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Summary

This lesson provides an opportunity for pupils to develop their understanding of syllables and their use in poetry.

A haiku is a three-line poem that originated in Japan and follows the syllable pattern: 5, 7, 5. A cinquain is a five-line poem that follows the syllable pattern: 2, 4, 6, 8, 2.

The activities in this lesson introduce pupils to the special features of a haiku and cinquain. In the first activity pupils develop an understanding of the syllable pattern for each form. In the next two activities they then gain further experience completing each form with the correct syllable pattern. In the last activity they consolidate their understanding of syllables in a timed game.

Discuss the activities with the class as they first appear on screen. Encourage pupils to clap out the sounds in each poem. Pupils should also look for clues in the meaning of sentences to allow them to sort the haiku and cinquain into the correct order. Carry out the first two whiteboard activities choosing individuals or groups to operate the activity and justify choices.

Suitable for

Year 4

Using a non-interactive whiteboard

The activities can be used in the same way and controlled from the desktop computer.

Prior learning required

The activities build on work done in year 3 on poetry.

Aims and objectives

to understand that words are made up of syllables
to expand their descriptive vocabulary
to explore different types of poems

Suggestions for group activities

A selected group of pupils could operate the first interactive activities and explain their answers.
Away from the whiteboard, groups could be given copies of the completed poems and make their own versions substituting their own choice of words using a thesaurus.

Suggestions for differentiation

Less able pupils may need support in writing activities. A writing frame could be provided with some sentences of the poem completed.

Further activities

Encourage pupils to read other examples of haiku. Many pupils will enjoy writing their own haiku. Younger pupils will find the task easier if you provide the first line of the poem.
Using the whiteboard software, flipcharts can be used to record alternative words that have three syllables in the last activity.

Curriculum links

Language

Oracy

1.1, 1.4	share ideas and opinions, make reasoned comments
3.3, 3.6	extend and enrich vocabulary and use an increasingly varied vocabulary

Reading

2.1	develop grammatical knowledge, word recognition and contextual understanding
2.6	use ICT resources

Writing

1.3	write in response to a range of stimuli
1.5	write in forms which include poetry

ICT

Use ICT to generate, organise and communicate ideas.