Dr. Lettie K.

Albright
Your Name: Laura Hilton
Length of Lesson: 1 hour

READ 3013 Lesson Framework # 3

First Name of Student: Ayanna
Grade Level of Student: 8th grade Date of Lesson: April 25th, 2014

Rationale
Ayanna will study haiku in this lesson because she requested another unit on poetry. I
believe she will find this type of poetry interesting and different. It will allow her to have another
view on poetry.
Lesson Goals/Objectives
The goal of this lesson
TEKS:
b (1) Reading/Fluency. Students read grade-level text with fluency and comprehension. Students
are expected to adjust fluency when reading aloud grade-level text based on the reading purpose
and the nature of the text.
(3) Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical,
and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to:
(A) analyze literary works that share similar themes across cultures;
(4) Comprehension of Literary Text/Poetry. Students understand, make inferences and
draw conclusions about the structure and elements of poetry and provide evidence from
text to support their understanding. Students are expected to compare and contrast the
relationship between the purpose and characteristics of different poetic forms (e.g., epic
poetry, lyric poetry).
Students Prior Knowledge
Based on the previous lesson, Ayanna should be comfortable with poetry and should be familiar
with the idea of theme and structure in poetry. Additionally, she should have previously heard of
haiku in her English classes at school.
Resources and Materials
Video clip: https://www.youtube.com/watch?v=K7-2_gUuWK4, paper, pen, Haiku handout with
poems by Basho (An old pond, Collecting all, Cricket, from your cheery cry) and Yoshi
Mikami Issa (A giant firefly:, A lovely thing to see, In my old home)
Procedures
1. Pre/Before: Show student (s), the video clip from Avatar the Last Airbender. Ask,
based on what they have seen in the video, what they know about haiku. Other questions
to ask: Have you heard of haiku before? What else do you know about it? Have you ever
written a haiku?

Dr. Lettie K. Albright

2. During/While: Give student the handout with poems by Basho and Yoshi Mikami Issa.
Take turns with your student(s) reading the haikus aloud. After they have read the poems,
give the student(s) background information on each one of the authors.
Discussion: Have a guided discussion with the student(s). Questions to ask: Out of the
poems we have read today, which one is your favorite? Why? What themes did you
notice in the poem? What contrasts are presented in the words? Are there any similarities
between the poem you liked the best and the poem we read in the last lesson (Nothing
Gold Can Stay)?
3. Post/After: Have the student go through the poem of their choice and place a slash (/) to
indicate where the syllables are. Discuss the basic structure of the haiku and now ask the
student to write their own based on one of the following prompts:
-Write a haiku based on your favorite season
-Write a haiku about your favorite person
-Write a haiku about yourself and your personality
4. Closure: After the student(s) have written their haiku, ask them to read it aloud and
discuss why they chose certain words. Questions to ask: Did you follow the structure of
haiku? Can you show me using the slashes (/) to indicate where the syllables are? What
themes are present in your haiku? Why is haiku important?
Evaluation
Evaluation of student(s) will be based on accuracy of labeling syllables and showing a distinct
correlation to the prompts given when writing their own haiku.