Monday: Day 1
Lesson:
An Introduction to Japanese Haiku Poetry; the Rules of Haiku.

Theme of the Lesson:
Introduce the Japanese Haiku poem and the rules that define the art form.

California State Standards:
Reading 2.2 – Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repletion of the main ideas, syntax, and word choice in the text. Literary Response and Analysis 3.1 – Analyze the characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other dasar genres. Literary Response and Analysis 3.2 – Analyze the way in which the theme or meaning of a selection represents a view comment on life, using textual evidence to support the claim. Literary Response and Analysis 3.3 – Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both Literary Response and Analysis 3.3 – Analyze the ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions.

ELD Standard:
Listening and Speaking Cluster 2: Listen attentively to the stories and knowledge and identify important details and concepts by using verbal and nonverbal reponses.

Objectives:
By the end of this lesson, the student will…

identify a Japanese Haiku poem.
recognize the various rules of traditional Haiku poetry
analyze and differentiate the elements of Haiku poetry
Materials:
“Traditional Japanese Kabuki Music”: A collection from numerous sources; Photographs taken from the “Okunohoshimiche” Tour 2009; Writing and Enjoying Haiku: A Hands-On Guide by Jane Reichhold (Kodansha International Ltd., Tokyo, Japan, 2002.) The students will receive a handout that will provide them with “Six Basic Rules of Haiku” found on pages 49-52. Also, “A Checklist for Revising Haiku” and “Believe It or Not- More Rules” found on Pages 73-39. The Language of Literature: World Literature (McDougal Littell, Evanston. IL, 2002). – The students will be examining Haiku poetry on pages 541-549 of the textbook.

Prior Knowledge:
By the time we reach this unit on Haiku poetry, the students will have spent two weeks examining Ancient Japanese Literature. They will have read and analyzed short selections from The Pillow Book (Sei Shonagon); The Tale of Genji (Lady Murasaki Shikibu); Zen Teachings and Parables (Muso soseki); The Deserted Crone (a Noh Drama by Zeami Motokiyo) and an assortment of Tanka Poetry (Ono Komachi, Lady Ise, Ki Tsurayuki, and Saigyo). On the Friday before this unit this students were given the handouts on Haiku poetry rules taken from the Reichhold text and asked to read and study them.

Anticipatory Set:
As the students enter the classroom, they will hear the sounds of “Traditional Japanese Kabuki Music” being played. They will see assorted photographs of the natural beauty of Japan that the teacher took on the Okunohoshimichi Study Tour 2009.

Introductory Activity: A KWL Graphic Organizer: What do you know about Japan, Japanese, Culture, and Japanese Poetry?

Lesson Body:
What the teacher does:

The teacher allows the students ten minutes to listen to the music; view images of rural Japan; and jot down their ideas about Japan, its culture and poetry. The teacher will then ask the students to sharing the ideas aloud.

What the student does:

The students sharing their knowledge of Japan, Japanese Culture, and Japanese Poetry.