1. Respond to creative writing using interpretive, critical, and evaluative processes
2. Identify literary elements, such as mood and dominant impression
3. Employ relevant pre-writing strategies and organizational techniques

Directions

PART I

Step 1:
Review the information gathered during the Internet research. If a master list was compiled and copied, review or distribute to the students.

Step 2:
Ask the students what they learned about Haiku. Responses should include that it is a very old form of poetry, made popular by the Samurai warrior, Basho. Examples of Basho’s Haiku can be found on the Internet.

Step 3:
Explain that Haiku has gained popularity over the years, and continues to be written all around the world today.

Step 4:
Read chosen examples of Haiku to the class. After each example, ask the students what the poem made them think about. Which of the five senses did the poem relate to? This refers to the dominant impression or main idea, of the poem. What kind of mood did the poem set? Ask the students what the poems all seem to have in common.

Step 5:
Distribute the handout "What is Haiku?" (pdf) Review the simple rules of the Haiku with the class.

PART II

Step 6:
Students will explore web sites that offer collections of Haiku poetry, or will locate Haiku in poetry books. Students will be asked to work with their partners to record 5 examples of Haiku to share with the class.

Step 7:
Classroom Discussion: Encourage students to share the poems collected. Critique the poems by asking the following;

What feelings did you have from the poem?

1. Which of your five senses did the poem appeal to the most?
2. What mood was the author trying to convey?
3. What was the dominant impression, or idea?
4. What was the kigo, seasonal word? Some are harder than others to find.

What does Haiku look like?

Step 8:
Closure: Tell the students that they are now experts on Haiku, and for the next class session they will “Be the Poet.”

Supporting All Learners

Students can use multiple resources to collect poetry. ESL students can benefit from writing down the poems they choose. Working with the partners will help any students struggling with the assignment.

Lesson Extensions

Brainstorm a list of seasonal words that could be used in Haiku.

Home Connection

Encourage students to take their collection of Haiku poetry home to read to a parent/guardian.  They can also tell them about the origins and rules of Haiku poetry.

Assignments

1. Read the handout, “What is Haiku?”
2. Locate 5 examples of Haiku poetry

Evaluation

1. Were your students able to successfully locate examples of Haiku?
2. Do your students clearly understand this form of poetry?
3. Are your students ready to write Haiku?
4. Is there anything you could have done to better prepare your students to write Haiku?