Beacon Lesson Plan Library
It's Haiku Time!
DescriptionThis lesson is a fun and creative way to introduce your students to Haiku's. The learner will develop and illustrate an original Haiku poem.
ObjectivesThe student recognizes the techniques of language used in children's literature (for example, sensory words, rhymes, choice of vocabulary).
The student recognizes the use of story structure used in children's literature (for example, patterns).
Materials- Markers or Crayons
- White Construction Paper
- Overhead Markers
- Overhead Projector
- [A Haiku Garden: The Four Seasons in Poems and Prints] by Stephen Addiss.
Preparations1. Be well informed about how to explain and discuss how to create a Haiku poem with your class.
2. Collect haiku examples to share with the class
3. Create overhead transparencies of all haiku poems that are to be used as examples during class discussion.
4. Create a checklist to use for a scoring rubric for students Haiku poems. (see attached file)
5. Make copies of the checklist for each student.
6. Review the checklist with the class so they know how they will be graded.
7. Have all construction paper, makers, and crayons ready for the students to use to create their original Haiku.
Procedures1. Define the word Haiku. Haiku is a very important traditional form of Japanese poetry that relates to various components of nature. It is a poem that it typical three sentences and it uses seventeen syllable verses consisting of three metrical units of 5, 7, and 5 syllables.
2. Show students examples of Haiku poems. Point out that they should pay close attention to the sensory words that describe various elements of nature.
3. Read a loud a Haiku poem. Refer to Addiss, Stephen. [A Haiku Garden: The Four Seasons in Poems and Prints]. New York: Weatherhill Press, 1996.
4. Have students create their own defintion of a Haiku poem and what they beleive the purpose of this form of poetry. Next, as a whole class try to create an original Haiku poem.
5. You will then use this poem as an example to illustrate to students on how they can develop their own original Haiku.
6. Then you will place another Haiku poem on the overhead and have the students practice counting the syllables in each line out loud as you underline them with an overhead marker.
Example: An old pond!
A frog jumps in
The sound of water.
7. Ask one child to come up to the overhead and count each syllable in each line and to point as he counts with his pen or pencil.
8. Next, you will review 3 different Haiku pomes and call on various students to come up and count the syllabulles using a pointer to show the syllables.
In a deep forest
The water is falling gently
The sun was rising.
9. Next you will break students into small group of 4 to six and have them brainstorm ideas for their Have students their original haiku poem that they will create in class. (5 minutes)
10. Then have all students return back to their original seat and have them individually develop an original Haiku poem and illustrate their poem. (20 minutes)
11. Students read aloud their original Haiku poem and show their illustration to their fellow classmates.
12. Have students hand in their Haiku poem and their checklist.
13. You then will assess students' work with the checklistfor this assignment.
AssessmentsYou will assess each student by using a checklist based on five basic components for their Haiku poem. Each component is worth 3 points so the highest possible score is a 15. 3 stands for Extraordinary Work , 2 stands for Above Average Work, 1 stands for Average Work, 0 if the component was not met.
ExtensionsFor LEP or ESOL students you should have overhead transparencies made of the Haiku poems in their native language.
Your LEP or ESOL students can write their Haiku poem in their native language and translate it into English.
You may have your students give their oral presentation in their native language and have an assistant or another students translate it into English.
Attached FilesChecklist for Assessment. File Extension: pdf
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