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
- What is a syllable?
- What is a haiku?
- Explore haiku topics.
- Explore 5-7-5 form.
- Identify basic verb tenses
- What is a contraction?
- What is irony?
5-7-5 Haiku Definitions
- A syllable is one sound of speech.
Examples: “Two” has 1 syllable. “Thirteen” has 2 syllables. - 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 - Haiku topics include nature, seasons but can be about any theme or idea.
Examples: summer, winter, spring, fall, birds, oceans, city, food, etc. - 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? - 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). - Contractions combine two words to create one word. 3 examples are:
did + not = didn’t; do + not = don’t; will + not = won’t - 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 Senses | images | action, state of being | surprise: aha moment |
| Sight (see) | grass, flower, puppy | grow, bark | a fly appears |
| Sound (hear) | breeze, laugh, music | blows, tickles | tuba sounds like flute |
| Smell | rain, baking bread | soaks, causes hunger | icy Big Dipper |
| Taste | sweet, sour, bitter | makes smiles, puckers | bite a cheese brick |
| Touch (feel) | warm, soft, wet | scratch, push | kiss the sky |
| Feeling, sensation | love, sleepy, hunger | love makes me happy | brush 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
Lesson Plan-4
OBJECTIVE: Read and write haiku
PROCEDURE: Read haiku from Haiku Festival’s bibliography, school library, or public library
MATERIALS: Haiku Festival bibliography, dictionary, thesaurus, paper, pencils
1. Define: unrhymed, seventeen syllable, three-line poem: 5-7-5
2. Vocabulary: haiku, syllable, irony (aha moment, surprise, discovery, turn)
3. Explore topics (using aural, oral, visual prompts, nature, etc.), 5-7-5 form
4. Read haiku aloud, examine and study each element
5. Write 3 lines: line 1–image; line 2–action; line 3–irony (aha, discovery, turn)
6. Discuss punctuation: less is more
7. Identify poetic devices: alliteration, onomatopoeia, double entendre, etc.
8. Share poems aloud in class; keep a haiku journal
BIBLIOGRAPHY:
1. Baiocchi, Regina Harris, “Blues Haiku & Other New Poems,” Susaami, 2008; Baiocchi, Regina Harris, “Urban Haiku & Selected Poems,” Susaami, 2004
2. Donegan, Patricia, “Haiku: Asian Arts & Crafts for Creative Kids,” Tuttle, 2003
3. Donegan, Patricia, “Haiku Mind: 108 Poems…,” Shambala, 2008
4. Matt Gollub, Kazuko Stone, Keiko Smith,” Cool Melons—Turn to Frogs! (Life & Poems of Issa),” Lee & Low, 1998
5. Hardy, Jackie, ed., “Haiku Poetry: Ancient & Modern,” Tuttle Publ., ca. 2010
6. Hass, Robert, ed., “Essential Haiku of Basho, Buson & Issa,” Ecco Press, 1994
7. Higginson, William, “Haiku World: International Poetry Almanac,” Kodansha,‘96
8. Moore, Lenard, “Gathering at the Crossroads: The Million Man March,” Photos: Eugene Redmond Red Moon Press, 2003, 2007
9. Patterson, Ama, “Zen & the Art of Haiku,” (journal) Peter Pauper, 1995
10. Reinhold, Jane, “A Dictionary of Haiku,” AHA Books, 2013
11. Sanchez, Sonia, “morning haiku,” Beacon, 2010 12. Wright, Richard, “Haiku: This Other World,” Knopf, 1988
Lesson Plan-5 (K through 3rd Grade)
Fill in the blanks with a color, number, or animal from the list.
We will clap and count syllables (sounds) for three poems.
1.____________ butterfly
is standing on her tiptoes
the river rises
on a lion hunt
marching with a big 2.________ net
we catch 3._____________________
we look at a globe
the water is painted 4.___________
5. ______________ on our country
ANSWER LIST: red, orange, yellow, green, blue, purple, brown, black, white, frog, caterpillar, lion, bee, dog, bird, cat, butterflies, moth, fly 1-one, 2-two, 3-three, 4-four, 5-five, 6-six, 7-seven, 8-eight, 9-nine, 10-ten