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Reach out to a local tea shop or even small business to see if they might be interested in showcasing student work at their site.Ĭombine individual student pages into one class project. Print each student’s haiku page in color to display in your classroom. Students should also record themselves reading their haiku for intonation and effect. Once students have finished editing their haiku, they can use an authoring tool, such as Wixie, to type their haiku and create support illustrations using the paint tools, photographs, and clip art. The intention is to prompt close reading, explanations, and clarifications that the authors can use to improve their poem. Student reviewers should also highlight or underline words and phrases that they feel do an excellent job connecting the reader to the meaning of the poem. Peer reviewers should identify the kigo or season word, if appropriate, and circle unfamiliar vocabulary words. Have students share the first draft of their haiku with another student. Mark Twain quoted by George Bainton, The Art of Authorship, 1890. “The difference between the almost right word and the right word is really a large matter-it's the difference between the lightning bug and the lightning.“ Use a print or online thesaurus and look up run to see if any additional words are included there. Share a common word like “run” and have students come up with synonyms like: race, jog, skip, or sprint.
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Start by asking students to define synonym.
#Haiki poem how to#
To help build student’s vocabulary and get them thinking about this important part of writing, teach them how to use a thesaurus. Word choice is a key element of successful poetry writing. Have students refer to the anchor chart you created with key elements of the haiku form or create a worksheet that reminds them of the 5-7-5 syllable pattern, such as the Haiku activity in Wixie. You might also consider grouping students together according to season to come up with their own list of kigo words for their particular season. If you created a list of kigo together, students can refer to your class list. Have individual students choose a season for their poem and begin by brainstorming at least 6 words connected to this season. While you may not choose to share this list with your students, you may want to explore it on your own and work as a class to create a similar list for each season.
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Wikipedia has a page with a list of Japanese kigo words. Work together to count syllables and locate any kigo words in the samples you share. For example, cherry blossoms would indicate spring and snow would indicate winter. Traditional haiku also contain a kigo, or season word, to indicate in which season the Haiku is set. Share an example of a traditional haiku, such as this one from Matsuo Basho, a famous Japanese poet. Clarify that a haiku is a 17-syllable verse form consisting of three metrical units of 5, 7, and 5 syllables. You might also share examples of entire stories written in haiku, such as Andrew Clements’s Dogku or Lee Wardlaw’s Won Ton: A Cat Tale Told in Haiku.Īsk students what other knowledge and experiences they have with haiku. Many kids think poetry is boring, so kick off this writing lesson with fun examples of haiku, such as the ones written for boys in Bob Raczka’s Guyku.
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Writing great haiku is also a great exercise in concise, purposeful word choice, which often prompts rich vocabulary discussions, as students debate author’s word choice and explore multiple meanings and nuance. Engageĭue to their short length, haiku poems are an ideal writing format for hesitant writers and/or students with a language barrier. Show off your burgeoning vocabulary by writing and illustrating your own haiku poem. Haiku poems are short, so they really make you to think about choosing “just right” words. Writing haiku poems can help make you a great author.