Lesson+Plan

=**"OPA(I)C-KU" Lesson Plan (Links: Collaborative Lesson Planning Form ; Lesson Resources) **=


 * Educators' Names:** Ilana Locker and Dianne Welch


 * Grade Level:** Sixth Grade


 * Content Areas:** English Language Arts & Reading, Technology, Information Literacy Skills

In this lesson, students will be introduced to the poetry form of Haiku, use the library's OPAC to find Haiku poetry books, read a number of haiku poems in groups and discern patterns among the poems. If time permits, students will go on a walk around campus and compose their own haiku poems. This lesson is part of a larger unit where students will be introduced to the poetry form of Haiku and its relationship to nature and the culture of Japan, while they also develop library skills appropriate for 6th grade 21st Century learners. **
 * Overview:

The purpose of this lesson is to reinforce OPAC search skills so that students can find Haiku poetry books and expose students to various Haiku poems all in preparation for their final project - a recitation of their poetry recorded and posted on Youtube.
 * Purpose:**

In this lesson, students will become proficient at using the OPAC to find the books and resources they need for a particular topic, in this case, Haiku poetry and will be able to identify the main characteristics of Haiku.
 * Outcomes**:

In the overall unit of study, student skills in gathering information from various sources, note-taking and proper citation will be reinforced, while they learn about Haiku and the culture of Japan.

=**Content-area and S4L Standards:**=

**Texas Essential Knowledge and Skills (TEKS)**
(4) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how figurative language (e.g., personification, metaphors, similes, hyperbole) contributes to the meaning of a poem. (15) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (B) write poems using: (i) poetic techniques (e.g., alliteration, onomatopoeia); (ii) figurative language (e.g., similes, metaphors); and (iii) graphic elements (e.g., capital letters, line length). (28) Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate in student-led discussions by eliciting and considering suggestions from other group members and by identifying points of agreement and disagreement.
 * Grade 6**
 * §110.18. English Language Arts and Reading, Grade 6, Beginning with School Year 2009-2010.**
 * (b) Knowledge and skills**.

(1) Foundations.** The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to: (A) demonstrate knowledge and appropriate use of operating systems, software applications, and communication and networking components; (B) demonstrate proper etiquette and knowledge of acceptable use while in an individual classroom, lab, or on the Internet and intranet; (B) apply appropriate electronic search strategies in the acquisition of information including keyword and Boolean search strategies.
 * §126.12. Technology Applications (Computer Literacy), Grades 6-8.**
 * (c) Knowledge and skills.
 * (3) Foundations.** The student complies with the laws and examines the issues regarding the use of technology in society. The student is expected to:
 * (4) Information acquisition.** The student uses a variety of strategies to acquire information from electronic resources, with appropriate supervision. The student is expected to:

**AASL Standards for the 21st-Century Learner**
1.1.2: Use prior and background knowledge as context for new learning. 1.1.8: Demonstrate mastery of technology tools for accessing information and pursuing inquiry. ** 1.1.9: Collaborate with others ** to broaden and deepen understanding. **
 * Standard 1: Inquire, think critically, and gain knowledge.

2.1.5: Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6: Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
 * Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.**

3.1.3: Use writing and speaking skills to communicate new understandings effectively.
 * Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.**

**Materials:**
Japanese attire for both instructors Gong (or something to make the sound of a gong) Digital projector or white board CD player Japanese music CD Computers/OPAC Haiku poetry books Copies of Bubble-map note-taking graphic organizer from http://www.somers.k12.ny.us/intranet/skills/organizing/bubble.pdf Copies of handout for writing haiku, taken from http://www.kidzone.ws/poetry/haiku2.htm pens/pencils

This lesson will take place in the library.
 * Process:**
 * 1. Introduction (also known as the Anticipatory or Introductory Set)**:

Both instructors will dress in Japanese attire and strike a gong to signal the beginning of class. Teacher and librarian will take turns reading haiku poems as Japanese music plays in the background.

CT will then introduce the unit on Haiku poetry and Japan. Librarian will discuss what today's lesson will cover - the OPAC and Haiku form.

