You Too Can HaikuYou Too Can HaikuBy Eva MorrisBy Eva Morris

P.S. 164P.S. 164 This thematic unit incorporates Social This thematic unit incorporates Social Studies, Math, Computer Science, Art, Studies, Math, Computer Science, Art, and English Language Arts. and English Language Arts.

• Lesson oneLesson one: Length 2 lessons : Length 2 lessons

SubjectSubject: Social Studies, Computer Science and E.L.A.: Social Studies, Computer Science and E.L.A.

• Goal:Goal: Students will be able to explain information on the Students will be able to explain information on the Japanese history, culture and Haiku poetry.Japanese history, culture and Haiku poetry.

• Students will use the Internet to explore the country of Students will use the Internet to explore the country of Japan in order to determine its location, resources, Japan in order to determine its location, resources, population and culture.population and culture.

• F.Q.R. worksheet is to help students focus their thinking as F.Q.R. worksheet is to help students focus their thinking as they read. It is similar to the K.W.L.they read. It is similar to the K.W.L.

• Teacher will display several photographs of a geisha girl, Teacher will display several photographs of a geisha girl, Japanese scenery and a map of the world. The students will Japanese scenery and a map of the world. The students will respond to what they see and the teacher will put the respond to what they see and the teacher will put the responses on chart paper.responses on chart paper.

• Model note taking and Visual Thinking Strategy. Model note taking and Visual Thinking Strategy.

• The information will be placed on the chart paperThe information will be placed on the chart paper

• Using the overhead projector Using the overhead projector

• Students work in groups viewing designated Internet web Students work in groups viewing designated Internet web pages that display information on Japan. The students use an pages that display information on Japan. The students use an F.Q.R. sheet and in groups they complete the sheet F.Q.R. sheet and in groups they complete the sheet documenting the facts that they found, the questions that documenting the facts that they found, the questions that they might have about the topic and their responses to the they might have about the topic and their responses to the facts and questions that they have listed. facts and questions that they have listed.

• Students use their notes and worksheets in order to complete Students use their notes and worksheets in order to complete a graphic organizer that will be displayed as an anchor chart a graphic organizer that will be displayed as an anchor chart for future lessons. for future lessons.

• The students write a summary of their findings for homework The students write a summary of their findings for homework and Haiku poem to read and Haiku poem to read

• Japan is a country where many customs, ways of living, sounds, Japan is a country where many customs, ways of living, sounds, smells, and tastes are different than they are in our country. smells, and tastes are different than they are in our country. Hundreds of years ago, the Japanese created an art form - in the Hundreds of years ago, the Japanese created an art form - in the shape of a small verse. The verse is haiku (HIGH-koo). In haiku, shape of a small verse. The verse is haiku (HIGH-koo). In haiku, we share the thoughts, the moods, and the feelings of the we share the thoughts, the moods, and the feelings of the Japanese poets. Japanese poets.

• Haiku grew from an early writing game in which the first three Haiku grew from an early writing game in which the first three lines of a poem were written by one person. A second person lines of a poem were written by one person. A second person wrote the closing two lines. The great Japanese writer, Basho wrote the closing two lines. The great Japanese writer, Basho (1644-94) grew tired of this game. He felt that the first three (1644-94) grew tired of this game. He felt that the first three lines could stand alone. In that way, haiku was born. lines could stand alone. In that way, haiku was born.

• There are no rhyming words in haiku, and each 3-line verse has There are no rhyming words in haiku, and each 3-line verse has only 17 syllables or less! The three lines are often arranged so only 17 syllables or less! The three lines are often arranged so that the first line has five (5) syllables, the second line has that the first line has five (5) syllables, the second line has seven (7) syllables, and the third line has five (5) syllables. This seven (7) syllables, and the third line has five (5) syllables. This is called the 5-7-5 rule. Haiku does not always follow the 5-7-5 is called the 5-7-5 rule. Haiku does not always follow the 5-7-5 rule. But to be haiku, the verse must express a thought, feeling rule. But to be haiku, the verse must express a thought, feeling or mood. The verse cannot be composed of more than 17 or mood. The verse cannot be composed of more than 17 syllables; it cannot have more than 3 lines; and it cannot rhyme. syllables; it cannot have more than 3 lines; and it cannot rhyme.

Japan QuizJapan Quiz• 11. What is the capital of Japan? . What is the capital of Japan?

___________________________ ___________________________ • 2. What ocean borders Japan to the east? 2. What ocean borders Japan to the east?

