5-7-5 Haiku Lesson Plan-1

OBJECTIVE: Prepare students for Haiku Workshop with Regina Baiocchi

PROCEDURE: Teach and review seven (7) concepts with each student

  1. What is a syllable?
  2. What is a haiku?
  3. Explore haiku topics.
  4. Explore 5-7-5 form.
  5. Identify basic verb tenses
  6. What is a contraction?
  7. What is irony?

5-7-5 Haiku Definitions

  1. A syllable is one sound of speech.
    Examples: “Two” has 1 syllable. “Thirteen” has 2 syllables.
  2. A haiku is an unrhymed poem that expresses feelings, uses irony
    Example:  as the big frog leaps – 5
    we try to follow its path –  7
    but she clears her throat  – 5
  3. Haiku topics include nature, seasons but can be about any theme or idea.
    Examples: summer, winter, spring, fall, birds, oceans, city, food, etc.
  4. Explore 5-7-5 form: tell a story using 17 syllables.
    In Examples #2 (above) line 1 has 5 syllables, line 2 has 7 syllables, and line  has 5 syllables. What is the poem about?
  5. Tenses deal with time. past tense: I was going (yesterday, before); present:
    I am going (today, now); future tense: I will be going (tomorrow, later).
  6. Contractions combine two words to create one word. 3 examples are:
    did + not = didn’t; do + not = don’t; will + not = won’t
  7. Irony occurs when words to convey (describe)  opposite meanings, i.e., “beautiful day!” in reference to “nasty” weather; irony may also convey sarcasm, mockery, etc.

Lesson Plan-2

Objective: Write image haiku

Materials: Board, chalk; paper, pencil; dictionary, thesaurus

Procedure: Record answers for each. Engage students for each step.

1. Read haiku aloud*

2. Define, identify “images”

3. ID how 6 senses detect images: How do images appeal to senses?

4. Use senses to make brief observation (tell story)

5. Write line 1: [in 5 syllables, present an image]

6. Write line 2: [in 7 syllables, describe an action]

7. Write line 3: [in 5 syllables, connect/link 2 different, unlikely-paired images ]

*3 image haiku:

a Halloween mask
floating face up in a ditch
slowly shakes its head—Clement Hoyt

three little red birds
hop across a crowded street
the stoplight is green—Regina Harris Baiocchi

pink and blue bubbles
many different sizes
one pops on her face—Regina Harris Baiocchi

Lesson Plan-3

Haiku Lesson Plan 3

Objective: Write haiku with 7 elements, using 2-3 word columns

Materials: Board, chalk; paper, pencil; dictionary, thesaurus

Procedure: Students list images, actions in columns/table.

6 Sensesimagesaction, state of beingsurprise: aha moment
Sight (see)grass, flower, puppygrow, barka fly appears
Sound (hear)breeze, laugh, musicblows, ticklestuba sounds like flute
Smellrain, baking breadsoaks, causes hungericy Big Dipper
Tastesweet, sour, bittermakes smiles, puckersbite a cheese brick
Touch (feel)warm, soft, wetscratch, pushkiss the sky
Feeling, sensationlove, sleepy, hungerlove makes me happybrush happiness

 

1. Does your haiku create a picture? Present an image?

2. Is your haiku about a season, feeling or action?

3. Is your haiku about an experience: real, imagined; present, past, future?

4. Does your haiku express feeling using an image, experience?

5. Does you have a surprise, aha moment, or use irony in the last line?

6. Do you show compassion, feeling; connect to nature, world?

7. Does your haiku have three lines: 5-7-5 and 17 syllables?

3 examples:

lying in the grass
I feel a warm summer breeze
a grasshopper naps

the smell of cut grass
reminds me of summer days
snowflakes melt in dreams

red rose in a vase
Happy Valentine’s Day, love
bumblebee alights