Introduction
In this lesson, students explore the traditions and conventions of haiku, comparing this classic form of Japanese poetry to a related genre of Japanese visual art and composing haiku of their own. Guiding Questions What can we learn about Japanese culture by studying haiku? Learning Objectives
Standards CCSS.ELA-Literacy.RL.5.5 Explain how a series of chapters, scenes, or stanzas fits together to provide the overall structure of a particular story, drama, or poem. CCSS.ELA-Literacy.RL.5.4 Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes. CCSS.ELA-Literacy.RL.5.7 Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). CCSS.ELA-Literacy.RL.5.2 Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. Lesson Activities
Activity 3. How the art of the haiku developed To enrich students' appreciation for the art of the haiku, provide them with a brief outline of its history and development, drawing on the background available at Haiku by Basho and Haiku for People!:
Activity 6. Compare scenes evoked by haiku with those portrayed in ukiyo-e woodblock prints To broaden students' perspective on Japanese culture, have them compare the types of scenes evoked by haiku with the scenes portrayed in ukiyo-e woodblock prints, which also became popular during the Tokugawa period. Like haiku, this was an art rooted in everyday experience, as indicated by its name, "ukiyo-e," which means "pictures of the floating world." Ukiyo-e captured the ephemeral aspect of life, finding a timeless beauty in the here and now that has made it the best known style of Japanese art today. Background on ukiyo-e is available through EDSITEment at the Teaching (and Learning) About Japan website, which provides links to several online galleries:
Activity 8. What these two art forms reveal about Japanese culture and society in the Tokugawa period Close this discussion by asking students what these two art forms reveal about Japanese culture and society in the Tokugawa period. Direct students' attention first to physical aspects of the culture portrayed in traditional haiku and ukiyo-e: What does Japan look like to the Japanese? How do they respond to the weather and climate? How do they perceive their country's landscape, vegetation, and wildlife? What is their attitude toward nature, country life, and the urban scene? Probe more deeply by asking what haiku and ukiyo-e might reveal about Japanese social relationships, gender roles, class divisions, and cultural values. Note students' observations on the chalkboard and encourage them to range widely in this discussion, aiming to open their eyes to the wealth of information concentrated in these popular art forms. Be alert at the same time, however, to guard against sweeping generalizations by reminding students that haiku and ukiyo-e are only a tiny part of Japanese culture. Activity 9. Write two or three haiku Conclude this lesson by having students write two or three haiku based on their own everyday experiences. Be sure to emphasize that a haiku can be funny, serious, or even just a "snapshot" of a moment or a scene. Allow no more than 15 or 20 minutes for this assignment, then have students share their best poems in their groups or with the class. Extending The Lesson
Retrieved from http://edsitement.neh.gov/lesson-plan/world-haiku#sect-extending |
|