KLA : English Syllabus outcome/s and indicator/s:

Class : Year 7 English

Date : __/__/12 In this lesson the learners will:

Time : 75 mins

Learn about Haiku as a form of poetry. They will learn about Haikus: Students learn to: 4.1 Identify and describe the purpose, audience and context of texts - History 4.3 adapt texts for different purposes, audiences and contexts and articulate the - Influences effects on meaning 4.5 selectively use dictionaries, thesauruses, spellchecks and other reference texts - Features Students learn about: - Rules 4.7 The effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums. They will learn how to compose Haiku the whole process. From brainstorming 4.8 The ways in which specific language forms and features and structures of text ideas to using these to write drafts according to rules, then evaluate and edit these are used to shape meaning including, in written texts: medium, organisation, drafts before they share them with the class. sentence structures, grammar, punctuation, [] the use of formal or colloquial language and figurative language TEACHING AND LEARNING ACTIONS Orientation: 8 minutes Reflection: minutes
Focus: today we are continuing to learn about poetry, but today we get to write some! One of the easiest forms of poetry to write is Haiku because it doesnt need to rhyme and it has very strict rules. We are going to learn these rules and write our own. Engage: Teacher Over the last few lessons you have been looking at particular poetic techniques. Haiku and Cinquain are types of poetry. They sometimes use the techniques you have been learning about. Opening Activity Haiku or Cinquain? Quiz 5 min max! Access: Quiz, on board brainstorm. What we already know about Haiku and Cinquain. Can you guess which samples and features are which poetic form? Content Time Discovery & Exploration Consolidate: ask ID students something new they learnt about how they can use poetry to express the way they feel and see the world. Reflect: has what we have learnt today changed what you think of poetry? Challenge/Extend: make your poems into a poster with one or more illustrations describing or depicting what the poems are about. Students can make a single posters for Haiku or they can also write a Cinquain next lesson on the same topic and combine them. (Explain next lesson is Cinquains etc.. BEFORE STARTING ON FINAL POEM POSTER) Class Structure Teachers Role What - Assessment How Identify and describe the purpose, audience and context of texts
AND

Resources

Class Activity, board brainstorm and quiz Haiku history, context, influence

10 min

5 min

As a class students will respond to a big word haiku and written on the board. Ideas about what they know or think they know about Haiku and what the word means. Samples displayed or written on board, class allowed to respond with opinions. Features and form rules quizzed (alternative to direct instruction) Brief historical account of Haiku - Haiku is 17-syllable verse usually concentrated on natural imagery. It originated in Japan th in the 19 Century. In Japanese, it is the singular (explain vs plurals) of haikai, in haikai no renga "jesting linked-verse;" (originally a succession of haiku linked together in one poem.)

Whole Class

Class control and response, participation on board

Direct instruction of essential content

Student learn through class quizHaiku or Cinquain? samples, rules Learn how the history of Haiku and its context influences the rules about how it is written

Direct instruction from teacher

The ways in which specific language forms and features and structures of text are used to shape meaning

Board whiteboard or smartboard for sharing the class ideas and learning Smartboard or whiteboard for displaying/writing summary of Haiku for students to copy

Content

Time

Discovery & Exploration

Class Structure

Rules of Haiku and how to write Haiku

5 min

Explanation of group activity Expectations Class writes a Haiku through group activities Independent work

5 min

20 min

15 min

Explain: A haiku is always written in 3 lines. Each line has a set number of syllables. The first line - 5 syllables. The second 7 syllables The third line - 5 syllables. A Haiku is inspired by observation of the world! Simply think about something you like, write a free description of it and then make that description fit the rules! Haiku are commonly accompanied by an illustration Briefly explain parts of speech: nouns, verbs, adjectives to consolidate (use MadLibs explanations) Explain verb evaluation as important HSC - Make a judgement based on criteria; determine the value of explain that they need to evaluate group word choices Students are split into groups. They are going to brainstorm words about the season of winter. Group 1 is nouns. Group 2 is adjectives (words that describe the season.) Group 3 writes verbs (action words of the season.) Students will work independently to write their own haiku, using words from the charts to help them generate ideas. Make sure that students understand that the word lists are for reference and ideas; encourage them to use their own words if they think of something that is not on the charts. Students have opportunity to share their Haiku if it is finished, peers offer feedback. Fast students can start, or homework is to write their Haiku on a new piece of paper supplied? And accompany it with an illustration

Whole class

Teachers Role Direct instruction, explain idea of fewer words for potent image

What - Assessment How The ways in which specific language forms and features and structures of text are used to shape meaning

Resources Board to write or display information on, samples of Haiku with illustrations

Instruction in how the structure of the Haiku, through syllable count, shapes meaning

Whole class

Direct instruction

Assessed in next activity Grammar nouns, verbs, adjectives. Evaluation skills

Board to write on explanation of parts of speech

Group work

Individual student work

Monitor group activities, correct mistakes Monitoring and helping students who require it

adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

Knowledge of parts of speech and their differences required. Adapt original Haiku purposes to describe their own experiences of the season of winter Sharing of poetry with class, class listens

Large A3 or butchers paper for group word lists

Haiku Starter worksheet (with the spots for the syllable counts Haiku starter worksheet Blank sheets of paper for fast students, homework task

Reflection and 10 min Consolidation of learning

Class response to peers

Encouraging students to share Haiku and work at home

Public speaking skills, audience etiquette

Hinde Mcleod, J & Reynolds, R. (2007) Quality Teaching for Quality Learning , South Melbourne: Thomson Social Science Press, p. 106

KLA : English Syllabus outcome/s and indicator/s:

