At the beginning of the unit, I give students a rough draft booklet, which contains a page for each type of poetry, along with its definition, and space to practice their own examples. I will ask them to have this booklet with them for each lesson.
I begin this lesson by showing students examples of Haiku poems and asking them what they notice. I lead a discussion that allows them to come to the conclusion of what Haiku poetry should be. Then, I share with them that the definition for Haiku is a Japanese form of poetry that usually uses nature as a subject and has three lines that follow the syllable pattern, 5-7-5. In our Haiku poems, they can write about any nature topic as long as they follow the 5-7-5 syllable pattern. I model an example for them:
Their beautiful wings (5 syllables)
Fly so high they touch the sky (7 syllables)
Butterflies are fun (5 syllables)
As today’s assignment, I ask kids to write two Haiku poems that they will be able to choose from for the final draft later in the unit. Most kids will choose to write a few. I remind them that I will choose a few students to share so that they make sure to complete their task.
Transition Time: Every day after the mini-lesson, students get 5 minutes of Prep Time to gather materials, find a comfy spot, use the bathroom, and anything else they might need to do to prepare for 30 minutes of uninterrupted Independent Writing.
Guided Practice: Today, I would be calling writing groups to monitor their progress with the task, help students that are struggling, and allowing students to share their favorite parts with the group. This is also when I could find some strong examples that I will ask the authors to share during our lesson closing.
The closing is the last five minutes of our Writer’s Workshop time, where we come back together to reinforce the day’s lesson and share some solid examples of the task. I call on the students that I’ve asked to share and they come to the front of the class to read their favorite Haiku poem.