___________________________ ___________________________ • 3. What body of water separates Japan from South 3. What body of water separates Japan from South

Korea? ___________________________ Korea? ___________________________ • 4. What is the name of the sea that separates Japan 4. What is the name of the sea that separates Japan

from mainland Asia (southern Russian and North from mainland Asia (southern Russian and North Korea)? ___________________________ Korea)? ___________________________

• 5. What is the name of the sea that borders Japan to 5. What is the name of the sea that borders Japan to the south? ___________________________ the south? ___________________________

• 6. Sapporo is on the northernmost of the four major 6. Sapporo is on the northernmost of the four major islands of Japan. What is the name of this island? islands of Japan. What is the name of this island? ___________________________ ___________________________

• 7. What is the name of the largest of the Japanese 7. What is the name of the largest of the Japanese island? ___________________________ island? ___________________________

• JapanJapan Japan

FACTSFACTS QUESTIONS QUESTIONSRESPONSESRESPONSES

Lesson 2 :Lesson 2 :Subject :Subject : Poetry and Math Poetry and Math• GoalGoal: Explore imagery: Explore imagery

• Students will use their listening skills to hear Students will use their listening skills to hear distinct syllables and gain the ability to distinct syllables and gain the ability to discriminate between them.discriminate between them.

• Understand imagery, locate descriptive Understand imagery, locate descriptive language and words that pertain to nature, language and words that pertain to nature, for use in their writing.for use in their writing.

• The class does a picture walk of the book. The class does a picture walk of the book.

This establishes the motivation for listening. This establishes the motivation for listening. The students and teacher list the words of The students and teacher list the words of feelings, time, colors, nature and descriptive feelings, time, colors, nature and descriptive verbs found in the book as well as the verbs found in the book as well as the descriptive language from thier homework.descriptive language from thier homework.

Teacher will read selections from the book while Teacher will read selections from the book while modeling descriptive words of imagery on to modeling descriptive words of imagery on to chart paper to create a word bank.chart paper to create a word bank.

The words are written under the proper category, The words are written under the proper category,

example feelings, colors, verbs, shapes etc. The example feelings, colors, verbs, shapes etc. The students will use kinesthetic movement, by students will use kinesthetic movement, by placing their hands on their chins, to determine placing their hands on their chins, to determine the syllables in each of the words that are on the the syllables in each of the words that are on the chart. chart.

The students work in pairs to complete the haiku The students work in pairs to complete the haiku sheet and using the internet haiku sites.sheet and using the internet haiku sites.

The teacher begins to read selections from the The teacher begins to read selections from the book description on to the chart. book description on to the chart.

Discussion / share of the words and the picture in Discussion / share of the words and the picture in their minds.their minds.

• ANSWER THE FOLLOWING QUESTIONSANSWER THE FOLLOWING QUESTIONS

• What is the Haiku written about?What is the Haiku written about?

• List the descriptive wordsList the descriptive words

• How many syllables are there in each How many syllables are there in each line?line?

• What picture does the poem make in What picture does the poem make in your mind?your mind?

• Topic NameTopic Name

• Adjectives/ SyllablesAdjectives/ Syllables

• Verbs/ syllablesVerbs/ syllables

• Feelings/syllablesFeelings/syllables

Picture in my mind/ imageryPicture in my mind/ imagery

HOMEWORK HAIKUHOMEWORK HAIKUThis snowy morningThis snowy morning

That black crow I That black crow I hate so much ....hate so much ....But he's beautiful!But he's beautiful!—Basho—Basho

We could hear the trees ...As we went through the forestPlay with the wind—Roger, age 10

• http://homepage2.nifty.com/haiku-http://homepage2.nifty.com/haiku-eg/eg/

Lesson Three: Lesson Three: Subject Subject E.L.AE.L.A., Poetry Math., Poetry MathGoal:Goal: Students will compose an original Haiku poem. Students will compose an original Haiku poem.

• Mathematical problem solving by determining the correct Mathematical problem solving by determining the correct number of syllables per line.number of syllables per line.

• Students will discover that all poetry does not rhyme.Students will discover that all poetry does not rhyme.

• Think Aloud as a Haiku poem is modeled on the overhead. Think Aloud as a Haiku poem is modeled on the overhead. By using the senses , and the listsBy using the senses , and the lists

• Students review the words located on the chart and Students review the words located on the chart and personal list, from the prior lessons and compute the personal list, from the prior lessons and compute the number of syllables in each word in order, while keeping in number of syllables in each word in order, while keeping in mind the 5,7,5 rule to compose the Haiku.mind the 5,7,5 rule to compose the Haiku.

• Internet resource with drop down menu.Internet resource with drop down menu.

