Key learning Area English Topic and focus Poetry: Haiku AusVELS Level 3 & 4 How the topic

and grade level connect to AusVELS Level 3

Date 15 May 2013 Year Level 3/4 Group size 25

Discuss the nature and effects of some language devices used to enhance meaning and shape the readers reaction, including rhythm and onomatopoeia in poetry and prose . ( identifying the effect of imagery in texts, for example the use of imagery related to nature in haiku poems).

Level 4 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns. *Cross-curriculum priorities engagement with Asia. Learning Outcomes Students to be able to articulate what differentiates a haiku from other forms of poetry and construct haiku poems using differing methods and themes. Description of the Activities 45 minutes 1. Introduction recap the information about the haiku form that was introduced in the prior lesson. Explain the variety of form that haiku covers in more detail than in lesson one (the difference between traditional Japanese haiku somewhat strictly 17 syllables, and English haiku 3 paragraphs able to be said in one breath with 17 syllables if possible), the themes of the haiku form. 2. Ask the students in their pairs to brainstorm all the wow words that they think will be useful descriptive words to use when writing haiku. The wow words must describe the following themes; seeing, hearing, smelling, tasting, and touching. For students who need to be extended ask them to use a thesaurus to find more expressive vocabulary. 3. The teacher leads the class to construct a class haiku utilising the descriptive wow words that the students have earlier brainstormed. 4. The students to work in their pairs (to share ideas with, but writing individual poems) to compose haiku poems on different themes; one about an image describing a picture/snapshot like a photograph captures a moment, one about the weather/season, one about feeling/emotion, and one where the students are to compose the final line of a poem template that the teacher writes on the whiteboard. 5. After the students are finished working on their poems there will be time for students to share

their work with the class.

Assessment Strategies Informal formative assessment where the teacher monitors students background knowledge of the topic and the progression of their comprehension during the lesson through watching their engagement with the class activities. Reflections