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

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