PROJECT: HAIKU, COUPLET, TANKA POEMS, ABSTRACT ART

TEACHER: KAKEISHA HARRIS

SCHOOL: RACELAND MIDDLE SCHOOL

CONTENT: Language

GRADE LEVELS: 8th

OBJECTIVES:
The student should be able to:

• Create 2 different poems such as a haiku, couplet, or tanka poem.
TSSBAT create an abstract illustration for each poem.  Bloom’s (Synthesis)

TIME: 1 hour and 15 minutes

MATERIALS
Power-point (Click Here)
Abstract pictures
National Geographic Pictures
Pre-test & Post –test (App. 1)
Rubric for poems and illustrations
Subject List & poem format (App. 2)

INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will pass out a pretest and explain that it is to measure how much they know as of now. The teacher will then pass out a copy of a picture from the National Geographic Magazine that will be posted on the monitor/ board. The teacher will ask the learners to study the picture.  

ACTIVITY:
Teach/Model: The teacher will use a think-aloud approach and begin to tell the learners how she feels about the picture, what it reminds her of, and what she imagines she would hear, see, touch, smell or taste. The teacher will review formats of couplet, haiku, and tanka poems using a power-point with examples of each type. The teacher will discuss and show pictures of abstract art using power-point. The teacher will then model how to create a haiku poem using the picture as a reference and create an abstract illustration that correlates to the poem and picture.

Hots:
Why are punctuation marks important in poetry?
What can you tell about abstract art?

Guided practice: The teacher will present another picture and the teacher and learners will practice together creating a poem and abstract illustration. The teacher will have learners to decide which type of poem would correlate best to the picture and have them explain their reasoning. The teacher and learner will create the poem and the teacher will write down the responses on the chalk board. The teacher will ask the learners to create an abstract picture for the poem. The teacher will ask volunteers to share their pictures and explain them.

Hots:
How can we begin the poem?
Which poem would correlate best with the picture and why?

Independent practice: The learners will divide into groups and create two different types of poems. They will also create an abstract picture that illustrates the poem. The learners will go outside and observe things in nature. They will touch, watch, feel, or smell things. From their interaction, the students will choose objects or things they have observed or had some interaction with and create poems and illustrations. The learners will share orally one of their poems and illustrations.

Hots:
How did going outside help you with your poem or illustration?

Closure: The teacher will present an abstract picture and will have the learners create a poem that correlates to the picture. They may choose to create a couplet, haiku, or tanka poem. The learners will share their poems and explain how they created it and what came to their mind from the abstract picture.

EVALUATION/ASSESSMENT:
The students will be given a post-test that will also serve as an exit slip for the day. (App. 1)

ART CONTENT/CONCEPTS:
Abstract illustrations.

COMPREHENSIVE CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
VA-CE-M1 (2,3)
VA-CE-M2 (1, 2, 3)

MODIFICATIONS | ACCOMODATIONS:
Adjusting Instructions: Students having difficulty with finding a key source for poems and illustrations will be given a short list of ideas by the teacher and asked to brainstorm a few more. (App. 2)

Special Needs: Students having difficulty with poems and formats will be given example poems and formats. Students having difficulty with illustrations will have examples. (App. 2) 

RESOURCES:
http://www.popartuk.com/art/abstract.asphttp://images.google.com/images?hl=en&q=abstract%20art%20pictures&btnG=Google+Search&ie=UTF-8&oe=UTF-8&sa=N&tab=wi

Strickland, Carol, & John Boswell. "The Annotated Mona Lisa A Crash Course in Art History From Prehistoric to Post-Modern." Kansas City:A Universal Press Syndicate Company 1992.

TO DOWNLOAD APPENDIX A FOR THIS LESSON, PLEASE CLICK HERE

TO DOWNLOAD APPENDIX B FOR THIS LESSON, PLEASE CLICK HERE

TO DOWNLOAD THE POWERPOINT FOR THIS LESSON, PLEASE CLICK HERE

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