• http://http://www.insite.com.br/rodrigo/poet/haicreate.htmlwww.insite.com.br/rodrigo/poet/haicreate.html

• The poem is copied onto paper to use for the next The poem is copied onto paper to use for the next lesson.lesson.

• The students begin to work on composing a Haiku.The students begin to work on composing a Haiku. Teacher reinforces mathematical computation.Teacher reinforces mathematical computation.

• Sharing of their Haiku poems. Sharing of their Haiku poems.

Special FeaturesSpecial Features• First line: Adjective/ Noun, First line: Adjective/ Noun,

• Second line: Verb/Preposition/Noun Second line: Verb/Preposition/Noun

• Third line: Season or Time of Third line: Season or Time of year/Descriptive word.year/Descriptive word.

Lesson Four:Lesson Four: SubjectSubject: : Computer Science, E.L.A. and Art.Computer Science, E.L.A. and Art.

• Goal: Goal: The students will type and illustrate their Haiku The students will type and illustrate their Haiku poem by using the “Kid Pix” computer application.poem by using the “Kid Pix” computer application.

• The students will use the following icons: Stamp pad, Paint The students will use the following icons: Stamp pad, Paint brush, Typewriter and Eraser.brush, Typewriter and Eraser.

• Revisit the book “Cool Melons Turn To Frogs” ,while doing Revisit the book “Cool Melons Turn To Frogs” ,while doing a picture walk through the book, the teacher instructs the a picture walk through the book, the teacher instructs the students to pay attention to the illustrations. students to pay attention to the illustrations.

• Discussing the importance of illustrations and poetry. Discussing the importance of illustrations and poetry. Students engage in accountable talk regarding the Students engage in accountable talk regarding the pictures, the teacher listens in on the conversations and pictures, the teacher listens in on the conversations and takes notes. When students are done the teacher points takes notes. When students are done the teacher points out some of the interesting things that her heard the out some of the interesting things that her heard the students discussing.students discussing.

• When the students are done with When the students are done with their designs they are asked to their designs they are asked to answer these questions. answer these questions.

• Why did you choose the illustrations Why did you choose the illustrations that you used? that you used?

• What was the image that you wanted What was the image that you wanted the reader to see in their mind? the reader to see in their mind?

• How did the poem make you feel?How did the poem make you feel?

• Japan is a country where many customs, ways of living, sounds, Japan is a country where many customs, ways of living, sounds, smells, and tastes are different than they are in our country. smells, and tastes are different than they are in our country. Hundreds of years ago, the Japanese created an art form - in the Hundreds of years ago, the Japanese created an art form - in the shape of a small verse. The verse is haiku (HIGH-koo). In haiku, shape of a small verse. The verse is haiku (HIGH-koo). In haiku, we share the thoughts, the moods, and the feelings of the we share the thoughts, the moods, and the feelings of the Japanese poets. Japanese poets.

• Haiku grew from an early writing game in which the first three Haiku grew from an early writing game in which the first three lines of a poem were written by one person. A second person lines of a poem were written by one person. A second person wrote the closing two lines. The great Japanese writer, Basho wrote the closing two lines. The great Japanese writer, Basho (1644-94) grew tired of this game. He felt that the first three (1644-94) grew tired of this game. He felt that the first three lines could stand alone. In that way, haiku was born. lines could stand alone. In that way, haiku was born.

• There are no rhyming words in haiku, and each 3-line verse has There are no rhyming words in haiku, and each 3-line verse has only 17 syllables or less! The three lines are often arranged so only 17 syllables or less! The three lines are often arranged so that the first line has five (5) syllables, the second line has that the first line has five (5) syllables, the second line has seven (7) syllables, and the third line has five (5) syllables. This seven (7) syllables, and the third line has five (5) syllables. This is called the 5-7-5 rule. Haiku does not always follow the 5-7-5 is called the 5-7-5 rule. Haiku does not always follow the 5-7-5 rule. But to be haiku, the verse must express a thought, feeling rule. But to be haiku, the verse must express a thought, feeling or mood. The verse cannot be composed of more than 17 or mood. The verse cannot be composed of more than 17 syllables; it cannot have more than 3 lines; and it cannot rhyme. syllables; it cannot have more than 3 lines; and it cannot rhyme.

• As you read each verse below, put yourself in the As you read each verse below, put yourself in the poet's place - try to share what he or she is feeling. poet's place - try to share what he or she is feeling. Then share the poem with someone else. You may Then share the poem with someone else. You may find that others receive a different image or feel a find that others receive a different image or feel a different mood than you do, all while reading the different mood than you do, all while reading the same words. That is one reason a haiku verse is same words. That is one reason a haiku verse is often accompanied by an illustration. often accompanied by an illustration.

