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Expanding Vision: Teaching Haiku
by Matthew A. Cheney
|Grades||8 – 12|
According to Matthew Cheney, "English teachers have often been enemies of poetry-killing all beauty and pleasure with our precise dissections of symbols, themes, images, devices-but no poetic form has suffered worse mistreatment in our hands than haiku. Despite common misconceptions about haiku, there is a lively and vibrant haiku community throughout the United States and many other countries." Read this article for further discussion on the use of haiku in your own classroom.
Cheney, Matthew. "Expanding Vision: Teaching Haiku." English Journal 91.3 (January 2000): 79-83.
Grades 5 – 8 | Lesson Plan | Standard Lesson
Following the traditional form of the haiku, students publish their own haikus using Animoto, an online web tool to produce slideshows that blend text and music.
Grades 4 – 6 | Lesson Plan | Standard Lesson
Using a mobile app or Interactive activity, students write haikus describing various types of clouds that they have studied.
Grades 6 – 12 | Lesson Plan | Standard Lesson
Using the Haiku Poem App or the Haiku Poem Interactive, students summarize papers they have written using the traditional format of a haiku.
Grades 7 – 12 | Lesson Plan | Standard Lesson
Using haiku, students focus on themes in literature and demonstrate their understanding of an author’s message. Writing haiku to accompany an analytical paper hones analytical skills and fosters creative expression.
Grades 9 – 12 | Lesson Plan | Standard Lesson
What do the words we write really have to say about us? In this lesson, students examine the power of word choice as they write six-word memoirs of their lives.
Grades 3 – 5 | Lesson Plan | Standard Lesson
After listening to haiku poetry, students use seasonal descriptive words to write their own haiku, following the traditional format. They then publish their poems by mounting them on illustrated backgrounds.
Grades 5 – 8 | Lesson Plan | Unit
By being present and mindful on nature walks, students write haiku using vivid sensory language; and explore body movement, music and art as visual and kinesthetic representations of their poetry.