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LESSON PLAN

Seasonal Haiku: Writing Poems to Celebrate Any Season

 

Grades 3–5

Lesson Plan Type Standard Lesson

Estimated Time Three 40-minute sessions

Lesson Author Renee

Goularte
Magalia,
California

Publisher

PREVIEW

OVERVIEW

In this three-part lesson, students write and illustrate haiku depicting seasonal images. First they use their
observation skills, real-world knowledge, and knowledge of parts of speech to help them create seasonal word
charts. They then listen to and read samples of haiku to identify haiku criteria, followed by a writing session
where they create haiku that depict seasonal images. Finally, they publish their poetry in one of three methods.
 They can mount their haikus on colorful backgrounds that illustrate the images in their poems.  If tablets are
available, the Haiku Poem App can be used to publish their poetry.  If computers are available, students can use
the Haiku Poem Interactive.
 

FEATURED RESOURCES

Haiku Poem App:  Students can use this app to create their haikus and illustrate with images.

Haiku Poem Interactive:  Students can use this student interactive to create their and illustrate with images.
 

FROM THEORY TO PRACTICE

Haiku usually depict an image from nature rather than an action and facilitate the reader's reflection on nature.
Traditionally, they follow a three line, 5-7-5 syllable format, although that restriction has been altered in recent
years.(Cheney, 79) Today, one may find haiku that are only one line, or in which the syllable pattern has been
shortened or lengthened. For this lesson, using syllabication is an objective, so adhering to the 5-7-5 pattern is
necessary.

This lesson inherently involves restrictions of convention that could hinder some students' creative use of
descriptive language. For that reason, it may be best to introduce haiku-writing to students after they have had
other experiences in using creative, sensory language in various ways.

Further Reading

Cheney, Matthew. "Expanding Vision: Teaching Haiku." English Journal 91.3 (January 2000): 79-83.

STANDARDS

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9/5/2018 Seasonal Haiku: Writing Poems to Celebrate Any Season - ReadWriteThink
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and
of the cultures of the United States and the world; to acquire new information; to respond to the needs and
demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and
nonfiction, classic and contemporary works.
 

2. Students read a wide range of literature from many periods in many genres to build an understanding of the
many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
 

4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to
communicate effectively with a variety of audiences and for different purposes.
 

5. Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
 

6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation),
media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
 

9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across
cultures, ethnic groups, geographic regions, and social roles.
 

RESOURCES & PREPARATION

MATERIALS AND TECHNOLOGY

If publishing using paper:

Chart paper
Markers
Scratch paper
Pencils
Blank white or parchment paper (8x11)
Fine-tipped black markers
Construction paper (9x12 plus assorted colors in smaller pieces) or other desired art materials for illustrations

If publishing using tablets:

Tablets with the Haiku Poem App installed

Computer with LCD projector
Adaptor to connect tablets to the computer
Optional printer to print haikus from the app

If publishing using computers:

Computers with Internet access to access the Haiku Interactive Tool

Computer with LCD projector
Optional printer to print haikus

A book of haiku for reading aloud:

The Essential Haiku by Robert Hass (The Echo Press, 1994)

The Haiku Anthology by Cor Van Den Heuvel (Touchstone, 1986)
Other possible books are listed on the printout Suggested Books for Haikus
 

STUDENT INTERACTIVES

Grades   3 – 12  |  Student Interactive  |  Writing Poetry

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9/5/2018 Seasonal Haiku: Writing Poems to Celebrate Any Season - ReadWriteThink

Haiku Poem Interactive

Students can learn about and write haiku using this interactive that guides them through
the writing process.

MOBILE APPS

Grades   3 – 12  |  Mobile App  |  Writing Poetry

Haiku Poem App

Students can learn about and write haiku using this app that guides them through the
writing process.
 

PRINTOUTS

Seasonal Haiku Reproducibles

Haiku Evaluation Rubric

 

WEBSITES

Fridge Magnets
 

PREPARATION

Select several haiku to read aloud. Make sure the poems that you choose use the 5-7-5 pattern.
Transcribe two or three onto chart paper for student reference and syllabication review.
If you're completing the variation, test the Fridge Magnets interactive on your computers to familiarize yourself
with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the
technical support page.  Alternately, use the ReadWriteThink interactive Word Mover.
If you are using tablets, install the Haiku Poem App and familiarize yourself with the app.
If you are using the Haiku Student Interactive, check that it will work on the computers the students will use.
You can get help at the technical support page. Familiarize yourself with the student interactive.

