While I am still stressing over deciding how I'm going to have my students plan their compositions this year, I know that the next step in the writing process will be teaching them how to HOOK the reader with a fabulous lead. This has always been one of my favorite lessons of the year because you can totally play up the "hook" theme, and the fourth graders really impress me with how talented they are at crafting their own leads.
Objectives of the Remodeled Lesson explore the thoughts and feelings of another culture through critical reading of Haiku practice creative thinking and writing Groundwork for the study of haiku poetry should begin with an understanding of the Japanese culture and the exploration of the underlying purposes of the poetry.
Appreciation for another culture may be accomplished through the visit of a foreign exchange student, a film on current Japanese life, and a study of oriental art, especially with respect to nature.
Students could research Haiku, Japan, and Japanese and other Asian art in dictionaries, art books, and encyclopedias, and read more examples of haiku in library books. With this background, the empathy of the students will develop so that the exploration of thoughts underlying feelings will naturally flow into the creativeness of haiku.
S During the discussion of the poetry, questions should be asked about the authors and how they felt and thought when writing the poems, and why they chose to express their feelings with poetry. A background in other nature poems would contrast and give insight into the depths of feelings and ideas expressed in poetry.
S-4 Students could evaluate the poems they read.
How does it make you feel? What do you suppose the author was thinking and feeling? Why was it written? Is it well written? Do you like some of these more than others?
It is understood that the mechanics of haiku poetry have been taught during appropriate intervals. During the brainstorming sessions, feelings may be identified through the use of colorful words and their synonyms.
Descriptive phrases may be listed around a central idea and synonyms substituted to balance the poetry with the correct number of syllables. Thus the students are well prepared to develop their rough drafts and then to revise and rewrite their haiku poems in an atmosphere loaded with expressed thoughts and rich cultural understanding.
Critique This lesson missed the opportunity to explore the cultural background of haiku poetry. The teacher is the main investigator and disseminator of information.
Groundwork for the study of haiku is negligible with the exception of a previous lesson on synonyms. The students need to have an enriching, valuable personal experience of exploring the Japanese culture and thereby understanding the underlying purpose and background of haiku poetry.
Although the basic facts are introduced in the lesson on haiku, other factors need to be established, such as the quality of emotions and how the feelings may be expressed most effectively.
These feelings may be explored through the thoughts of the Japanese authors. Students are asked to write rough drafts after viewing several poems correctly written, a beginning poem with one line, and two poems with an incorrect number of syllables. After reading aloud the first poems, finishing the one poem, and correcting the last poems, students were assigned haiku poetry on the seasons.
At this point, discussion on background the students need, would be appropriate. That is, not only synonyms, syllables, and such, but the emotions, feelings, and thoughts of these would-be writers should be explored. The students would have a more complete understanding of not only the mechanics, but of their thoughts and feelings and how to best express them through haiku.A book report is an important academic assignment, which is about writing a summary, review, and brief feedback on a particular book.
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