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 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

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