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Spider Haiku Poems
Science, Language Arts
Title – Spider Haiku Poems
By – Jennifer Dalke
Subject – Language Arts, Science
Grade Level – 4-5
- This part deals with the End of the book, and involves launching a Balloon Journey
- Here’s a Writing Activity involving the students’ Favorite Parts
- This section is on the Main Characters and Quoting
- This portion is on Acting Out portions of the book
- This lesson is on Predicting with Charlotte’s Web
- This part uses a Crossword Puzzle to learn Scientific Facts about Spiders
- This section is on Finding Spiders’ Homes
- A similar section – Finding Where Spiders Live
- Here’s More on Finding Where Spiders Live
- This portion is on writing Haiku Poems about Spiders
- Here students take on the roles of Arachnologists and Interview each other
- The Spider’s Life Cycle is the subject of this lesson
- Graphing the Lengths of Spiders is the subject of this part
- More Graphing, this time with Facts about Spiders
- Here students Plot Facts about Spiders
- Another Math lesson, this one using Spider Math Problems
- This part involves doing Research on Spiders
- A fun activity for developing Spider Webs out of cold Spaghetti
- This portion is on Spiders’ Venom
- A Writing Activity about Wilbur’s First Day
Illinois State Goals: 1. Read with understanding and fluency
2. Read and understand literature representative of various societies, eras, and ideas
3. Write to communicate for a variety of purposes
Students will pretend that they are spiders and write a haiku poem about them, their webs, their
* writer’s notebooks
* I will ask the children if they have ever seen a spider web. What does it look like? What kind of shape does it have?
* I will ask them to name other things that have the same shape as a spider web. Bicycle wheels? Ferris Wheels? Merry-go-rounds? I will make a list of these ideas on the board
1. I will ask the children if they know any poems by heart. Students will be encouraged to share them with the class.
2. I will ask them what makes up a poem. I will read them a portion out of the newspaper and ask them if it is a poem. Why or why not?
3. I will introduce the idea of a haiku poem, showing children how they are made up. I will ask children to make up different lines so we can make up our own haiku as a class. I will write this on the board, noting proper structure.
4. I will ask students to take out their notebooks and turn to the page entitled Carnival Webs. I will ask them to pretend that they are spiders and bicycle wheels, Merry-go-rounds, or other ideas, are their webs. They should read the directions at the top of the page, and write a haiku poem about their experiences.
5. Students will have fifteen to twenty minutes to write their poems, and then I will have them volunteer to read their poems aloud.
Cassie (LD)- I will have her work with another student who I know has a firm grasp on the idea of a haiku poem. I will ask them to make up two poems, with both of them giving input, and the aiding child helping Cassie to understand the structure of the poem.
* Students will be asked to put their heads down on their desks with their eyes closed. I will instruct them to raise their hand when I say the name of the child whose poem they thought was the best. The student who receives the most votes will receive a special award.
* I will ask students to return their writer’s notebooks to their proper place.
Students will be evaluated on their writing. Their poems should follow the correct structure, and they should cover the correct writing topic.