Tori Murray
ELE 301-Dr. Conte
Edgewood Elementary School
Mrs. Rittersbach, Grade 1
1. Title
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and Grade Level:
Animal Haiku
Language Arts
1st Grade
2. Lesson Essential Questions:
• What does a haiku consist of?
• What are characteristics of animals?
• What are syllables?
3. Standards:
Common Core:
• CCSS.ELA-LITERACY.SL.1.5
Add drawings or other visual displays to descriptions when
appropriate to clarify ideas, thoughts, and feelings.
• CCSS.ELA-LITERACY.L.1.1
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking.
• CCSS.ELA-LITERACY.RF.1.4
Read with sufficient accuracy and fluency to support
comprehension.
• CCSS.ELA-LITERACY.RF.1.4.A
Read grade-level text with purpose and understanding.
• CCSS.ELA-LITERACY.RF.1.4.B
Read grade-level text orally with accuracy, appropriate rate,
and expression on successive readings.
• CCSS.ELA-LITERACY.RF.1.4.C
Use context to confirm or self-correct word recognition and
understanding, rereading as necessary.
Pennsylvania Standards:
• CC.1.1.1.C: Demonstrate understanding of spoken words,
syllables, and sounds (phonemes).
• CC.1.1.1.D: Know and apply grade level phonics and word
analysis skills in decoding words.
• CC.1.3.1.F: Identify words and phrases in stories or poems that
suggest feelings or appeal to the senses.
4. Learning Objectives and Assessments
Learning Objectives
Students will be able to create
their own haiku poems following
the rules of a haiku.
Assessments
Teacher will assess student’s
ability to create a haiku by
visually assessing each students
haiku
5. Materials
• Haiku template
• Haiku prewriting worksheet
• White board easel
• Haiku powerpoint
6. Prior Knowledge
Prior to this lesson, students will have worked with poems. The
students have a poetry book that they use at least once a month. The
students often do ‘word hunts’ in poems. Students have had experience
creating motions to go with poems. Students will have knowledge on
acrostic poems. Some students may know what a Haiku is, but others
may not.
7. Lesson Beginning
To begin the lesson, the teacher will ask the students to name some
characteristics that describe animals. The teacher and students will
create an extensive list of characteristics of animals. If the students
have trouble listing characteristics, the teacher can tell the students
to close their eyes and think of an animal. Once the students think of
an animal, the teacher will ask for characteristics that describe that
animal they were thinking about.
8. Instructional Plan:
15 Minutes
• After brainstorming a list of characteristics, the teacher will
show a Haiku about frogs:
Slimy, jumping, fast
They live in water and trees.
Frogs are green creatures
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The teacher will clap out the syllables of each line. The teacher
will have students volunteer to read the poem line by line. The
teacher will have the students clap out the syllables.
The teacher will show the students a second animal haiku:
Black and white striped
You can see them at the zoo
Zebras are fast
The teacher will clap out the syllables of each line. The teacher
will have students volunteer to read the poem line by line. The
teacher will have the students clap out the syllables.
The teacher will ask the students what they noticed about the
syllables in both of these animal poems, leading to a discussion
that haikus contain 5 syllables, 7 syllables, then 5 syllables
25 Minutes
• After learning about haikus, the students will get a haiku
prewriting worksheet. The students will choose an animal that
they are going to write their haiku about. The students will
write down characteristics that describe their animal, and they
can use the brainstorming list from the beginning of the lesson.
• Then, students will write a rough draft on their prewriting
worksheet. The students will get their haiku checked by a
teacher before moving on to their final copy.
• Students will complete their final copy. Early finishers can draw
a picture at the bottom of the page.
Differentiation
Early finishers will be able to draw pictures that go along with
the poem. The poem on the Smart Board will serve as a visual
aid that will enhance student engagement. The choral reading
and modeling of reading by the teacher will aid students who
learn best from listening; auditory learners. All students will
participate in choral reading, so no one will feel uncomfortable
reading aloud alone and no one will feel left out of reading. Only
students who wish to read the poem aloud will have to read in
front of the class.
Questions
o How many syllables are in each line of a haiku?
o What is a haiku?
o How can you find syllables?
o What is a syllable?
o What are characteristics to describe animals?
Classroom Management
The teacher will use responsive classroom techniques to manage
the classroom and gain the students’ attention. (Examples:
5,4,3,2,1, let me see your eyes for a minute, and 1,2,3 eyes on
me) Teacher will set clear behavior expectations for being on
the rug. Teacher will model how to read the poem with
expression.
Transitions
The teacher will start the lesson on the reading rug in front of
the Smart Board by calling over tables individually. After
reading the poem multiple times the teacher will explain the
directions for the next activity. Before dismissing the class to
their seats, the teacher will ask one student to repeat her
directions. The teacher will call the students by groups for any
transitions made between the rug and desks.
9. Closure
To bring this lesson to a close, the students will share their haiku, and
the students’ haiku’s will be hung in the classroom.
Prewriting Worksheet: Final Copy