At the end of this lesson, the students will be able to:
 * 2. Student-friendly Objectives:**
 * independently use the OPAC to find books and resources on their topic
 * collaborate in small groups to identify the common characteristics of the poetic form of Haiku
 * write a simple Haiku poem.

Presentation:
 * 3. Presentation (Input and Modeling):**
 * CT will ask the students to comment on the music and readings by the instructor as they relate to their prior learning about poetry.
 * CT will tell students that today's lesson will connect prior learning and introduce new learning as they use library skills in the process.
 * CT and SL will role-play a student asking the librarian for help finding resources ("Ms. XXX, do we have any books on YYY?")
 * SL will then question students as to how one can find books and resources in the library.
 * SL will briefly go over the Dewey Decimal System and how books are organized by topic in the library.
 * CT and SL will question students (after they have met in their small groups) on what similarities they have written down on the characteristics of Haiku.
 * CT will note these characteristics on the projector using Word.
 * CT and SL will guide class discussion to come to consensus on characteristics of Haiku.

Modeling:
 * After the role play, questioning, and Dewey review, SL will review the OPAC, using the LCD projector, for the class as a whole, using other topics that the 6th grade is studying at the time.
 * SL will then ask class what search terms they might use to find books on Haiku.
 * SL will reinforce how to limit searches just to our school for books they want immediately, vs. books that they would like to check out via inter-library loans (for later in the unit).
 * CT will inform students that they will be working in small groups to do the procedures mentioned below in the next section..

Students will work in small groups to:
 * 4. Student Practice Procedures:**
 * use the OPAC to find books on Haiku
 * read a selection of Haiku poems to each other
 * use a graphic organizer to make notes of the characteristics they notice about Haiku poetry (http://www.somers.k12.ny.us/intranet/skills/organizing/bubble.pdf)
 * CT and SL will take the class on a walk around the campus to draw inspiration for their poems.
 * Class will return to the library and students will spend the last ten minutes composing their own poetry using the form from one of the websites on the resource page. ([]).

Both educators will monitor (walking around, listening, observing helping when necessary) the students as the small groups:
 * 5. Guided Practice:**
 * conduct their OPAC searches and look for their books
 * read aloud the Haiku poems to each other
 * discuss the characteristics of Haiku

Both educators will lead the students on their short walk around campus.

Both educators will monitor and assist individual students as they compose their own Haiku poetry.

Quickly review with the students how to use the OPAC and go over how they found the books on the shelves. (SL) Review with the students the characteristics of Haiku. (CT & SL) Ask for student volunteers to recite their poems out loud. (CT) Discuss whether the poems read aloud conform to Haiku form as we now understand it. (CT & SL) Ask students if they have any questions about Haiku and how to write it. (CT) Ask students what they found most difficult about writing Haiku. (SL) Written poems will be submitted to the CT and SL and those students who did not finish their poems will be told to bring them in for the next class. CT and SL will let students know that in future lessons, we will be learning about Japanese culture, how Haiku relates to that culture and that we'll be reinforcing other information literacy skills.
 * 6. Closure:**

CT and SL will informally assess students through observation as they use the OPAC to find the books on Haiku. CT and SL will review the completed graphic organizers that groups use to identify the characteristics of Haiku to ensure that groups understand them. The reading aloud of composed poems by student volunteers will serve as an assessment on the composition of Haiku, and CT and SL will ensure that poems conform to Haiku characteristics in terms of syllables, content, etc. After this lesson, the CT and SL will read the written poems and offer written feedback which will be given to the students during the next class period. A rubric will guide and be used to assess the Unit project of a YouTube video [|YouTube Video Rubric]
 * Assessment:**

As time allows, educators will work with students who are struggling with using the OPAC or writing their poems. Students who finish their poems and still have class time remaining may complete a [|Haiku Webquest] or explore websites about poetry or Japan. As an extension of this lesson, in addition to the final video project, students can work with presentation software to create a multimedia project.
 * Extensions/Modifications:**