Lesson Title:
Exploring Haiku through Basho and the Fox
By:
Lynn Hannapel, Wendy Durst, Kelly Hirneisen, and Nancy Kelso
Objective:
- ÀÖ²¥´«Ã½ will develop an understanding of Basho, the man and the poet, as a prominent figure in Japanese literature.
- ÀÖ²¥´«Ã½ will experience Japanese poetry through haiku.
Suggested Grade Level:
3rd grade
Materials:
Resources
- Basho and the Fox by Tim Myers
- Haiku: Learn to Express Yourself by Writing Poetry in the Japanese Tradition by Patricia Donegan
- Grass Sandals - Dawinine Spivak, illustrated by Demi
Regalia, artifacts
- maps of Japan
- timeline of Japanese history
- photos of Yamadera
- photos of Basho statue
- statue of Basho
- print of Basho's poetry
Colorado Model Content Standards:
Geography
Standard 1. ÀÖ²¥´«Ã½ know how to use and construct maps, globes, and other geographic tools to locate and derive information about people, places, and environments.
Standard 2. ÀÖ²¥´«Ã½ know the physical and human characteristics of places, and use this knowledge to define and study regions and their patterns of change.
Standard 5. ÀÖ²¥´«Ã½ understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.
History
Standard 1. ÀÖ²¥´«Ã½ understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.
Standard 6. ÀÖ²¥´«Ã½ know that religious and philosophical ideas have been powerful forces throughout history.
Reading and Writing
Standard 1. ÀÖ²¥´«Ã½ read and understand a variety of materials.
Standard 2. ÀÖ²¥´«Ã½ write and speak for a variety of purposes and audiences.
Standard 3. ÀÖ²¥´«Ã½ write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
Standard 4. ÀÖ²¥´«Ã½ apply thinking skills to their reading, writing, speaking, listening and viewing.
Standard 5. ÀÖ²¥´«Ã½ read and recognize literature as a record of human experience.
Assessment:
ÀÖ²¥´«Ã½ will be able to place Basho on a Japanese timeline as a prominent figure in Japanese literature.
ÀÖ²¥´«Ã½ will write an individual haiku.
Rubric:
3 - Writing includes the 6-7 characteristics of haiku and final draft is legible.
2 - Writing includes 4-5 characteristics of haiku and final draft is legible.
1 - Writing has 3 or fewer characteristics of haiku.
Previous Lessons:
ÀÖ²¥´«Ã½ have created sensory and seasonal word lists. ÀÖ²¥´«Ã½ have heard a think-aloud focusing on the setting and characters of the story Basho and the Fox by Tim Myers. ÀÖ²¥´«Ã½ have completed a QAR on Basho and the Fox.
Implementation:
Instruction
The intent of the lesson is to focus on the idea of haiku and Basho as a person and poet.
- Introduce and discuss the 7 characteristics of writing haiku on chart paper. Anchor the idea with examples of each characteristic.
- Re-read Basho and the Fox and focus on the haiku poetry by doing a think aloud. Discuss the characteristics of haiku in each haiku that Basho writes for the foxes.
- Read more haiku examples and point out each characteristic and/or have students determine where the poem demonstrates evidence of haiku characteristics.
- Model writing a haiku with the students using the 7 characteristics.
- Demonstrate a haiku by doing shared writing of haiku with the students.
Guided Practice:
- Scaffolding: give the students the first 2 lines of a haiku and have them complete the last line.
- Example: (from Donegan text)
- yellow daffodil
- in the sunny kitchen
Optional prompt:
- Scaffolding: gave the students a haiku prompt and have students substitute words.
- Example: (from Donegan text)
- distant mountains
- reflected in the ____
- of ______________
Independent Practice
ÀÖ²¥´«Ã½ may practice writing their own haiku.
Conclusion
ÀÖ²¥´«Ã½ create a watercolor picture of their haiku that matches the idea of their individual haiku. ÀÖ²¥´«Ã½ will share their haiku in Author's Chair.
Extensions:
- Read Grass Sandals.
- On a map of Japan, show Basho's travels.
- Revisit the photos of the Yamadera region and the Basho statue.
- Tea ceremony lesson and its' significance to haiku.
- ÀÖ²¥´«Ã½ can enter haiku contest (see Haiku: Learn to Express Yourself by Writing Poetry in the Japanese Tradition by Patricia Donegan)
- Have students explore various website from Haiku: Learn to Express Yourself by Writing Poetry in the Japanese Tradition by Patricia Donegan to find modern haiku.
- ÀÖ²¥´«Ã½ can make individual haiku books.
- Teacher can make a class haiku book.