Lesson: Haiku

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Lesson Objective

Students will be able to identify and define a Haiku as a type of poetry. They will be able to use this knowledge to create their own Haikus.

Lesson Plan

Connection (3-5 mins): Students should be seated on the carpet.  They will be expected to turn and talk throughout the lesson.  We have all been working very hard this unit on identifying important parts of poetry.  Today, we will focus on one type of poetry, called a Haiku.  This is a very specific type of poetry that we will read and write.

Teach/Active Engagement (10-12 mins): A Haiku is a special form of poetry.  This type of poem is organized by the number of syllables in each line.   Who can remind me what a syllable is?  Teacher calls on a student to answer.  Teacher reminds students that a syllable is a part of a word that is pronounced.  For example the word Haiku has two syllables, Hai-ku.  A Haiku is a type of poetry from Japan.  A Haiku always has three lines; the first line has five syllables, the second line has seven syllables, and the final line has five syllables.  Here is a Haiku to help you remember the form.  Teacher reveals chart paper with poem below written.

            I am first with five
            Then seven in the middle --
            Five again to end.

Let’s count the syllables in the first line together.  Teacher reads aloud the first line of the poem.  Teacher claps out the syllables.  I noticed there are five syllables in the first line.  Now let’s read the second line together.  Turn and talk to you partner.  The first partner should read the line aloud and the second partner will clap out the syllables.  Great job partners! Put up with your fingers how many syllables were in the second line.  Teacher checks to ensure most students put seven fingers in the air.  Great job readers! Now turn and read the final line of the poem with your partner.  Be ready to share out how many syllables are in the final line.  Students should turn and talk and teacher calls on a partnership to share their answer.

Did you notice that the poem had a very specific pattern.  The pattern is five syllables, seven syllables, then five syllables again. 

I think you are all ready to try on your own.  I know there are many examples of a haiku in your poetry packets for independent workshop time.  Today while you are reading, I want you to pay close attention the syllables in each poem you read.  Try your best to label each line of the poem with a syllable number.  If you find an example of a haiku, make sure you raise your hand to let me know.  You may return to your seats.

Independent Reading (15-20 mins): Students should read independently during this time while also focusing on labeling the syllables in each line of a poem.  Teacher should circulate during this time to check in with students who may have identified an example of a haiku.

Exit Slip/Share (5-10 mins): Students may have a few minutes to share out any examples they were able to find.  They will then complete an exit slip which requires them to label the syllables in a haiku as well as create their own haiku.

Reflection: This is one of the easiest styles of poetry featured in this unit.  Students are already familiar with syllables from phonics activities and enjoy breaking down words.  If students do have problems with determining the amount of syllables in a word, there are many strategies to teach including tapping, stomping, or clapping out the words.  This keeps students engaged and active throughout the lesson.

Lesson Resources

Haiku Exit Slip  


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