Teaching with the Web:
A Collection of Online Treasure Hunts and Webquests
Teacher’s Guide to Haiku
This online treasure hunt on the haiku is part of a series of lessons designed to enable students to “show understanding and appreciation of various literature types with emphasis on Asian literature” (PSSLC English 2nd Year, III.2.0).
The specific objectives of this lesson are to enable students to:
1. Describe the literary form called the haiku;
2. Point to and express appreciation of the haiku poet’s choice of words and the structure of a haiku;
3. Express appreciation of significant human experience highlighted in the haiku;
4. Discover poetry in general and the haiku in particular as a means of enhancing worthwhile human values; and
5. Express appreciation for worthwhile Asian traditions shown in Asian literary forms like the haiku, and the values they represent.
Duration of the Lesson
A week before the online treasure hunt is implemented, do the following:
1. At the computer lab and with the help of the Center Manager, download all of the online resources/ websites and save these for offline viewing. Make sure that the saved files can be accessed from all of the computers in the lab.
2. Make sure that all computers are working.
3. Load the treasure hunt onto each computer or to the teacher’s PC and make sure it can be accessed from of the computers in the lab.
4. Load the treasure hunt onto each computer or to the teacher’s PC and make sure it can be accessed from all of the computers in the lab.
5. Print copies of the treasure hunt for your students (one copy per group). (optional)
6. In the classroom, group your students into groups of three members each.
7. Each group computer will be assigned a computer. If you have more groups than computers, you may have to divide your class into two sets, with one set of groups working in the lab on this treasure hunt on Day 1 of this lesson and the other set of groups working on the treasure hunt on Day 2. Prepare a worthwhile classroom activity (seatwork) that is related to the topic for groups that will remain in the classroom on Day 1. On Day 2, the set of students who will remain in the classroom may work on their answer to the Big Question or be given a seatwork as well.
8. Explain the procedure of the online treasure hunt. You may distribute the print copies of the online treasure hunt (one copy per group).
9. Find out whether your students know how to use a computer (keyboard and mouse). If needed, bring your students to the computer laboratory and orient them to its use. Also give them instructions on proper behavior in the computer lab.
During the online treasure hunt (Day 1 for the first set of groups and Day 2 for the second set of groups), do the following:
1. Lead the groups into the computer lab and get them settled in. When everyone is ready, instruct all groups to start reading the online treasure hunt. (You and the Center Manager may open the treasure hunt file and have it ready for reading before the students enter the lab, or you can ask your students to open the file following oral instructions from you.) There is no need for a motivational activity since students will be motivated enough by the prospect of using the computer lab for this lesson. Also, the introduction to the online treasure serves as motivation.
2. Use the time allotted for your class. Do not borrow the time intended for other subjects. Start on time and end on time. The students should be able to finish answering the treasure hunt questions in 30-40 minutes. The Big Question is homework so it need not be done during the session.
3. Move around the room. Observe how each group is doing the activity and write down your observations in a teacher’s log/journal. Assist students as needed.
4. When all groups have finished answering the treasure hunt questions, conduct a whole class discussion of the answers. This should take about 15-20 minutes.
5. Collect the group answers to the treasure hunt questions and remind the class to answer the Big Question as homework and to submit their homework in the classroom the next day.
6. At the end of your workday, complete your personal notes on the conduct of the online treasure hunt in your teacher’s log/journal.
After the online treasure hunt (Day 3, in the classroom), do a synthesis of the lesson.
1. Ask some students to read aloud their haiku.
2. Lead a class discussion of the haiku read. In leading the discussion, be guided by the learning competencies your students are supposed to develop in doing this lesson.
3. Summarize the main points of the lesson.
4. Before dismissing the class, ask your students to comment on the online treasure hunt activity. On a piece of paper, ask them to write:
• what they enjoyed the most,
• what they found difficult, and
• what improvements, if any, they suggest for future activities of this type.
Give the students 5-10 minutes to do this, and then collect the answer sheets.
5. Use the scoring guide for haiku to grade your students’ work. Record the scores and return the graded work as soon as possible.
6. Study the students’ assessment of the online treasure hunt and take this and your own notes into account when planning your next online treasure hunt.
Copyright 2004 by the Foundation for IT Education & Development. All rights reserved.