Language Arts: Monday, February 11, 2019 Handouts: * Write a Haiku poem * “Find/Present a Poem” directions/rubric Homework: * Write your own haiku poem Due tomorrow (Tuesday), BOC * “Find/Present a Poem” project Planning Sheet due this Friday, Feb. 15 Poem Project due a week from Friday, Feb. 22 No late work accepted—we need it that day. Assignments due: * None

Lesson Goals: Students will learn how to write Haiku poetry and strategize to prepare for their “Present a Poem” project. Outcomes: Be able to . . . Describe the distinctive features of a Haiku poem. Analyze published Haiku poetry. Write a Haiku poem. Analyze how other 6th graders have presented favorite poems. Examine the requirements for your “Present a Poem” project.

Starter #1: What is Haiku poetry? Haiku is a poetry form that originated in Japan in the late 1800s. It usually follows these guidelines: 1) It’s three lines; 2) It’s usually about nature; 3) It usually has a total of 17 syllables: 5 syllables in the first line; 7 syllables in the second line; 5 in the third line.

Starter #2 How to write Haiku poetry . . . Line 1 5 syllables to state your subject Line 2 7 syllables to describe your subject Line 3 5 syllables to define a word in the second line Examples: An old silent pond . . . A frog jumps into the pond, Splash! Silence again. The red blossom bends And drips its dew to the ground Like a tear it falls.

Starter #3 Look at today’s Haiku handout Starter #3 Look at today’s Haiku handout. Use that at home to help you write your own haiku. Then type out your haiku, save it as a PDF, and print out a copy to hand in tomorrow, BOC. If you cannot print out a copy, you must talk to me today, before the end of the school day. Do NOT send me an email today/tonight, and do not tell me tomorrow, “Mrs. D, I couldn’t . . .” A word of caution: Plagiarism will result in serious consequences. So don’t even think about taking unethical shortcuts. You will turn in this handout, and the work you place on it will serve as your rough draft—I want to see your process in developing your poems. When you finish, type up and print out your poem in any font you wish.

Starter #4 Let’s discuss your poetry project. Turn to that handout. Look at the poems displayed around our classroom. Note how varied the projects are, reflecting each student’s own personal creativity. Now it’s your turn. Select a favorite poem from a published source, creatively illustrate it, identify its poetic devices, then plan how you will present that poem to our class. Your goal is to help the class understand the poem and identify its poetic devices. Over the next two weeks, I will teach you what I mean by “poetic devices.” You will hand in two sheets, one with the poem, another with your creative illustration. I will scan them, save them as PDFs for you, then place them on PP slides for your presentation. Let’s call up some PP presentations to show you how it will look. Templates for St. Agnes

Starter #5 How will you find a poem? Turn to your Planning Sheet. By this Friday, every student must decide what poem he/she is going to present to the class. Indicate your decision on the Planning Sheet. You must hand in your Planning Sheet this Friday. Every student will share a different poem. You may not use the poems you see posted around our room, nor can you use the poems that are in these booklets I created. So . . . what poems can you use? Let’s discuss your Planning Sheet, because it gives you some tips.