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In this lesson plan, students learn the rules and conventions of haiku, study examples by Japanese masters, and create haiku of their own. Its 4 lessons seek to help students be able to: (1) describe the traditional rules and conventions of haiku; (2) interpret examples of haiku; (3) characterize the image-evoking power of haiku; (4) develop a vocabulary and ideas for writing haiku; and (5) compose a haiku based on a personal experience. Intended for grades 3-5, the plan offers suggestions on preparing to teach this lesson. It also notes subject areas covered (language arts, literature, and Asian literature and history), time required to complete the lesson, skills used and taught in the lesson, and the standards developed by professional associations or governments that are related to the lesson. Activities to extend the lesson and further resources conclude the lesson plan. (SR)

In this lesson plan, students explore the traditions and conventions of haiku, comparing this classic form of Japanese poetry to a related genre of Japanese visual art. Students also compose haiku of their own. The lesson's learning objectives are: (1) to learn about the history and poetic conventions of Japanese haiku; (2) to read and interpret classic examples of haiku; (3) to compare the world of haiku with the world portrayed in Japanese woodblock prints; and (4) to practice writing haiku in English. Nine specific activities are described in detail, and ideas to extend the lesson conclude the lesson plan. (SR)

This curriculum outline introduces the components of a creative writing course which acquaints students with various forms of Japanese poetry. First, the goals and student objectives of the course are presented, emphasizing the history and different forms of Japanese poetry such as "renga," a kind of challenge poetry which will be used to develop skills used in more contemporary writing forms; "haiku," to distill thoughts of other literary forms (prose, long poems, and plays); and "tanka." Students will be encouraged to use the poetic forms as well as meditation and "koan" (a kind of riddle) to stimulate creative thought, break writing barriers, and inspire the use of the concrete detail in writing. Next, the course outline and assignments are listed; they are followed by a description of the methods used for evaluating students, which focus on the students' production of their own works based on Japanese poetry and the use of concrete detail. A list of discussion questions is then provided. The activities and strategies for presenting material are summarized, focusing on the process of creation and examining the importance of both the "experiencer" and the creator to the creative process. The remainder of the outline lists the audiovisual aids used in the course, and explains the importance of concrete detail in any genre. Includes a list of suggested sources for teaching Japanese poetry and course material. Contains an annotated bibliography. (TGI)

This workshop offers activities to teach students about poetry. After describing haiku as a brief snapshot rather than a story, it explains how to teach poetry using an attached reproducible and poster. The tear-out reproducible sheet teaches students how to write their own haiku, offering a sample one as a model. The poster presents three sample haikus. (SM)

This booklet describes 22 simple verse patterns which may be used with children at all grade levels to encourage imaginative use of language, sense of form, and written self-expression. Among the patterns are the following: concrete or visual poem, found poem, formal cinquain, acrostic verse, haiku, rhymed riddle, impressionistic poem, terse verse, Mother Goose parody, and limerick. Included are examples of student verse. (JM)

Intended for teachers in all content areas, this guide provides activities for teaching formula poetry (poetry written according to a defined format) in all subject areas. First, a rationale for why teachers should include writing in their classrooms is presented. Next, the stages of the writing process are explained and the benefits of formula poetry are discussed. Instructions for teaching students to write bio-poems, cinquains, concrete poems, definition poems, diamante poems, five-sense poems, found poetry, haiku, inside/outside poems, parallel poems, and vertical name poems are provided, as well as examples of poems that have been written in science, social studies, and English classes. (DF)

Suggests that composing "haiku" requires a discipline in a person's thinking and emoting patterns similar to that of a general semantics system for training people to make sense. Describes how such haiku are written and gives some guidelines to help individuals create their own. (PA)

A French writing workshop used at the university level in Japan to enhance French language instruction is described. The exercises, in which students write Haiku and minimalist poetry in French, stress such aspects of language use as associations, connotations, and creative word use. Several exercise types are described. (MSE)

In recent years, haiku has become a widely adopted part of the language arts curriculum, particularly at the elementary level. Educators appreciate the simplicity and brevity of haiku as a poetic form that young students can grasp fairly easily and therefore express themselves readily. However, this focus on form has often been to the exclusion of a deeper understanding of the artistic themes and cultural values found in Japanese literature that are an equally central part of the rich tradition of haiku poetry. This secondary level unit seeks to remedy this disparity. For the Japanese, haiku has been a very personal, meaningful form of self-expression, at the same time one which is molded according to certain conventions inherited from the past. By helping students understand how haiku developed within Japanese culture, students may appreciate more fully this unique poetic form. The specific goal of the unit is to stimulate the creative energies of secondary level students by instilling awareness of natural environment through haiku poetry. Contains six lessons: (1) "Haiku Structure and Themes"; (2) "Japanese Aesthetic Principles"; (3) ""Haiku and Nature"; (4) "Creative Writing"; (5) "Translating Haiku"; and (6) "Optional Activities." Appendices contain additional haiku, background information for teachers, a pronunciation guide, and 19 references. (EH)

Self-directed activities designed to help elementary school students learn to use the cinquain and haiku poetic forms are presented in this booklet. An overall lesson plan including learning objectives, teaching approaches, and lists of materials needed for each task is provided, as is a record keeping form. Each of the eight chapters of the booklet contains a pretest, a posttest, and worksheet activities designed to develop specific points. A list of extra activities is appended. (FL)

Visual aids and worksheets designed for use with unit eight of a language arts strand for Spanish-speaking students in grade three are included in this packet, along with two small illustrated readers for students. These instructional aids are to help the teacher carry out learning and assessment activities found in the teacher's guide for kits 29-32, each of which is designed for a two to three-week teaching period. Timetable for use of the materials appears in the guide. Illustrated literature in the pupil readers includes a fable, mystery story, Haiku verses, a story describing the water cycle, a traditional poem, and biographies of Roberto Clemente, Lidia Diaz Cruz, and Armando Rodriguez. Instructional aids are to help in reading, language analysis, and creative expression activities. Ditto masters are for making multiple copies of visuals and sheets for individual seatwork. The materials encompass activities which pertain to use of the readers; Cuban, Mexican, and Puerto Rican linguistic variation; occupations; dictionary skills; contributions from different ethnic communities; nonverbal communication; parts of a letter; and basic grammar. All classroom materials are in Spanish (RS)

Offers strategies for integrating poetry throughout the year and throughout the curriculum, including suggestions for creating a back-to-school poem and capturing scenes of nature in haiku. Student pages offer a primary poem coloring worksheet and an intermediate haiku worksheet. (SM)

Notes the relevance of the haiku form (unrhymed poetry "recording the essence of a moment keenly perceived in which nature is linked to human nature") to outdoor education. Lists anthologies, collections, books introducing haiku, and haiku magazines. Provides 17 haiku examples. (MH)