• Here is an example of haiku written by the great Here is an example of haiku written by the great Japanese writer Basho. Ask yourself, what season Japanese writer Basho. Ask yourself, what season is it? is it?

• This snowy morningThis snowy morningThat black crow I hate so much ....That black crow I hate so much ....But he's beautiful!But he's beautiful!—Basho—Basho

• The Haiku’s that were composed will be used to The Haiku’s that were composed will be used to create a slide show presentation. create a slide show presentation.

• Assessment:Assessment: Students will be assessed throughout Students will be assessed throughout the unit. They will be assessed in the following the unit. They will be assessed in the following areas. areas.

• 1. Participation during discussions. 1. Participation during discussions. • 2. the students piece must follow the correct Haiku 2. the students piece must follow the correct Haiku

format. format. • 3. The students understanding of imagery. 3. The students understanding of imagery. • 4. The students utilization of their listening skills.4. The students utilization of their listening skills.

Internet Resources:Internet Resources:

• http://www.ahapoetry.com/haiku.htmhttp://www.ahapoetry.com/haiku.htm

• http://www.big.or.jp/~loupe/links/ehisto/ehisinx.shtmlhttp://www.big.or.jp/~loupe/links/ehisto/ehisinx.shtml

• http://www.cln.org/themes/haiku.htmlhttp://www.cln.org/themes/haiku.html

• http://www.cranberrydesigns.com/poetry/haiku/history.http://www.cranberrydesigns.com/poetry/haiku/history.• HtmHtm

• http://www.fthsonline.com/mgeib/social-sciences/haikuhttp://www.fthsonline.com/mgeib/social-sciences/haiku%20samples.htm%20samples.htm

• http://www.gardendigest.com/poetry/haiku4.htmhttp://www.gardendigest.com/poetry/haiku4.htm

• http://www.insite.com.br/rodrigo/poet/haicreate.htmlhttp://www.insite.com.br/rodrigo/poet/haicreate.html

• http://www.japan-zone.com/culture/index.shtmlhttp://www.japan-zone.com/culture/index.shtml

Bibliography:Bibliography:

• Black Swan/White CrowBlack Swan/White Crow.  By Lewis J. Patrick, .  By Lewis J. Patrick, Atheneum, 1995 Atheneum, 1995

• The Classic Tradition of Haiku: An Anthology.The Classic Tradition of Haiku: An Anthology.   Dover   Dover Publications, Dover Third Edition, 1996.Publications, Dover Third Edition, 1996.

• Cool Melons - Turn to Frogs: The Life and Poems of Cool Melons - Turn to Frogs: The Life and Poems of Issa.Issa.  Edited by Matthew Gollub,   Edited by Matthew Gollub, illustrated by Kazuko G. Stone and Keiko Smith.  Lee illustrated by Kazuko G. Stone and Keiko Smith.  Lee and Low Books, 1998.   and Low Books, 1998.  

•Cricket Never Does: A Collection of Haiku and TankaCricket Never Does: A Collection of Haiku and Tanka. .    By Myra Cohn Livingston.    By Myra Cohn Livingston. Illustrated by Kees De Kiefte.  Margaret McElderry, Illustrated by Kees De Kiefte.  Margaret McElderry, 1997.  1997. 

• Students InvolvedStudents InvolvedThe students are third-grade, special-needs, general-education, The students are third-grade, special-needs, general-education, and English-language learners. They must be familiar with the and English-language learners. They must be familiar with the computer and the Kid Pix program.computer and the Kid Pix program.

• Teacher TipsTeacher Tips The completion of the homework assignments is essential because The completion of the homework assignments is essential because those poems are used to begin the lesson the following day.those poems are used to begin the lesson the following day.

• Overall ValueOverall ValueThis unit introduces the students to Haiku poetry in an interactive This unit introduces the students to Haiku poetry in an interactive fashion. The students learn about Japanese culture and history as fashion. The students learn about Japanese culture and history as they investigate the designated websites. They become better they investigate the designated websites. They become better listeners and composers of poetry while understanding that all listeners and composers of poetry while understanding that all forms of poetry do not rhyme. The Kid Pix application assists in forms of poetry do not rhyme. The Kid Pix application assists in bringing their written forms of imagery to a visual format. This unit bringing their written forms of imagery to a visual format. This unit empowers students with difficulty visualizing, drawing, and empowers students with difficulty visualizing, drawing, and writing. By using the application with the Internet, the students writing. By using the application with the Internet, the students are eager to learn. are eager to learn.