Beacon Lesson Plan Library

Tell Me That You Love Me 5-7-5

Dixie Wheelock
Bay District Schools


In this lesson students compose Haiku poetry and visually enhance it with writing ink .


The student identifies effective word choice, uses of dialect, and sensory or figurative language in poetry.

The student understands the impact on the reader of specific word choices (for example, multiple meanings, invented words, concrete or abstract terms, figurative language).

The student describes how line length, punctuation, and rhythm contribute to the overall effect of a poem.


-Quality writing paper ( 8 X 11 cut in half)
-Construction paper, assorted colors (9 x 12 cut in half)
-Writing/marking pens
-Black writing ink (colored ink is fine)
-Small medicine dropper for each color of ink used
-Glue or glue stick
-Paper cutter (optional)
-Several samples of Haiku poetry
-Overhead projector
-Sample Haiku prepared for the overhead


1. Cut writing and construction paper to half sheets
2. Gather supplies-pens, ink, droppers, glue
3. Be prepared to teach a mini lesson on Haiku poetry. See attached file for background information.


1. Read several examples of Haiku poetry to the class. (teacher choice from available resources)

2. Place a sample on the overhead and discuss the poem with the class.

3. Be sure to discuss line length, the strict format - (5 syllables in the first line, 7 syllables in the second line and 5 syllables in the 3rd line as well as imagery, word choice, figurative language, and how mood or meaning is conveyed)

4. Give students time to create and peer edit several of their own poems. Circulate and offer feedback and assistance as necessary. When students are satisfied that their poems meet the criteria and they are pleased with the sound of the words and the image produced by the poem, take a minute and proofread the student's poem for spelling/convention errors since they will be using it as art.

5. Final poems will be written on the writing paper and glued on a piece of construction paper to frame it.

6. Model the following steps. Using the medicine dropper, place a small drop of writing ink on the paper that the poem is written on.

7. Then using the straw, blow the ink around on the paper creating desired designs. (Like a tree, spider web, graceful lines, etc.) Students can choose where they want their ink dot, however the corners work best. This allows the ink to spread out in fingers across the writing. (Students may want to practice the technique of blowing ink on scrap paper prior to enhancing their poem.)

8. Allow time for sharing poems the next day if necessary. Be sure to display them.

9. Ask students to write a paragraph explaining what they did. Be sure to ask them to explain what 5-7-5 means and how it affects the reader.


Formatively assess to see if the student writes a poem with the correct number of syllables, uses effective word choice to create a sensual image, and writes a paragraph describing the importance of the elements pertinent to Haiku poetry. See checklist in the attached file.


In reply to the Haiku, students can write Tanka which includes an additional 2 lines of 7 syllables each to the traditional Haiku format.

Attached Files

Background information and assessment checklist     File Extension: pdf

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