INSTRUCTIONAL PLAN

STUDENT OBJECTIVES

Students will

identify subject matter and format criteria of traditional haiku.

use traditional criteria to write haiku.
use descriptive words to create visual images in writing.
use visual art to interpret their own written images.
 

SESSION ONE

1. Arrange students into three heterogeneous groups, with reading, writing, and speaking ability balanced
among the groups. Each group will need table space. Tell students that each group will create a word chart.
Give each group one piece of chart paper and two markers.
2. Ask one group of students to think about the current season, and write a list of words or phrases that depict
things (nouns) that are indicative of it. For example, during winter, responses might include snow, ice,

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thunder, bare tree branches, and pine trees. During spring, responses might include flowers, buds, new
leaves, and ducklings.
3. Ask another group of students to chart words that will describe the season (adjectives). For example, during
summer, responses might include hot, boiling, sizzling, and bright. During autumn, responses might include
crunchy, brown, and dying.
4. The third group will write words that are actions for the season (verbs). Examples might be swim for summer,
skate for winter, bloom for spring, or fall for autumn.
5. Give students time to generate as many words as they can on one piece of chart paper. When the three word
charts are complete, post them so that all students can review all charts and give input. Some words may be
added to (or deleted from) each chart as students discover that they are categorized by parts of speech.
6. Tell students that the next day, they will use the word charts in a poetry-writing activity.
 

SESSION TWO

1. Read aloud two or three haiku, one at a time, with time for student reaction after each one. Ask students to
respond with their feelings or impressions about what they hear.
2. Post the previously transcribed haiku where all students can see them. Have students observe and read the
poems to themselves; then, ask if anyone has noticed anything similar about all three poems. Point out in the
poems any observations that are mentioned. When students have finished responding, choose one of the
poems and have students read it aloud together. Then read the poem one line at a time, having students
count the syllables in each line. Write the number of syllables in the margin next to each line.
3. Move to the second poem and repeat the process of counting syllables. Ask students to make an observation
about the line and syllable pattern of the poems.
4. Make a reference chart for haiku for students to use as they write. Ask students questions about the poems to
help them identify the criteria for the poems. Some examples might be

Do you see any similarities about these poems?

What kinds of things do they make you think about?
What kinds of things are happening?

You will want students to recognize that the poems depict images, and that they follow a pattern of three
lines and the 5-7-5 syllable pattern.

5. Students will work independently to write their own haiku, using words from the charts to help them
generate ideas. Make sure that students understand that the word lists are for reference and ideas;
encourage them to use their own words if they think of something that is not on the charts.
6. Circulate among students to answer and ask questions, and have students check their syllable patterns. As
students write particularly interesting phrases, share them with the class to help those who are having
difficulty with ideas.
7. If students will be publishing using the paper method, have them rewrite them in the center of 8x11 white or
parchment paper. Remind them that they are publishing, so they need to be using their best printing. Have
students trace over their pencil writing with a fine-tipped black marker and save their work for the
illustration activity.
8. If students are using computers or tablets, model which software they will be using.  Show students where to
save their images for the backgrounds of their haikus.  Then allow time for students to work.  Circulate
around the room to help those who have problems with the software.
 

SESSION THREE

1. Hand out the Haiku Evaluation Rubric.  Together evaluate one of the haikus you read during session one.
2. If using the paper method to publish:
Students will mount their final copy of their haiku in the center of 9x12 construction paper, then use torn
paper designs to illustrate the feeling or image of the poem. Have available for students a selection of 9x12
sheets of construction paper for backgrounds, and smaller pieces of a larger variety of colors to use for the
torn paper designs.

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Have students refer to one of the haiku that was transcribed on chart paper. Ask them to talk about the
image depicted in the haiku, and the feelings it evokes. Have them talk about colors and/or shapes that
would help illustrate these things.
Give students directions for affixing their poems to construction paper backgrounds. Tell them they will be
using torn paper to make designed borders that illustrate the images or feelings in their poems. Show
students how to tear construction paper to create a shape or design, if they need an example. Show how
even straight lines should have torn edges.
Students will work independently to create torn paper designs for their poem backgrounds. As they finish,
display their work.
Pair up students and have them evaluate each other’s haikus.  Allow time for students to make revisions.

3.  If using tablets or computers, allow time for students to complete their haikus.  Then pair up students and
allow time for students to evaluate each other haikus.  Provide the opportunity for students to revise their
haikus.  Once all have had the opportunity to revise, project the haikus through the LCD projector and share
together the finished poems.

