LIBRARY MEDIA SKILLS OBJECTIVES

The student will:
-search the online catalog for information.
-use print and electronic sources to collect information.
-process, store, and retrieve electronic information by using a word processing program.
-retrieve information by using electronic databases and encyclopedias.
-explore a word processing program by changing font size and style and determining text alignment.

CURRICULUM OBJECTIVES:

Communication Skills:
-The student will read a variety of poetry and describe the rhyme schemes.
-The student will write rhymed, unrhymed, and patterned poetry.

Social Studies:
-The student will recognize customs and traditions of other cultures.
-The student will interpret maps, globes, and other geographic representations.
-The student will compare and contrast differing sets of ideas, values, and behaviors.

MOTIVATIONAL OBJECTIVES:

The student will:
-become interested in the research process.
-understand the importance of information skills.
-experience increased confidence in research ability.
-achieve satisfaction in research accomplishments.

1. Resource List
2. Haiku Acrostic

INSTRUCTIONAL ROLES:

-This unit requires cooperation and planning between the language arts and social studies teachers and the library media specialist. The unit fits well with a study of other forms of poetry such as diamante, cinquain, and alphabet.

-The language arts teacher introduces and outlines the six-lesson unit. He/she introduces several forms of Japanese poetry such as senryu, tanka, and haiku. The unit focuses on haiku style, format, origin, and meaning. The social studies teacher introduces Japanese culture, tradition, clothing, food, and music. The library media specialist prepares the haiku research project to be completed in the library media center.

-During the second half of the unit, the language arts teacher assists the students in creating their own haiku. The haiku is shared during the social studies lesson to address the Japanese cultural and tradition tie-in of the students' work. The unit culminates with the library media specialist directing word processing activities with the created haikus, and a display of the students' work on the "Haiku Poe-tree" in the library media center.

ACTIVITIES AND PROCEDURES FOR COMPLETION:

Language Arts Session: 45minutes
-The language arts teacher introduces the six-part lesson and outlines the end product. She or he begins the unit with a discussion of the various forms of Japanese poetry, such as senryu, tanka, and haiku. The lesson then focuses on haiku with a discussion of the three line form, syllabic form of 5-7-5, and the reference haiku makes to nature or the seasons of the year. Examples are read and discussed by using the nonfiction resources found in the library media center.

Social Studies Session: 45 minutes
The social studies teacher discusses Japanese tradition, food, and clothing. He or she points out the location of the country on the map and globe. Musical excerpts are shared and discussed. Enjoyment and appreciation of Japanese culture should be stressed.

Library Media Session: 1 hour
-The library media specialist introduces the lesson by reciting and sharing samples of haiku poetry that can be found in the library media center collection. He or she directs a research unit that uses haiku as the focus. Students explore print and electronic resources to find answers to the 'Haiku Acrostic'. The library media specialist also demonstrates how the find examples of children's original haiku through the electronic database of full text articles (if available).

Language Arts Session: 45 minutes
-The language arts teacher reviews haiku style and format. Haiku traditionally involves an animal, insect, nature, or the seasons of the year. Students then write original haiku to share in their social studies class.

Social Studies Session: 45 minutes
-Each student shares an original haiku creation with the class. The teacher directs discussions that involve the tie-in to Japanese culture and tradition, with emphasis on the natural aspects of haiku.

Library Media Session: 1 hour
-The library media specialist guides students in word processing their haiku creations. Students explore font styles, sizes, and text presentations of their haiku. Students print out their work on colored papers, but must limit the total size to # by 5: The print outs are laminated; yarn strung through the punched holes, and then hung on the 'Haiku Poe-tree' in the library media center for display.

FOLLOW-UP:

-A nature walk may be planned before the actual creation of the students' haiku to point out natural phenomenon in order to inspire creativity.

-The library media specialist may create a 'Hyperstudio' presentation that will be self-directed and used independently by students to compare the different types of poetry. The format can be multiple choice questions in which correct answers receive a sound representative of the poem or culture and a move to the next questions.

-This unit could be incorporated into Multicultural Week in May.

-Students may dress in Japanese Tradition

-Japanese food may be prepared and tasted

-Japanese dance could be introduced in physical education.

-Novels with Japanese or Oriental main characters may be shared.