GRADE 7
OBJECTIVES: SWBAT write a poem about the environment and share these with classmates during a Spanish Art Festival poetry reading.
3.01 Present skits, poetry, and songs.
3.02 Recombine known language to produce personalized statements.
3.05 Summarize orally and in writing main idea(s) from selected material.
FOCUS AND REVIEW: Students have read an abbreviated version of Denevi’s Las abejas de bronce and are familiar with characters, plot, environmental themes, etc. (fill in all other lessons).
Collectively construct an outline of the story on the board to bring plot to working memory. Revisit themes and significance. Students have completed an assignment within the last week requiring them to take one or more pictures of the environment being affected by technological advancements. This may also include photographs found online or personal photographs taken with a variety of cameras.
STATEMENT OF OBJECTIVES: We are going to write a poetic response to the story using Haiku structure to connect the story with our own experiences.
TEACHER INPUT: Teach what a Haiku is, give examples of Haikus in the context of the environment, show teacher work and students work from previous years.
GUIDED PRACTICE: Students must choose a part of the story and make a personal connection of their own similar experience regarding the environment (possibly a time when they have seen litter or seen technology destroy the environment such as a bulldozed forest). They will use their pictures as a muse for their connection and haiku. Teacher chooses one picture of her own models and guides students through the process using a graphic organizer for thoughts and vocabulary.
INDEPENDENT PRACTICE: Students write their own haiku.
CLOSURE AND ASSESSMENT: Teacher used rubric to grade haiku, including use of graphic organizer. Helps students make any necessary corrections. Students read their haikus at the school Spanish Art Festival to other Spanish language students.
Haiku Rubric
Excelente-3 / Bueno-2 / Insufficiente-1 / Nada-0Conexión a la foto / Student turns in photo relevant to the topic that exhibits particular creativity and/or insight / Student turns in photo relevant to the topic / Student turn in photo irrelevant to the topic / Student didn’t turn in photo
Vocabulario / Student uses all Spanish words and includes new vocabulary / Student uses all Spanish words within class vocabulary / Student uses both Spanish and English vocabulary / Student didn’t use Spanish vocabulary
Estructura / Student succeeds in creating exact structure / Student clearly attempts the structure / Student didn’t follow prescribed structure / No apparent structure
Guia estructurada
*(includes work outside of teacher input and guided practice) / Complete, *thoughtful graphic organizer / Graphic organizer complete but not *thoughtful / Graphic organizer is incomplete / Student didn’t use the graphic organizer
http://www.ahapoetry.com/haiartjr.htm
The Technique of Comparison - In the words of Betty Drevniok: "In haiku the SOMETHING and the SOMETHING ELSE are set down together in clearly stated images. Together they complete and fulfill each other as ONE PARTICULAR EVENT." She rather leaves the reader to understand that the idea of comparison is showing how two different things are similar or share similar aspects.
a spring nap
downstream cherry trees
in bud
What is expressed, but not said, is the thought that buds on a tree can be compared to flowers taking a nap. One could also ask to what other images could cherry buds be compared? A long list of items can form in one's mind and be substituted for the first line. Or one can turn the idea around and ask what in the spring landscape can be compared to a nap without naming things that close their eyes to sleep. By changing either of these images one can come up with one's own haiku while getting a new appreciation and awareness of comparison.
The Technique of Contrast - Now the job feels easier. All one has to do is to contrast images.
long hard rain
hanging in the willows
tender new leaves
The delight from this technique is the excitement that opposites creates. You have instant built-in interest in the most common haiku 'moment'. And yet most of the surprises of life are the contrasts, and therefore this technique is a major one for haiku.
The Technique of Association - This can be thought of as "how different things relate or come together". The Zen of this technique is called "oneness" or showing how everything is part of everything else. You do not have to be a Buddhist to see this; simply being aware of what is, is illumination enough.
ancestors
the wild plum
blooms again
If this is too hard to see because you do not equate your ancestors with plum trees, perhaps it is easier to understand with:
moving into the sun
the pony takes with him
some mountain shadow
http://www.ahapoetry.com/haidefjr.htm
For many of us, an absolute indicator of a haiku is a break or caesura either at the end of the first or second line.
old pond
a frog leaps into
the water of sound
on a bare branch
a crow settles down
autumn dusk
Can you hear where the breaks are?
What is to be avoided is the so-called "run-on sentence" which is usually a sentence fragment.
the strange shape
of the passion flower
and its legend
which only needs to be rewritten to be:
strange shape
the passion flower
and its legend
As you see, having the courage to not follow 5-7-5 allows one to tighten up the poem so it fulfills the break requirement. In Japanese this break is indicated with a "cutting word" which is usually ignored in translation or replaced with a punctuation symbol. Remember the mention of old haikai being ripped out of the renga? The use of these "haiku" has given rise to the haiku which has its break in the middle of the second line; also a possible way of using the break which is now usually indicated with a dash, comma, or semi-colon. If there is a line break at the end of each line (as in the "grocery list" haiku) the poem sounds too choppy.
http://www.ahapoetry.com/haiku.htm#oceanku
Jane Reichold
RECYCLING OLD GLASS
THE ROCKY BEACH
JEWEL-COVERED
AS PEOPLE CRY
THE OCEAN ROARS
"NO OIL WELLS!"
HIGH TIDE
THE SECRET SCRIPT
OF DRIFTWOOD SCRAPS