WHAT
IS
A
HAIKU?
This
Integrating
Technology
eBook
was
designed
and
developed
for
Ms. Sampson’s 8th
grade English Language Arts Class at Newbern Middle School.
Standard:
ELA8W2.
The
student demonstrates competence in a variety of genres.
The
student
produces
a
narrative
(fictional,
personal,
experiential)
that:
b.
Creates an organizing structure appropriate
to
purpose, audience, and context.
c.
Relates a clear, coherent incident, event,
or
situation by using well-chosen details.
d.
Reveals the significance of the writer’s
attitude about the subject.
f.
Includes sensory details and concrete
language
to develop plot, setting, and character (e.g., vivid verbs, descriptive
adjectives, varied sentence structures, and
specific narrative action).
h.
Uses
a
range
of
strategies
(e.g.,
suspense,
figurative language, dialogue,
expanded
vocabulary,
flashback,
movement, gestures, expressions,
foreshadowing, tone, and mood).
PLO: Students
will demonstrate an understanding of the power of language and how
language
paints a picture by utilizing figurative language and parts of speech
to
compose a haiku.
|
PLO |
LEVEL 3 |
LEVEL 2 |
LEVEL 1 |
|
PLO: Students will demonstrate an understanding
of the power of language and how language paints a picture by utilizing
figurative language and parts of speech to compose a haiku. |
The student uses specific details and
concrete language to produce vivid images, uses correct haiku pattern
(5,7,5), has a theme that is centered around nature, captures one
single moment in time, and has no spelling
errors. |
The student produces a clear
image, has the correct pattern
(5,7,5), captures one single moment in time, but has 1 to 3 spelling
errors. |
The student does not produce a clear image,
does not capture a single moment in time, does not use the correct
pattern (5,7,5), and has more than 3 spelling errors. |