 
 

EXTENSIONS

If the class as a whole needs more support, create the word charts one at a time with the whole class
participating, and model the writing of one haiku with the whole class participating in the writing.
Instead of torn paper construction paper borders, have students use a different medium, such as watercolor
washes, tissue paper or other collages, or chalk designs on black backgrounds.
If computers are available, students could create their final copies of Fall Haikus using the Seasonal Haiku
Reproducibles. Here, students can type the haikus within the leaves and print them out for their very own Fall
Haiku Book or cut them out to create a falling leaves bulletin board.
For Halloween haiku, try the "Ghosts and Ghouls" in the Fridge Magnets interactive. For fun, the interactive
also includes collections of words for haiku about dragons, sweets, and cats. Alternately, use the
ReadWriteThink interactive Word Mover.
Print the haikus that were created using the Haiku Poem App and/or Haiku Student Interactive.  Display in the
school hallways for all to see.
Create a class webpage at Google or Wix or class wiki at Wikispaces.  Post the haikus that the students created
using the app or student interactive.
 

STUDENT ASSESSMENT/REFLECTIONS

Teacher observation of individual student participation in group work.

Teacher observation of students’ individual work.
Finished haiku following required written criteria.
Relationship of visual and written images in finished work.
Student/teacher conferences about student work.
Evaluation of the haiku using the Haiku Evaluation Rubric.

RELATED RESOURCES

LESSON PLANS

Grades   5 – 8  |  Lesson Plan  |  Standard Lesson

Animate that Haiku!

Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool
to produce slideshows that blend text and music.
 

Grades   4 – 6  |  Lesson Plan  |  Standard Lesson

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9/5/2018 Seasonal Haiku: Writing Poems to Celebrate Any Season - ReadWriteThink
Learning about Clouds with Haikus

Using a mobile app or Interactive activity, students write haikus describing various types of clouds that they have
studied.
 

Grades   5 – 8  |  Lesson Plan  |  Unit

Experiencing Haiku Through Mindfulness, Movement & Music

By being present and mindful on nature walks, students write haiku using vivid sensory language; and explore
body movement, music and art as visual and kinesthetic representations of their poetry.
 

CALENDAR ACTIVITIES

Grades   K – 12  |  Calendar Activity  |  April 1

April is National Poetry Month!

Students are assigned to be "poets of the day" and are provided several models to create, illustrate, and present
their different poems to the class.
 

Grades   K – 12  |  Calendar Activity  |  October 3

United States Congress officially adopted the position of Poet Laureate Consultant in Poetry in 1985.

Students investigate the website of a past Poet Laureate's project and use it as a model to celebrate poetry that
appeals most to them.
 

Grades   K – 6  |  Calendar Activity  |  December 21

It's Winter in the Northern Hemisphere!

Students brainstorm words or images that they associate with winter, select and read a picture book about
winter, and compare the two using the interactive Venn Diagram.
 

Grades   1 – 12  |  Calendar Activity  |  June 21

Celebrate the first day of summer with summer reading.

Families are invited to a June literacy fair to end the school year and get students on the right track for the
summer.
 

PRINTOUTS

Grades   2 – 6  |  Printout  |  Writing Starter

Haiku Starter

This graphic organizer provides students the opportunity to brainstorm words about a given topic, count and
record the syllables, and draft a haiku.
 

PROFESSIONAL LIBRARY

Grades   8 – 12  |  Professional Library  |  Journal

Expanding Vision: Teaching Haiku

Despite common misconceptions about haiku, there is a lively and vibrant haiku community throughout the
United States and many other countries. Read this article for further discussion on the use of haiku in your own
classroom.
 

COMMENTS

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Published Comments

CVC This will be used as part of a larger poetry unit in the fourth grade. I especially liked
April 03, 2015 your electronic resources. Thank you.
 

MOH I will be using this for an after school program for ELL students. This is wonderful! Only
January 14, 2015 "complaint" is that the standards for Maryland are not updated/uploaded. Otherwise,
 
great! Thank you for this!

Bill Schmidt I plan to use this lesson with my students in the next two weeks. It compliments our
March 01, 2011 curriculum beautifully! We are studying parts of speech, Japan and plants this spring.
 
Thank you for publishing this.

Rocio Pruneda I really enjoyed this lesson so did my students!!!! Thanks for your ideas!!!
May 15, 2010
 

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