EN340 / IN350 Global Haiku Tradition
Dr. Randy Brooks • Spring 2005

Molly Burns

Molly's haiku

Haiku Unit Plan
for Secondary Education


Molly Burns

This secondary education Haiku Unit Plan was developed as a project in Global Haiku Traditions at Millikin Univeristy, Spring 2005. If you intend to use this unit plan or have questions about it, please contact Molly Burns or Dr. Randy Brooks at rbrooks@mail.millikin.edu. Dr. Brooks will help you contact Molly Burns.

Day to Day PlansAppendix Handouts

Overall Description: This two-week unit will cover the basic forms of haiku (both American and Japanese traditions). We will spend a few days looking at various haiku authors, both traditional and temporary and at first simply work on reading and appreciating their haiku. Later in the unit, we will work on writing our own haiku based on images, or in response to what we have read. We will discuss the different types of haiku (senryu, different kinds of links). Students will also have the option of writing a rengay with a partner. Finally, we will conclude the unit with a kukai, in which we will read and appreciate one another's haiku and pick favorites. The winners of this kukai will receive haiku-themed prizes (such as copies of Mayfly or Modern Haiku or copies of books by some of the authors we have studied).

Subject: English Language Arts (specifically poetry)

Duration: This two-week unit will span 10 fifty-minute class periods

Grade-level: This unit can be taught at virtually any level, but is meant to be an introduction to poetry and would probably be taught to 9th or 10th graders. Could be modified to go more in depth and for a longer duration if desired . . . there's a wealth of information out there!

Illinois State Learning Standards covered in this unit
IL.1.A.4b: Compare the meaning of words and phrases and use analogies to explain the relationships among them.
IL.1.A.5b: Analyze the meaning of abstract concepts and the effects of particular word and phrase choices.
IL.1.C.4e: Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
IL.1.C.5d: Summarize and make generalizations from content and relate them to the purpose of the material.
IL.1.C.5e: Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques).
IL.2.A.4a: Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
IL.2.A.4d: Describe the influence of the author's language structure and word choice to convey the author's viewpoint.
IL.3.B.4c: Evaluate written work for its effectiveness and make recommendations for its improvement.
IL.4: GOAL: Listen and speak effectively in a variety of situations.
IL.4.A.4a: Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
IL.4.A.4b: Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Overall Objectives
Students will gain a greater understanding of and appreciation for the art of haiku (both Japanese and American)
Students will write their own haiku either in response to images or in response to haiku they have read in class
Students will discern what they believe to be the essential elements of haiku
Students will be able to distinguish between word, content and scent links
Students will work together to write a rengay
Students will participate in a kukai (group reading) at the end of the week and respectfully discuss one another's work

Overall Assessment
Formal assessment seems antithetical to haiku, so students will mostly receive completion points for doing their daily work. If a student has clearly read the material and put thought into the response, he or she will receive the full amount of points. At the end of the week, students will also receive a participation grade worth up to 15 points (they will receive the full amount if they have respectfully participated in discussions for the last two weeks). There are a total of 100 points possible for this unit.

Sources consulted
British Haiku Society's "Haiku Teaching Kit"
Peggy Lyles - To Hear the Rain
George Swede - Almost Unseen
Makato Ueda - Matsuo Bash?
Cor Van Den Heuvel - The Haiku Anthology (Third Edition)
Masajo Suzuki (translated by Emiko Miyashita and Lee Gurga) - Love Haiku
Assorted works of Francine Porad
Some handouts adapted from Dr. Randy Brooks's IN350 - Global Haiku Traditions

Unit Overview (Day by day plan)

Day One

Recognition and appreciation
Lecture - what is haiku?
Read selections in class (written on board)
Swede vs. Basho
Homework: handout of more haiku, pick favorites to discuss tomorrow

Day Two

Work in groups - what are the essential elements of haiku?
Begin writing own haiku w/ prompt images and "Create Your Own Haiku" activity
Homework: handout of haiku, pick favorites and write short paragraph response (10pts, completion)

Day Three

Handout - "Seven Points about Writing Haiku"
Attempt to write a response haiku to the haiku you chose from last night's selections
Begin discussing possible kukai themes
Homework: Haiku handout #3, write an extended memory and 1 - 2 haiku in response (10 pts, completion)

Day Four

Lecture - Tan-renga and capping verses
Attempt to cap some examples as a class
Form pairs in class to begin writing tan-renga together
Homework: haiku selections, look for haiku that seem to "go together"

Day Five

Haiku pairs - handout of 6 to 8 haiku, discuss which ones seem best paired and why
Discuss yojo , rippling of images
Get w/ a partner to see if you can pair any of your work
Homework: handout of senryu, try to write at least 1 - 2 of your own for Monday (10 pts, completion)

Day Six

Discuss typical characteristics of senryu
Share your senryu w/ class
Handouts - Season words, images and meaning
Homework: finalize subject for kukai and begin writing, remember to bring haiku collection to class tomorrow!

Day Seven

Haiku editing day - we will spend the period working in small groups to edit one another's haiku, tan-renga, senryu, etc.
Homework: continue working on writing for kukai, must be submitted tomorrow!

Day Eight

Submit favorite pieces for kukai (to take place on Day Ten)
Lecture: How can we classify different types of haiku? (beyond just senryu or not-senryu); "content links" "scent links" and "word links"
Homework: one last haiku handout - look for content, scent and word links among these haiku (some of which will be repeats of old readings). Brief write-up on which is which (10 pts, completion) .

Day Nine

Discuss handout
Which are content links, scent links and word links?
In class handout: "Variations on the frog pond" discuss different versions of Bash?'s frog haiku (both in translation and "tributes" by other writers)
Handout: kukai, pick 8 to 10 favorites for tomorrow, write a paragraph response to one (10 pts, completion)

Day Ten

Kukai! Spend period appreciating one another's writing, bookish prizes for winners
Students will also turn in their completed haiku collections at the end of the hour. (35 pts)

• • •

Appendix Items (Lesson Handouts)

Appendix 1: Create Your Own Haiku

Appendix 2: Jumpstart Images for Haiku

Appendix 3: George Swede & Matsuo Basho

Appendix 4: Peggy Lyles & Masajo Suzuki

Appendix 5: Seven Point About Writing Haiku

Appendix 6: Sample Haiku from Haiku Anthology

Appendix 7: How to Write a Rengay

Appendix 8: Frog Pond Haiku

Appendix 9: Senryu

Appendix 10: Haiku Pairs

Appendix 11: Season Words

Appendix 12: The Power of Images

Appendix 13: Link Selections

©2005 Randy Brooks, Millikin University, Decatur, Illinois || all rights reserved for original authors
last updated: May 18, 2005