Class : Year 7 English

Date : __/__/12 In this lesson the learners will:

Time : 75 mins

Learn about Cinquain as a form of poetry. They will learn about Cinquains: Students learn to: 4.1 Identify and describe the purpose, audience and context of texts - History Cinquain is pronounced 4.3 adapt texts for different purposes, audiences and contexts and articulate the Influences effects on meaning SING-KEYN 4.5 selectively use dictionaries, thesauruses, spellchecks and other reference texts - Features Students learn about: Cinq is pronounced SANK - Rules 4.7 The effectiveness of specific language forms and features and structures of texts for different purposes, audiences and contexts and for specific modes and mediums. They will learn how to compose Cinquain the whole process. From brainstorming 4.8 The ways in which specific language forms and features and structures of text ideas to using these to write drafts according to rules, then evaluate and edit these are used to shape meaning including, in written texts: medium, organisation, drafts before they share them with the class. sentence structures, grammar, punctuation, [] the use of formal or colloquial language and figurative language TEACHING AND LEARNING ACTIONS Orientation: 8 minutes Reflection: minutes
Focus: today we are continuing to learn about writing poetry! Two of the easiest forms of poetry to write are Haiku and Cinquain. We learnt about Haiku last time. Like Haiku, Cinquain poem dont need to rhyme and have very strict rules. We are going to learn these rules and write our own. Engage: Teacher Opening Activity Do you like this Cinquain? - display samples for opinions and quiz kids on rules of Cinquain Access: Quiz, on board brainstorm. What we already know about Cinquain. (Explain it is ok to get them wrong, we are going to learn more about the form later) Content Time Discovery & Exploration Consolidate: ask ID students something new they learnt about how they can use poetry to express the way they feel and see the world. Reflect: has what we have learnt today changed what you think of poetry? Challenge/Extend: make your poems into a poster with one or more illustrations describing or depicting what the poems are about. Same as the posters for your Haiku, make one for your Cinquain or, if it is about the same subject matter you can combine them.

Class Structure

Teachers Role

What - Assessment How Identify and describe the purpose, audience and context of texts
AND

Resources

Class Activity, board brainstorm and quiz Cinquain history, context, influence

10 min

5 min

As a class students will respond to a big word haiku and cinquain written on the board. Ideas about what they know or think they know they are and mean. Samples displayed or written on board, class guesses whether they are Haiku or Cinquain. Features and form rules also quizzed (alternative to direct instruction) Explain historical and phonetic origins of the word cinquain French word for 5, because the form has five lines (adaption of French word by an American = different pronunciation) cinquain "collection of five," 1711, from Fr. cinq "five" five. 5lined stanzas of verse from Adelaide Crapsey (1878-1914.)

Whole Class

Class control and response, participation on board

Direct instruction of essential content

Student learn through class quizHaiku or Cinquain? samples, rules Learn how the history of Haiku and its context influences the rules about how it is written

Direct instruction from teacher

The ways in which specific language forms and features and structures of text are used to shape meaning

Board whiteboard or smartboard for sharing the class ideas and learning Smartboard or whiteboard for displaying/writing summary of Haiku for students to copy

Content

Time

Discovery & Exploration

Class Structure

Rules of Cinquain and how to write Cinquain

5 min

Class writes a traditional Cinquain as a 10 min group activity

Class writes a word 10 min Cinquain as a group activity

Independent work

20 min

Explain: There are two types of Cinquain - the type that Adelaide invented, inspired by Haiku. Like Haiku, the rules are based on the number of syllables in each line. A modern adaptation of this is word cinquain, where the number of words allowed in each line is controlled. Cinquain is, like Haiku, inspired by observation! Normal descriptions can easily be made into cinquain Students use the word sheets from the previous lesson to think about how they can use these same words in a trad Cinquain. Rules: line 1 - 2 syllables, line 2 - 4 syllables, line 3 - 6 syllables, line 4 - 8 syllables, line 5 - 2 syllables line 1 - one word (noun) a title or name of the subject line 2 - two words (adjectives) describing the title line 3 - three words (verbs) describing an action related to the title line 4 - four words describing a feeling about the title, a complete sentence line 5 - one word referring back to the title of the poem Students will work independently to write their own cinquain, using words from the charts to help them generate ideas. Make sure that students understand that the word lists are for reference and ideas; encourage them to use their own words if they think of something that is not on the charts.

Whole class

Teachers Role Direct instruction, explain idea of fewer words for potent image

What - Assessment How The ways in which specific language forms and features and structures of text are used to shape meaning

Resources Board to write or display information on, samples of Haiku with illustrations

Instruction in how the structure of the Haiku, through syllable count, shapes meaning Participation and comprehension

Whole class

Whole class

Class activity Composition skills + outcome 4.8 The ways in which specific language forms and features and structures Participation Class activity of text are used and to shape comprehension meaning

Board to write on rules, suggestions, and final class Cinquain

Board to write on rules, suggestions, and final class Cinquain

Individual student work

Monitoring and helping students who require it

adapt texts for different purposes, audiences and contexts and articulate the effects on meaning

Reflection and 10 min Consolidation of learning

Students have opportunity to share their cinquain if it is finished and peers can offer feedback. Fast students can start or homework is to write their Cinquain on a piece of paper supplied? And accompany it with an illustration, this may be displayed.

Class response to peers

Encouraging students to share cinquain and work at home

Public speaking skills, audience etiquette, evaluation and reflection skills

Adapt original cinquain purposes to describe their own experiences of the season of winter Sharing of poetry with class, class listens. Reflection worksheet

Graphic Cinquain Organiser, Apple Cinquain Organiser worksheets

Cinquain reflection worksheet, board to share class cinquains