For this
lesson, I wanted to create a lesson about a topic that
will challenge students' critical thinking while embracing their
creativity simultaneously. Therefore, I chose to create a lesson from a Poetry
Unit: Haiku. I chose Haiku because it reflects culturally responsive teaching
as well as learning. Students are always having difficulty in the poetry field
so I believe integrating technology for this lesson will ease their nerves and
allow them to become more familiar with Haiku, understand its structure and
background so they can embrace their creative side and produce their own
version of a haiku. The lesson rationale and context is to expose students to a
form of poetry that is popular and commonly used. The goal of this lesson is to
teach students the history of haiku, understand the basics and structure, break
down its essentials and write their own sample.
For the
first part of this lesson, I chose to use a cross- curricular standard from History
because students will be reading a brief online article about the history of
haikus as well as learning about different cultures and how they influenced a
popular forms of literature. Once students read the article, class will
reconvene into a group discussion to activate the students’ prior knowledge by filling
out the first two columns of a K-W-L chart using the Smart Board. This part
intertwines with the NETS-S standard: develop
cultural understanding and global awareness by engaging with learners of other
cultures. Because Haikus originated from Japan , students will benefit and
expand their knowledge from learning about poetry and cultures.
The next part of this lesson requires the teacher to give a
brief lecture about the background of haikus. Furthermore, I will teach the
structure of haikus through demonstration. There will be a haiku on the Smart
Board and students will use information they already know from previous lessons
about poetry to dissect the chosen haiku. As a class, we will analyze the haiku
for symbolism, themes and other literary devices. Following, there will be a
brief Q&A session simply to eliminate any of my students’ confusion and
answer their questions. Once my students become fairly comfortable with the new
information, they will be given a haiku to dissect independently. After 5-7
minutes, students will evaluate themselves and their work then switch with a
partner for peer-assessment. Because this part is mainly lecture-based, the
only technological tool I will be using is the Smart Board. Similar to the
first part of the lesson, this intertwines with the NETS-S standard: develop
cultural understanding and global awareness by engaging with learners of other
cultures.
The next part of the lesson requires students to get into
groups of five or six and dissect a chosen haiku for symbols, imagery, diction,
etc. They will need internet access because they will be using PowerPoint as
well as the Smart Board to explain and present their conclusions about their
haiku. They will be given ten minutes to complete this task then class will
reconvene into a group discussion. Because this is a collaborative activity, it
aligns with NETS-S standard: plan and manage activities to develop a solution or
complete a project.
The fourth part of this lesson requires students break off
into groups in order to creatively write their own haiku as a part of a
collaborative learning environment. Students will be using computers and
PowerPoint to produce their projects. This activity will be part of a friendly
school-related competition. Because students will be using technology to create
an end result for their project, it aligns with the NETS-S standard: select and
use applications effectively and productively.
Finally, the last part of this lesson requires groups to
present their projects using PowerPoint and Smart Board. Once all presentations
are done, there will be a large group discussion where we will fill out the
remaining column of the K-W-L chart. Students will then work independently on
the computers to reflect on today’s Haiku lesson. After they have created their
blog posts, they will comment on a peer’s blog (preferably one they have not
worked with today). This will then end today’s lesson. The NET-S standard that
follows this final part of the lesson is: exhibit a positive attitude toward
using technology that supports collaboration, learning, and productivity.
Using and creating a spreadsheet when creating a lesson plan
is very beneficial when trying to align my content standards, teaching
strategies and technologies I will be using within my classroom. It helps me be
more organized with my lesson planning and further understand the effectiveness
of integrating technology within the classroom.
