The Haiku

Anna Yonkers
October 14, 2014
English 9
Lesson 31

Resources Necessary:

Paper
Pencil
Haiku handout
Chrome Book

Common Core Standards:

Note: Some standards are taken from middle school Common Core Standards. This reflects a
a decision made by myself after looking at our reading scores and seeing that many of our
students are at a 3rd grade reading level, and some are even at first grade. Im sure you
understand.

W6-10:10: Write routinely over extended time frames and shorter time frames for a range
of discipline-specific tasks.

W6-12: 2d: Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.

W6-12: 2c: use precise words and phrases, telling details, and sensory language to convey a
vivid picture of the experiences, event, setting, and or characters.

Objective:
Create a poem based on the Haiku poetry form.
1

Activities:
1.

(12) Journal: What is your greatest fear and why? Every day I am required to have
students complete a journal. This is a method used by my cooperating teacher, and it
is one of the only things she has asked me to keep of her class structure.

2.
3.

(5) Students share what they wrote about it their journals upon invitation.

A Japanese poetry form often inspired by nature.

Very short.
Used to show a feeling or an action.
Made up of three stanzas.
Divides stanzas into 17 syllables.
form: first stanza 5 syllables, second 7, third 5.
Usually used to talk about nature or humor.

4.

Look at Haiku example and note characteristics including syllable count, lines, tone,
mood, and subject. (10).

5.

Students work on creating their own Haikus which will be used in the class at a later
date. The cumulative assignment for this class is to create a poetry anthology. This
anthology will include 10 poems that the students write and ten that they like from
other authors. All poems written in our class as we study form can be used in the final
poetry anthology as long as it the theme in the poetry is either love, family, growing
up, humor, death or dying, or tolerance.(Remainder of class).

Introduction to Haiku (15):

Adaptations:
2

Students with IEPs and 504s will be given extra time to complete the assignment.
The teacher will be available to assist all students who need some extra help.
Visual aid will be given in the form of modeling the dissection of a haiku.
The teacher will reteach tone and mood.
Students with 504s and IEPs will have fewer poems to complete in the allotted time.

Assessment:
Students will be informally assessed based on observations of the teacher during work time and
discussions. Assessment will also take the form of the Haiku worksheet and eventual haiku
poems that will be included in the poetry anthology at the end of the unit.