check

ICT links

1 Reading, writing, and speaking abilities are balanced among the groups.

2 Teacher circulates among students to answer and ask questions.

• Peer assessment using the Haiku evaluation rubric

• Literature

• Everyday classroom precautions

• Projector or Smart board to display presentation

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?