Year 7 Lesson Plan Poetry Introduction

Lesson Plan
Date:
04/09/2015
Time:
Learning Area: English
period 1
Year: 7
Topic: Poetry
Students prior knowledge and experience:

Students have done creative writing and some have an understanding of
aspects of poetry.
Learning purpose: to identify the features of a haiku and

shape poem.
Learning objectives:
Evaluation:
On completion of this lesson,

students will be able to:
1. Identify haiku and shape poem

2. Create own haiku and shape
poem
Students will be informally evaluated on

their poetry.
Preparation and Resources:

Whiteboard
Poetry examples
Instructions
Markers
Paper
Catering for diversity
(detail any adjustments considerations for
educational/resource adjustments)
Students will watch examples on board. Heavily scaffolded discussion and

explanation. Students will work together and alone. All activities will be attempted
by the teacher first.
Timi
ng:
Learning Experiences:
1. Introduction:
2. Sequence of learning experiences:
A syllable is a part of a word pronounced as a unit. It is usually made up of a vowel

alone or a vowel with one or more consonants. The word "Haiku" has two syllables:
Hai-ku; the word "introduction" has four syllables: in-tro-duc-tion.
"Haiku" is a traditional form of Japanese poetry. Haiku poems consist of 3 lines.
The first and last lines of a Haiku have 5 syllables and the middle line has 7
syllables. The lines rarely rhyme.
Here's a Haiku to help you remember:
I am first with five
Then seven in the middle -Five again to end.
Because Haikus are such short poems, they are usually written about things that are
recognizable to the reader. Animals and seasons are examples of recognizable topics
children might enjoy exploring.
What am I? Haikus:
The most popular Haiku exercise I have found for children is a "What am I?" Haiku.
These act like a riddle. The writer uses the Haiku to describe something. The other
children in the class can then attempt to guess what the poet was describing after
listening to or reading the Haiku.
The poem can be read aloud by the poet with their classmates guessing the answer
after it is read or all the Haikus can be hung on the bulletin board giving everyone the
chance to read and guess.
Here are two examples of "What am I?" Haikus:
Green and speckled legs,

Hop on logs and lily pads
Splash in cool water.
In a pouch I grow,
On a southern continent -Strange creatures I know.
Fromthe9thtothe12thcentury,Japanesepoetswouldgathertowritearoundrobin
typeofpoemcalledarenga.Thefirstthreelines,calledthehokku,wereconsidered
themostimportantpartofthepoembecausetheysetthetone.Eventually,hokkus
evolvedintowhatwecallhaikus.Studentscanwritetheirownrengas.Dividethe
classintosmallgroups.Haveonestudentwritethefirstline,andthenpassthepoem
tothenextpersoninthegroup,whowritesthesecondline,andsoon.
SHAPEPOEM
Concrete poetrysometimes also called shape poetryis poetry whose visual
appearance matches the topic of the poem. The words form shapes which illustrate
the poems subject as a picture, as well as through their literal meaning.
This type of poetry has been used for thousands of years, since the ancient Greeks
began to enhance the meanings of their poetry by arranging their characters in
visually pleasing ways back in the 3rd and 2nd Centuries BC.
A famous example is The Mouses Tale from Lewis Carrolls Alices Adventures in
Wonderland. The shape of the poem is a pun on the word tale/tail, as the words
follow a long wiggling line getting smaller and smaller and ending in a point.
The name Concrete Poetry, however, is from the 1950s, when a group of Brazilian
poets called the Noigandres held an international exhibition of their work, and then
developed a manifesto to define the style.
The manifesto states that concrete poetry communicates its own structure: structure
= content
Outline Poems
A common way to make the visual structure reflect the subject of the poem is to fill
an outline shape that relates to the topic of the poem, in the same way that Carrolls
poem fits the outline of a mouses tail.
Here is an example about a snowman:
Chooseanobjecttobethesubjectforyourpoem.Goodsuggestionsfor
beginnerscouldbefavoriteanimalsorfavoritefoods.
Drawasimpleoutlineofitsshapeonpaperoronthecomputer.Ifyoure
usingpaper,drawwithapencilnotapen.
Writeyourpoemnormally.Trytodescribehowthesubjectmakesyoufeel.
Thewordswillbefittedintoyourdrawing,sodontmakeittoolong
between612linesisprobablyagoodlength!
IT DOESNT HAVE TO RHYME!
Or
Draw a picture with the poetry snaking around/through it.
3. Lesson conclusion: (How will you summarise the learning and relate it
to the lesson objectives?)
Collect poems.

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Lesson Plan

Learning Area: English

Students prior knowledge and experience:

Learning purpose: to identify the features of a haiku and

On completion of this lesson,

1. Identify haiku and shape poem

Students will be informally evaluated on

Preparation and Resources:

Catering for diversity

(detail any adjustments considerations for

Students will watch examples on board. Heavily scaffolded discussion and

2. Sequence of learning experiences:

A syllable is a part of a word pronounced as a unit. It is usually made up of a vowel

Green and speckled legs,

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