|
|
|
|
|
|
Objective: |
Haiku is an ancient yet timeless form of Japanese poetry. Some of you may be completely unfamiliar with the term whereas some of you have already composed haiku. Most of you fall somewhere in between these two extremes. Take a few moments to write down everything you know about haiku. If you can, try to compose one right now. You will soon email your thoughts to me. At the end of the lesson we will re-examine these thoughts and see how our understandings of haiku have changed. Students are then told why it is important to study haiku and what the lesson will involve. Students are then told to move on to "how to navigate the lesson." For students new to the WWW a brief explanation of what a link is/how links work is provided. |
|
|
|
Objective: |
Navigational tools used in the lesson are identified and described in table format - defines the 6 main links and the 3 bottom links that appear on all the lesson pages and the web design links that appear on the home page. The page also includes a link to HOTMAIL with a brief explanation so students who need an account can open one and a brief explanation about the Japanese Kanji symbols used in the navigation. Finally, students are encouraged to contact me if they have questions or problems then told to move on with the lesson. |
|
|
|
Objective |
How haiku came into being as a form of poetry in it's own right. |
|
|
|
Objective |
What makes a haiku a haiku? This page lists the elements that will be studied in this lesson, both in bulleted form and as a graphic organizer. |
|
|
|
Objectives: 1.1 Upon reading four haiku the student will determine if the haiku follow traditional syllabication form by identifying the following three aspects: 1) is it 17 syllables in all, 2) is it in three lines, and 3) are the lines broken into a 5/7/5 pattern, with 100% accuracy. 1.2 After completing the practice, the students will introduce
themselves to the class by composing three lines of 5, 7, and 5 syllables
that tells about themselves. |
Beginning with a statement that haiku consist of only seventeen syllables students are given the option of going to a syllabication review. Students are told why this form was used then given practice at identifying correctly syllabicated haiku. After the practice, students are asked to compose a three line introduction poem that follows the correct syllabication pattern and post it to a threaded discussion. For students unfamiliar with threaded discussions groups a brief "how to post" guide is provided. |
|
|
|
Objective: |
"Syllables cause the rhythm and flow in poetry. Poets select words not only for their meanings but for their syllabication pattern so that they can control the rhythm in the poem. A syllable is a single spoken sound that forms a word or a part of a word. Children often practice counting syllables by clapping each beat of the word in question." I then give some examples of words broken into syllables and have a self check quiz on counting syllables. Students are told to refer to the dictionary if they are ever in doubt and to return to the syllable lesson. |
|
|
|
Objectives: 2.1 Upon reading a sentence or haiku containing a season word students will identify what season is represented. 2.2 For each of the four seasons students will compose a list of
5 kigo they associate with that season. |
The word "kigo" is introduced and defined and the importance of a seasonal reference is discussed. An example of brainstorming autumn kigo is provided as well as the warning that kigo can be location dependent and culturally dependent. Students practice identifying seasonal references with a self-check exercise in naming the season represented by a sentence or haiku then they are asked to compile a list of kigo they associate with each season and post this list to a threaded discussion group. |
|
|
|
Objective: |
No text, just a concept map for Autumn grouping words I associate with that season. |
|
|
|
Objective: |
No real text, just a title, a concept map with blanks to fill in the headings for "animals", "plants", "activities", "holidays", "foods", "sports", and "misc" and the name of the season in the middle. |
|
The center of each concept map contains an image:
|
|
Objective: |
"The brevity of haiku makes good use of imagery vital. In order to convey meaning, emotion, and a "moment in time" in so few syllables you must make every syllable count. Another description of haiku is a poem that describes a moment of clarity, where some circumstance or image has so touched a person that they must stop and compose this poem. For this reason you must develop the "haiku eyes" mentioned in the introduction and look at the world clearly, examine things more closely. For example, use specific words - instead of "flower" use the name of the flower. Also, try not to explain what you saw but to show it through the images you use. Give the reader the suggestion and let them complete the picture based on the pictures your words create." Simple "do's" and "don'ts" are provided, along with examples. |
|
|
|
Objective: |
Metaphor - a comparison made by calling one item another item For example, "the evening of life" or "sunshine of our love" Simile - a comparison using "like" or "as" Personification - to think of or represent an inanimate object as
a person. Alliteration - the repetition of the same consonant sounds or different
vowel sounds at the beginning of words or stressed syllables. |
|
|
|
Objective: 4.1 After reading the section on secondary elements and given definitions
of each element, students will identify which secondary element is being defined
in each of five questions. |
Brief definition/description with examples of the five secondary elements discussed in the lesson followed by a self-checking quiz. |
|
|
|
Objectives: 5.1 After completing the Elements of Haiku section and given four elements of haiku, students will identify which are three major elements discussed in the lesson. 5.2 After completing the Elements of Haiku section and given the definition of one of the major elements of haiku students will successfully identify which element is being described. 5.3 After completing the Elements of Haiku section and given several examples of my own haiku students will identify which elements discussed in the lesson are contained in the haiku. 5.4 After completing the complete Elements of Haiku section and
given links to web sites with poems by famous/novice haiku poets students
will select two poems and identify which elements discussed in the lesson
are contained in the haiku they selected. |
The first part of the page consists of four self-check questions. The second portion of the page reminds students of all the elements discusses, major and secondary, then gives an example of one of my haiku and how I analyzed it to see how many of the elements applied to the haiku. Students are then given a haiku of their own to analyze in a self-check format then told to search out two haiku to analyze and email their analysis to me. I provide links to web sites containing haiku to aid in their search. |
|
|
|
Objective: 6.1 Using his/her choice of methods of composing haiku, the student
will compose & revise as needed two haiku that at a minimum contain the
three major elements discussed in the lesson. (Secondary elements are optional)
|
After a brief review of the writing process students are introduced to four methods for composing haiku, although they are told they may create their own method of composing and are given links to other sites about composing haiku. Next students are reminded to proofread and edit their haiku. As an example, I show the development of one of my haiku. Finally, students are given the assignment of composing their own haiku and told when the poem is due and when it will be posted to the web site. |
|
|
|
Objective: |
The major concepts discussed in the lesson (elements, composing techniques) are reviewed and students are reminded of their original thoughts on haiku to show how much they have learned. They are encouraged to continue writing haiku and to use what they have learned to continue to experiment with other forms of haiku as well as other poetic styles. To help in their continuous study I provide links to other haiku sites. Students are encouraged to reread each other's introduction haiku then to move on to the Student Haiku site and read each other's final haiku. |
|
|
|
Objective: |
No text, columns or tables of students' names and haiku. |
|
|
|
Objective: |
No text, just a heading and a table with student names and email addresses |
|
|
|
Objective: OWCC also has non-enforced mandatory distance learning orientation
meetings so this is also the letter I would hand out to anyone who showed
up for the orientation. And I would have a computer set up to show how to
access the site and ask any questions they may have. |
The letter welcomes the student to the class and encourages them in their step into the world of lessons on line. It gives my contact information, the URL of the lesson, the course name and password, the dates of the class, a picture of both the Netscape and IE browsers, and advice for succeeding in distance learning. |
|
|
|
Objective: |
All previous text on one continuous page for printing the lesson out in its entirety in one session. |
|
|
