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Lesson Plan

Animate that Haiku!

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Animate that Haiku!

Grades 5 – 8
Lesson Plan Type Standard Lesson
Estimated Time Five 50-minute sessions
Lesson Author

Kathy Wickline

Kathy Wickline

Tolono, Illinois

Publisher

National Council of Teachers of English

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

Although some students insist they cannot write poetry, the haiku’s short form and its lack of rhyme will make the students less apprehensive of the task.   Because of their brevity, haikus are perfect for teaching students how to use Animoto, an online web tool to create short slideshows. After reading haikus and examining the haiku format, students write their own haikus that they then animate using Animoto.

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FEATURED RESOURCES

  • Haiku Poem App: TThis free mobile app from ReadWriteThink will be used for students to write their haikus.
  • Animoto: Students will use this online web tool to create slideshows to illustrate their haikus.

 

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FROM THEORY TO PRACTICE

Cheney points out that English teachers have oftentimes taken away their students’ enthusiasm for poetry by overanalyzing the literary qualities of poems.  In particular, he suggests that teachers who concentrate on form have not instructed their students on the true essence of haiku poetry.  He believes instructors should focus on the haiku’s quality of capturing a “moment, image, or feeling drawn from the close observation of nature.”

Likewise, according to Parr and Campbell, teachers need to find low-anxiety methods to teach poetry that allows students to delve into poetry without the emphasis on form and rhyme. Additionally, by tying in technology elements with poetry, students may be more motivated to write as Hutchison, Beschorner and Schmidt-Crawford noted that students were highly engaged when using iPads in the classroom.  Furthermore, Parr and Campbell state that students need to be given opportunities to share their own poetry. By using the Haiku Poem App and then creating short slideshows through Animoto, students have two unique platforms to communicate their poems.

Further Reading

Cheney, Matthew. "Expanding Vision: Teaching Haiku." English Journal 91.3 (January 2000): 79-83.

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Parr, M., & Campbell, T. (2006). Poets in practice. The Reading Teacher, 60(1), 36–46.

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Hutchison., A., Beschorner, B., & Schmidt-Crawford, D. (2012). Exploring the Use of the iPad for Literacy Learning. The Reading Teacher, 66(1), 15–23. doi: 10.1002/TRTR.01090

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