Post on 24-Jan-2015
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DESCRIPTIONThis is a lesson on writing Haiku poetry. It is intended for grades 3-5.
Today:FirstWe will listen to some examples of Haikus.ThenWe will get ideas for Haikus by using our five senses.We will see examples of a Haiku composing process.Next...You will write your own Haiku that will be bound together with the rest of the class Haikus to make our 5th grade Haiku book!And finallyWe will look at some facts about Haikus.We will look at some videos and other cool links about Haikus.
QuitThis lesson lends itself to outdoor work. It would be best to present this lesson in the warm months of May or early June. I would keep students on school grounds, but would still have parents sign a permission slip to allow students a lesson outdoors, also to let them know they will see their childs Haiku in a book each student can bring home.5Listen to these Haiku poemsMy dear old village, every memory of home pierces like a thorn
As the great old trees are marked for felling, the birds build their new spring nests -Click to look at other Haikus by Issa
From all directionsWinds bring petals of cherryInto the grebe lake.
Moonlight slanting through all this long bamboo grove and nightingale song. -Click to look at other Haikus by Basho
Thinking Questions:What do you notice about the structure of these poems (hint: think about syllables)?What is the general subject matter of these poems?How do this poetry different or similar to the poetry we have studied so far?Why do you think the poets wrote these poems?What is significant about the length of these poems?What do you notice about the language used in these poems?Teacher tip on reading Haikus:Quit
Students love to be read to! It offers them the opportunity to enjoy the language of the poetry in the natural setting it was meant to be enjoyed in. The discussion questions are posed to have students reflect, compare, and analyze, contributing to higher thought patterns. The students will be in a circle that encourages group intimacy and casual conversation.6Listening to NaturePersonal Reflection:Lie back for 5 minutes and clear your mind of inner conversation.Think only of your five senses: smelling, hearing, tasting, touching, and seeing.Personal Inventory:Write down at least one sensation in each of your five senses categories.
QuitThis is a great opportunity for students to relax and let the creative juices flow. The sensory inventory will help students be objective about their experience, and allow for more authentic Haiku composition. 7I can do Haiku!My sensory inventory:Touch: soft grassSmell: rich earthHear: finch songSee: puffy cloudsTaste: Cool water
Soft grass rich brown earthFinches fly and sing up highSo small loud cloud songs
QuitThis is me modeling how to write a Haiku using my sensory inventory.8HaikuQuick FactsHaikus are reflections on nature, life, or other introspective subjects.Haikus are three line poems that have specific syllabic patterns of 5-7-5.Haikus offer a surprising or unexpected discovery into something that can be easily overlooked.Haikus are written for the vast public they are easily understood, yet reveal deep insights/emotions.Haikus are a snapshot (short length) of everyday life.
QuitThis will be a review of the students observations of the Haiku. Also, we will review the specific structure of the Haiku.10Its All About the HaikuClick the picture below for great information on Haikus!The Structure: The Haiku is a three line poem with a certain number of syllables per line: 5-7-5The Haiku is divided into two parts, with a break coming after the first or second line. In Japanese, this break is marked by what haiku poets call a "cutting word." In English and other languages, the break is often marked by punctuation. This two-part structure is important to the poetic effect of a haiku, leading to a sense of discovery as one reads or a feeling of sudden insight.
Language: The Haiku should include what Japanese poets call a KIGO-- a word that gives the reader a clue to the season being described. Through the years, certain signs of the seasons have become conventional in Japanese haiku: cherry blossoms are a kigo for spring, mosquitoes a kigo for summer. Sometimes, too, the kigo will refer to an individual moment in the natural cycle, such as dawn or moonrise, without reference to a particular season. The kigo is also important to the haiku's effect, anchoring the experience it describes in a poetic here and now that helps sharpen the imaginative focus. Subject: The Haiku present a snapshot of everyday experience, revealing an unsuspected significance in a detail of nature or human life. Haiku poets find their subject matter in the world around them, not in ancient legends or exotic fantasies. Haiku poets write for a popular audience and give their audience a new way to look at things that are easily overlooked.
QuitI will have copies of this key information for each student. I want them to focus on their feelings, interpretations, and poetry composition at this time more than vocabulary.11Resourceshttp://www.geocities.com/alanchng1978/basho.htmlhttp://www.geocities.com/alanchng1978/issa.htmlhttp://www.teachertube.com/viewVideo.php?video_id=81552&title=Haiku_Poems___Band_Instrumentshttp://www.teachertube.com/viewVideo.php?video_id=108226&title=Crazy_Poemshttp://www.teachertube.com/viewVideo.php?video_id=56316&title=Haiku_Photo_Storyhttp://www.kidzone.ws/poetry/haiku.htm
QuitIndependent work for the student to take home if they didnt finish the Haiku during the lesson. This is also an opportunity for the student to take part in naming the class book that we will make out of all our Haikus.13Video PageHaikus about band instruments