Description: We will spend the entire period today on the kukai, whose process is outline above. The top four winners will receive haiku-type prizes of their choosing (I would probably offer a couple of haiku books such as Peggy Lyles or George Swede and maybe a few blank journals).
IL.1.C.4e: Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
IL.1.C.5e: Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques).
IL.2.A.4a: Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
IL.2.A.4d: Describe the influence of the author's language structure and word choice to convey the author's viewpoint.
IL.4: GOAL: Listen and speak effectively in a variety of situations.
IL.4.A.4a: Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
IL.4.A.4b: Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).
Students will read and appreciate one another's haiku
Students will participate respectfully in the kukai process
Teacher: extra copies of kukai selections, writing utensil, kukai prizes
Students: kukai selections, homework paragraphs, haiku collections
We will spend the whole period doing a kukai as outlined on Day Nine. Students will participate respectfully and listen to one another. If discussion seems to be lagging, I will have to begin calling on students rather than letting them speak up on their own. I will vote for my own favorites in this kukai as well.
The assessment today comes in the form of the haiku collection. As mentioned previously, as long as students turn in the collection and appear to have put some effort into it, they will receive full points. As haiku is very subjective, I feel it would be unfair to apply a rubric to an assignment of this nature. However, if a student turns in two pieces of notebook paper held together with a staple containing only four haiku, it is unlikely that he/she will receive full credit. Students will also receive a participation grade of up to 15 points (this is essentially to round the total points out to an even hundred). As long as students have been respectful and not disruptive, they will receive full credit.
As mentioned above, if a student does not wish to admit ownership to a particular haiku, he or she will not be forced. This would, however, take them out of the running for kukai prizes (not that prizes should be the motivation to do work!).