Alison Brooks
Special Ed/6th Grade
February 12, 2010
LESSON I: HAIKU
Standards: California grade six reading standard Narrative Analysis of Grade-level-Appropriate Text 3.2 Analyze the effect of the qualities of the character (e.g., courage or cowardice, ambition or laziness) on the plot and the resolution of the conflict.
3.3 Analyze the influence of setting on the problem and its resolution.
3.4 Define how tone or meaning is conveyed in poetry through word choice, figurative language, sentence structure, line length, punctuation, rhythm, repetition, and rhyme.
3.5 Identify the speaker and recognize the difference between first-and third-person narration (e.g., autobiography compared with biography).
3.6 Identify and analyze features of themes conveyed through characters, actions, and images.
3.7 Explain the effects of common literary devices (e.g., symbolism, imagery, metaphor) in writing.

1.0 Writing Strategies
Students write clear, coherent, and focused essays. The writing exhibits students' awareness of the audience and purpose. Essays contain formal introductions, supporting evidence, and conclusions. Students progress through the stages of the writing process as needed.
Organization and Focus
1.1 Choose the form of writing (e.g., personal letter, letter to the editor, review, poem, report, narrative) that best suits the intended purpose.
variety of fictional and nonfictional texts.
LESSON I: Beat/Rythym/Haiku
Materials needed: percussion instruments, pencils, copy of poem at http://volweb.utk.edu/school/bedford/harrisms/haiku.htm." target="_blank" rel="nofollow">http://volweb.utk.edu/school/bedford/harrisms/haiku.htm.

Begin: Haiku is a form of poetry that originated in Japan. A haiku has three lines: the first and third lines have five syllables each; the second line has seven. A haiku usually depicts a scene in nature and often implies a strong feeling.
Teacher to pass out percussion instruments: everyone to practice counting out beats together.
Explain that in contrast to English verse Japanese verse counts sound units or syllables. . Traditional haiku consist of 17 syllables, in three metrical phrases of 5, 7, and 5 respectively.
Print out a copy of the poem at http://volweb.utk.edu/school/bedford/harrisms/haiku.htm and have the students mark the syllables with their pencil. If they are having trouble figuring out how many syllables, clap out the words.

Lesson two
FOUR HAIKU
Deep in a windless
wood, not one leaf dares to move...
Something is afraid.
Buson
Into a forest
I called... The voice in reply
was no voice I knew.
Otsuji
I called to the wind.
"Who's there?"... Whoever it was
still knocks at my gate
Kyorai
On sweet plum blossoms
The sun rises suddenly.
Look, a mountain path!
Basho
Read haikus to students, Have students re-read each of these poems and try to see and hear what the author saw and felt.
Have students fold a piece of unlined paper into four squares. Students draw a picture of each haiku. This will show that a few words can paint a picture.
Have students think of a simple scene in nature. It should be one that is like a sharp, clear snapshot. Describe what this mental photograph shows by writing a haiku. Have them see if they can make this brief description express a feeling without saying directly what the feeling is. Think of the images, descriptive words, and figurative language that best describe that scene (remember sounds, smells, sights). Jot them down in web form or as you think of them. Then the final step is to experiment by putting your ideas on the Haiku "skeleton" - 5, 7, 5 (syllables) and 3 lines.This haiku will be used in the writing assignment that follows.
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LESSON 3: WRITING ASSIGNMENT
Materials: interesting papers, pens, etc.
http://www.behindthename.com/nmc/jap.php
Writing letters was an extremely popular form of communication among Kyoto courtiers. The courtier chose the color and texture of paper very carefully so it would cause the right mood. Letters almost always included a poem.
1. Write a letter . Pretend you are a boy or girl in the court of Kyoto and write a letter to a friend describing one of your days. The letter should include lots of facts about what courtiers did and what they wore.
2. Include your haiku in your letter. You should choose paper whose color and texture represents the feeling you want your friend to feel.
3. Teacher to post http://www.behindthename.com/nmc/jap.php on the overhead. Choose a Japanese name. Sign your name at the end of the letter.

HAIKU Lesson Rubric
________________________________________
Teacher Name: Mrs. Brooks

Student Name: ________________________________________

CATEGORY 4 3 2 1 Score
CLASS PARTICIPATION I stayed on task , listened and participated to the lesson. I mostly stayed on task, listened and participated to the lesson. I mostly stayed on task, listened and participated to the lesson. I had a hard time staying on task and listened and participating in the lesson.
CREATING A HAIKU MY HAIKU WAS OF CORRECT FORMAT 5 7 5, AND CREATED STRONG IMAGERY MY HAIKU WAS MOSTLY OF CORRECT FORMAT 5 7 5, AND CREATED SOME STRONG IMAGERY MY HAIKU USED SOME OF THE FORMAT 5 7 5, AND CREATED SOME IMAGERY MY HAIKU WAS NOT OF CORRECT FORMAT 5 7 5, AND DID NOT CREATE STRONG IMAGERY
WRITING LETTER MY LETTER USED THE CORRECT FORMAT, INCLUDED DETAILS ABOUT LIFE IN KYOTO, AND INCLUDED MY HAIKU MY LETTER USED MOSTLY CORRECT FORMAT, AND/OR INCLUDED DETAILS ABOUT LIFE IN KYOTO, AND INCLUDED MY HAIKU MY LETTER TRIED TO USE THE CORRECT FORMAT, MAY OR MAY NOT HAVE INCLUDED DETAILS ABOUT LIFE IN KYOTO, AND INCLUDED MY HAIKU MY LETTER DID NOT USE THE CORRECT FORMAT, AND MAY OR MAY NOT HAVE INCLUDED DETAILS ABOUT LIFE IN KYOTO, AND INCLUDED MY HAIKU

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