English Language Arts 6-9: Sample Poetry Study Outline

Sample Poetry Study Unit Outline Haiku: From Sound to Meaning (Grade 6

Contexts: Imaginative, Environmental, Literary
Time Line: 2-3 weeks

Using the suggestions and resources in the sample unit framework on page 219, teachers may develop a variety of poetry units for grades 6-9. The following poetry study unit outline demonstrates one way that the suggestions and resources may be developed into a unit for grade 6 students.

Objectives

The foundational objectives develop gradually and continuously throughout the Middle Level. The learning objectives identified below have been selected as the focus for this grade 6 sample unit outline.

Speaking

Students will extend their abilities to recognize that talk is an important tool for communicating, thinking, and learning.

recognize that talk is helpful for exploring ideas and expressing understanding.

Students will extend their abilities to practise the behaviours of effective speakers.

share ideas and information in one-to-one and small group situations.

Students will extend their abilities to speak fluently in a variety of situations for a variety of purposes and audiences.

read aloud with enthusiasm and expression
recite short poetry selections
participate effectively in group discussions.

Listening

Students will extend their abilities to recognize that listening is an active, constructive process.

demonstrate willingness to be active listeners
value listening as a means of learning and enjoyment.

Students will extend their abilities to practise the behaviours of effective, active listeners.

reflect upon and assess their own listening strengths and needs using such methods as prepared checklists, audio recordings, and teacher conferences.

Students will extend their abilities to listen effectively in a variety of situations for a variety of purposes.

listen to participate in a discussion, to understand information, and to enjoy.

Writing

Students will extend their abilities to recognize that writing is a constructive and recursive process.

value their own experiences, opinions, observations, and ideas as sources for authentic writing.

Students will extend their abilities to practise the behaviours of effective writers.

generate and explore ideas for writing using a variety of pre-writing techniques
shape and develop pre-writing into a written draft by using formats appropriate to purpose and audience
proofread and edit to ensure that word choices are vivid and that they accurately convey the intended meaning
share writing-in-progress and final drafts in various ways.

Students will extend their abilities to write fluently and confidently for a variety of purposes and audiences, employing appropriate formats.

experiment with poetry writing
sequence ideas and information appropriate to the chosen format.

Reading

Students will extend their abilities to recognize that reading is an active, constructive process.

value reading as a means of learning and enjoyment and read willingly when motivation is provided.

Students will extend their abilities to practise the behaviours of effective, strategic readers.

select and use appropriate strategies for constructing meaning from text
reflect on their personal and critical response to what they read and share their responses with others
consider others' responses in reshaping and extending their own responses.

Students will extend their abilities to read fluently and confidently a variety of texts for a variety of purposes.

respond to poetry.

Integrated Language Study

Students will extend their abilities to:

recognize and use the language of literature.

Common Essential Learnings

Many of the objectives for English language arts also develop knowledge, skills, and processes related to the C.E.L.s of Communication, Critical and Creative Thinking, Personal and Social Values and Skills, and Independent Learning. In addition, other C.E.L.s may be emphasized, depending upon the unit topic or theme. Objectives related to the C.E.L.s for this sample unit outline are stated below to provide direction for teachers. However, emphasis on particular C.E.L.s within a unit does not preclude the development of other C.E.L.s.

The following objectives related to the C.E.L.s were selected for this sample unit outline:

visualize objects, ideas, people, or places (CCT)
use expressive language to demonstrate understanding of poetic forms and concepts (C)
move from literal meanings toward a sensitivity for connotations (CCT)
work co-operatively and contribute positively in group learning situations (PSVS)
respond sensitively to others' ideas and products (PSVS).

Unit Focus and Direction

This unit focuses on haiku poetry and its form, content, and history and provides opportunities to speak, listen to, write, and read this form of poetry. Students usually enjoy the haiku form because it has a set number of syllables in each line and provides a challenge as they attempt to encompass their ideas and create images within the given formula. The use of imagery in traditional haiku encourages students to use their imaginations and senses to interpret and create.

Suggested Resources

The following useful resources are annotated in the bibliography:

Haiku: One Breath Poetry

For the Love of Language: Poetry for Every Learner (pp. 94-95)

Prism of Poetry (pp. 36-37)

A Child's Anthology of Poetry (pp. 129-131)

Poetry Express (p. 105)

Many student anthologies also contain information about and examples of haiku poetry. Have students investigate the school library collection for anthologies or books containing haiku poetry.

Note: The bibliography that accompanies this guide will be updated regularly to include suitable new releases. Teachers are encouraged to select resources from the bibliography and from their own repertoire of literature, considering the needs and interests of their students.

Assessment Suggestions

Speaking

Establish criteria by which students will be assessed during read-alouds and recitations.
Use checklists and/or anecdotal notes to gather information about students' abilities and needs during Literature Circle group discussions.

Listening

Have students complete self-assessment checklists following read-alouds and Literature Circle group discussions.

Writing

Establish criteria by which written products will be assessed.
Observe students during their writing processes to determine their abilities and needs.

Reading

Establish a specific number of haiku poems to be read and responded to during the unit.
Assess students' responses according to pre-established criteria.
During reading observe students' abilities to use various strategies in order to make sense of what they read.

Activities and Procedures

At the beginning of or during each class, read aloud examples of haiku poetry to the students. Use audio or video recordings, if possible, to provide variations in reading voices and interpretations. Eventually, encourage and expect students to read favourite haiku poetry aloud (their own and others').
Through brief mini-lessons, present and discuss the following information about aspects of haiku poetry:
- the form: 3 lines, 5-7-5 syllable form
- the content: traditional subjects of haiku are usually nature or the environment, but many other topics comprise the content of contemporary haiku poetry
- creating images: poets use the senses, imagery, vivid word choice, comparisons (often two very different images or things are related through the choice of words)
- history of haiku: popular form of Japanese poetry
- traditional and contemporary poets: who are they?

By presenting examples of haiku poetry during mini-lessons, teachers can enhance students' understanding of the genre and provide models for the students' own writing.

Have students form Literature Circle groups of 3-5 students for the purpose of reading, responding to, and discussing examples of haiku poetry. The teacher may choose some of the poems to be discussed and allow students to choose others that are particularly appealing or intriguing to them.
Have students engage in the writing process to create their own haiku poetry. Be sure to have them engage in post-writing by sharing in an author's chair, posting their work on bulletin boards, publishing in the school newspaper, and/or creating group or classroom anthologies.
Encourage students to extend the impact of their written poetry with representations such as audio or video recordings, original illustrations, photographs, and/or magazine pictures.
Plan for a culminating activity where students, individually or in Literature Circle groups, recite their own or others' haiku poetry. Give them time to practise prior to presenting. Encourage them to add music or other sound effects to enhance their productions. Record student presentations on video for future viewing.