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A Detailed Lesson Plan in English For Grade 8 (Writing) I. Objectives

The document provides a detailed lesson plan for teaching haiku poetry to 8th grade students. The objectives are for students to differentiate haiku from other poems, use haiku to express feelings, and develop writing skills. The lesson plan outlines teacher and student activities including discussing what haiku is, having students write haiku in groups, and assessing student understanding with a true/false quiz. The goal is for students to understand haiku form and be able to write their own haiku poems.

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Clinton Zamora
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288 views6 pages

A Detailed Lesson Plan in English For Grade 8 (Writing) I. Objectives

The document provides a detailed lesson plan for teaching haiku poetry to 8th grade students. The objectives are for students to differentiate haiku from other poems, use haiku to express feelings, and develop writing skills. The lesson plan outlines teacher and student activities including discussing what haiku is, having students write haiku in groups, and assessing student understanding with a true/false quiz. The goal is for students to understand haiku form and be able to write their own haiku poems.

Uploaded by

Clinton Zamora
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Polytechnic University of the Philippines

Maragondon Annex- Alfonso Campus


Alfonso, Cavite

A DETAILED LESSON PLAN IN ENGLISH FOR GRADE 8 (Writing)

I. Objectives

At the end of the lesson, the students should be able to:

a. Differentiate haiku from other types of poem;


b. Use haiku to express their feelings; and
c. Develop their writing skills.

II. Subject Matter

a. Topic: Writing Haiku


b. Reference: Skill Builders (pg.288)
c. Materials: chalk, whiteboard marker, paper, laptop
d. Values Integration: The students will learn to appreciate everything that is
happening to their surroundings and the may express it through writing a haiku
poem.

III. Learning Strategies

Teacher’s Activity Learner’s Activity


Routinary Activities
1. Prayer
“Before we begin our class today, let One will lead the prayer.

us have a prayer. _________ will you please


lead the prayer
2. Greetings
“Good morning Ma’am!”
“Good morning class!”
3. Classroom Management
(Students will pick up the pieces of
Before you take your seat, kindly pick
papers and arrange their chairs properly.)
up all the pieces of paper or trash under your
chairs and arrange your chairs properly.
4. Checking of Attendance
“I am glad to say that there is no absent for
“Class monitor is there any absentee today ma’am.”
for today?”
“Okay, very good! No one will miss
our topic for today”
“Before we proceed to our lesson for
today, let us have our activity first.”
ACTIVITY
Motivation
“Okay class, you will be grouped into “The students will find their groupmates”
5 groups. I will be giving you a piece of
paper; each paper has number and color.
Then, you will find your groupmates
according to the color of the paper you have
and they will be your groupmates 'til the end
of the lesson. Okay? But you should wait for
my signal first, if I already said go! Then go “Yes Ma’am”
find your groupmates, is that clear to you
class?”
“Are you ready? Okay, Go!”
“After you found your groupmates, I
will give you a puzzle and you will arrange
them properly, and I will give you 3 minutes
to do it. After arranging, shout your most
beautiful yell for me to know if you are
“HAIKU”
already done and post it on the board.”

“What’s the word?”


“Very good!”

“Okay! So, I need three volunteers here in


front”
“The first student, I want you to
describe the thing you like the most in your
school in five syllables only. Next is the
second student, same thing you will describe
the thing you like the most in your school but
you will describe it in seven syllables, then
the last the third student, you will describe the
thing you like the most in five syllables only
and write it on the board.

“Thank you for your participation”


“Yes, ma’am.”
(They formed a sentence about their
ANALYSIS description about their school.)
“Class, did you enjoy our activity?

“Can anyone of you describe what your 3


classmates did?”
“Very Good! Your classmates create a
sentence about their description to the school,
(The student answers.)
but the challenge to what they did is that they
have to describe it with a certain number of
syllables.”
“So, let us now start our discussion. Our
topic for today is about HAIKU.” Who
among you have an idea about Haiku?”

“Very good! Haiku is a poem and it has


three lines and just like what your classmates
did, they form an example of a haiku. So, to
give you more information about our topic for
today let’s talk about what is Haiku.”

 A haiku is one of the most important


forms of traditional Japanese poetry.
Its name is generally translated as
“good words”.
 Traditionally, it is a 17-syllable verse
form consisting of three metrical units
of 5, 7, and 5 syllables, and focuses on .

nature while English haiku poems can


focus on any subject.
Example:
Tree branch sways slowly
As a child sings a sweet song
Gracefully it goes.

Look at the strutting


crow in the cornfield . . . as if
he were the farmer!

 This is a form of poetry which is to be


written, read, and understood as an
independent poem, complete in itself,
rather than part of a longer chain.

 Haiku poems can describe almost


anything, but you occasionally find
themes which are too complicated for
normal people’s recognition and
understanding.

 Some of most thrilling haiku poems


describe daily situations in a way that
gives the reader a brand-new
experience of a well-known situation.
Example:
A beautiful day “Yes, ma’am.”
Always drives the pain away
That’s all I will say
“5-7-5”
 Haiku is written in present tense and
often have no punctuations.

ABSTRACTION
“So now class, did you understand our
lesson?”
The students participate in the activity.
“How many syllables are there in each line?”
“It seems that you really understand our
lesson about haiku, to further understand the
lesson, I prepared an activity for you.
In this activity, same group will be
applied. This time, each group will make a
haiku about the difference of haiku to other
types of poem or what they have learned
while listening to the discussion earlier, then
one representative from the group will write it
on the board.
The students participate in the activity.

APPLICATION
“To deeply understand our topic and to
practice your writing skill, let’s have another
activity.”
Group Activity
The teacher gives topic to each group, and
the students will make a haiku about the topic
assigned to them. Then they will present it
creatively in the class. The students have five
minutes to finish their activity.
GROUP 1: Poverty
GROUP 2: Nature
GROUP 3: Education
GROUP 4: Town of Alfonso
GROUP 5: Province of Cavite
Each group will be graded by the
following criteria:
CRITERIA:
 Presentation/Creativity - 5
 Content - 5
 Cooperation - 5
Total of -
15 pts.

IV. Evaluation
“Seems that you really understand the meaning of Haiku, now get a piece of paper and
answer the following.”
Directions: TRUE or FALSE. Write “HAI” if the statement is correct and write “KU” if the
statement is wrong.
1. Haiku consist of four stanzas.
2. Haiku was originalized from China.
3. The first line of haiku consists of seven syllables.
4. Haiku is generally translated as bad words.
5. Haiku gives the reader a brand-new experience of a well-known situation.
6. Haiku is a form of poetry which cannot be written.
7. Kigo are the seasonal theme of haiku.
8. Haiku poems describe anything.
9. The second line of haiku consists of seven syllables.
10. Haiku is a fourteen-syllable verse form.
V. Assignment
 Write a poem about your memorable childhood experience, which will be
passed next meeting. Write it on a bond paper.

Prepared by:
Alvarez, Maria Sheryl Porton, Maria Lynette
Bautista, Marcia M. Rollo, Rachelle
Dayanan, Bryan Adams Romulo, Ericka Joy M.
Dimaala, Rochelle Ronquillo, Vea N. – Demo Teacher
Fenol, Denise Shane U. Tesing Daniella O.
Jelit, Jayveelyn Salazar, Karla Mae
Mojica, Mark Jerome

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