Too Can Haiku
(Download the PowerPoint version. Requires Microsoft PowerPoint)
thematic unit incorporates Social Studies, Math,
Computer Science, Art, and English Language Arts.
The students learn about the Japan’s culture,
history, and location in relation to the United
States. The students learn the characteristics
of Haiku poetry and investigate syllabication.
This requires mathematical problem solving and
addition. The students learn about imagery and
create their own Haiku poem by using the Kid Pix
computer application in order to combine graphic
design with their Haiku creation. These lessons
utilize a multi-sensory modality with various
adaptations for students with special needs.
Social Studies, Art, Math and English Language
will be able to explain the history of Japanese
Haiku poetry and gain information for future lessons
on Japan and its culture. Students will learn
about, by Internet research and taking notes,
the location of Japan, interesting facts, and
its culture. Students will understand imagery
through writing and locate descriptive language
and words that pertain to nature. Students will
understand the use of imagery in Haiku and use
their own vocabulary to depict imagery. Students
will learn the importance of listening skills
as a tool to gain information. Students will learn
to hear distinct sounds and discriminate between
them. Students will use mathematical problem-solving
to create an original haiku by determining the
correct number of syllables per line. Student
will understand the literary element of imagery
and discover that all poetry does not rhyme. Students
will be able to illustrate their poem and apply
an image to their poem.
The Internet is used in order to investigate Japan’s
features, history, and culture while building
background knowledge for future lessons. Students
understand and view various forms of Haiku. When
composing their own Haiku, the Web page with drop-down
menus assists the students and reinforces their
skills. The drop-down feature is helpful for students
with special needs because it sparks their thinking
in an interactive process and helps them write
in this genre.
Required materials include a computer with Internet
access, the Kid Pix program, paper, and markers.
Social Studies: Students learn about Japanese
culture and civilization; compare it to American
culture; understand the location of the Japanese
community and the geographic representations of
Japan by using the Internet. English Language
Arts Standards: Students analyze how writers and
illustrators use art and text to express their
ideas (imagery), analyze and evaluate the effective
use of literary techniques, describe the influence
of the author's language structure and word choice
to convey viewpoint, and apply their listening
Students are assessed throughout the unit in the
students’ piece must follow the correct
students’ understanding of imagery.
students’ utilization of listening skills.
The students are third-grade, special-needs, general-education,
and English-language learners. They must be familiar
with the computer and the Kid Pix program.
The completion of the homework assignments is
essential because those poems are used to begin
the lesson the following day.
This unit introduces the students to Haiku poetry
in an interactive fashion. The students learn
about Japanese culture and history as they investigate
the designated websites. They become better listeners
and composers of poetry while understanding that
all forms of poetry do not rhyme. The Kid Pix
application assists in bringing their written
forms of imagery to a visual format. This unit
empowers students with difficulty visualizing,
drawing, and writing. By using the application
with the Internet, the students are eager to learn.