![]() I will tell them that we will post their writing and illustrations outside our classroom so that the rest of the school can learn about and enjoy haiku poems across the seasons, too. I will explain that the next day we will each get a chance to write down our thinking about a particular poem and use oil pastels to illustrate that poem. This will continue until each poem has been discussed.Ĭonclusion: I will compliment the students on their collaborative skills and on how they found evidence in each poem to support their thinking. They will take comments and questions from other students. Then they will show, using chart paper (we will have each poem written on chart paper) which words their group underlined and why they think these words are evidence for the poem being connected with a particular season. Share (10 – 15 minutes): One or two people from each group will read one of the poems to the class. During this time, I will choose one or two people from four of the groups to share their group’s thinking on one of the poems. We will expect them to orally explain why their evidence connects to their season as I come around and monitor each group. They will be expected to work together to label each poem with a season and underline the evidence in each poem for the season. Group Work Time (15 - 20 minutes): Each group will receive a Haiku Across the Seasons* handout. We will make sure it is clear that students need to talk together and agree before evidence is underlined and that they need take turns underlining evidence and writing on the Season:_ line. After this modeling, I will ask the students what they noticed about how we worked together. Then we will model reading one poem together, discussing the evidence, and underlining it. (The reason for using the same poems is that, because students will already be familiar with the poems, they can focus on what we are modeling-how to work as a group when completing the task.) We will discuss as a group how we will take turns reading the poems, and how each of us will underline the “evidence” in each poem (the words that show it is connected with a season), and write the season on top of one poem. We will use the four poems from yesterday’s lesson, which we will have in front of us typed out. Mini-lesson (10 minutes): My co-teacher or assistant (if possible), two students and I will model how to work together to complete the assignment. Today you are going to that detective work with four different poems in your table groups.” (3 –4 students sit at each table.) “Yesterday we read four haikus carefully and found evidence in each poem to connect it to one season. If you are not sure, give me a sideways thumbs.” Depending on the overall response, I will say: “Tomorrow I will be walking around to help you if you have trouble, but I feel confident that you can be haiku poetry detectives in small groups tomorrow without much help from me!” or “I am so excited to see the work you do tomorrow!”Ĭonnection (1 minute): I will introduce the work we will be doing and connect it to the work we did the day before. What do you think? If you think you are ready to read four poems at your table and pair them each to a season, give me a thumbs up at your chest. I think that tomorrow you will be ready do this same work with different poems in small groups. When the students are done reading each poem and pairing each poem with a season, I will tell them: “You did a wonderful job of finding clues-evidence-in each poem to show which season it refers to. Although the process of acting out each poem will enable the students to move around a bit, it may be optimal to split this process into two separate 20 minute periods to minimize the period the students are sitting on the rug from 40-45 minutes to about 20 minutes.ĥ. ![]() **Please note that this sequence could be split into two 20-minute periods over the course of one day or two consecutive days. ![]() Photograph of apples by London Looks, available under a Creative Commons license.
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