Seeing The World Through Different Eyes

Observation PoemsHaiku

Description/Observation Poems

This lesson can be used for Kindergarten children all the way to eighth grade. In this particular lesson, the poetry format used is Haiku. Other options include using odes(with older children) or free verse. Do this type of poem only after the children have a good knowledge of amazing adjectives and personification.

Day 1

Ask children “What is poetry?”

Create a web and accept any answers that make sense.

Ask “Why do authors write poetry?” (This is after reading various types of poems to the children.)

Children should understand that poetry is like a mini story used to express an authors feelings about something.

They should also know that not all poetry rhymes. Allow children to read through the poetry section of your library.

Day 2

Ask “Where do poets get their ideas?”

Accept any answers given and record.

Explain that one place poetry is found in the world around us. Poetry is found in everything you see, hear, taste, touch, smell.

Model an example. Hold up a pencil. Say “ This looks like an ordinary pencil but it was once part of nature. I can write a poem about it. Since I can see it, I can feel it, I can use some senses to describe it, I can write a describing poem about it”

Have children describe the pencil. I usually teach adjectives that are not traditional such as if the children say it is yellow, I will ask “What kind of yellow?” They have to think of things that are also yellow to answer. Example: banana-yellow.

Record the adjectives they come up with.

(Continued on next slide)

Day 2

Ask: “What is the pencil doing?” Have them try to personify the pencil. Example: If they say it is just laying there in the pencil case.

Ask :”Well what do you think he is dreaming of?” or “What is he missing?” Example: Frightened of the darkness.

Ask “When is he doing this?” “What else is happening” Example: Crying for his tree.

Put the 3 lines together. Explain that this is a kind of describing poem called a haiku. Show the format of a haiku.

Line 1 : Who (5 syllables)

Line 2: What (7 syllables)

Line 3: When or where (5 syllables)

You can change the order of the Who, What, When or Where around but not the syllables.

With older children I tell them the history of haikus.

Day 3

Take children on a nature walk .

“Today we are going to just look at the world around us."

Have them sit in a park after awhile and draw pictures or record who they have seen, what they were doing and when or where.

Day 4

Have one child share one thing he/she saw.

Example “I saw the sun.” Say “Ok now what did the sun look like?” “A fiery red ball” What was he doing? (remember to personify) “Whispering to the birds” When or where? Younger children may answer “In a blue sky.” Ask them what the sky looks like? ( a blanket etc..) “On a blue blanket.”

Show them how to put these three lines together.

For younger children the syllables do not have to be exact.

A fiery red ball

Whispering to the birds

On a blue blanket

Day 5

Record any amazing adjectives the students can come up with for the objects they saw. They may need help.

Also record any things these objects were doing as long as it was personification. (younger children may not always come up with personification but it is important to expose them to it).

Day 6

Read a few of Basho's haikus according to the level of your students. Tell them he was the most famous haiku writer. (click his name)

Basho Haiku

Discuss

Day 7

Have children attempt a first draft of a haiku.

They can follow the pattern.

5 Who

7 What

5 When or Where

Day 8

Have volunteers share their haikus.

Ask the class to give feedback.

They should say something positive about it and if there is any way to make it better.

Day 9

Have children rewrite their haikus using suggestions if they wish.

The goal for younger children is not to write a perfect haiku but to write as much description as possible for something in the world around them.

Day 10

Have children share their haikus with the class.

Samples on the following pages