Traditional Japanese Haiku Poetry
Content Analysis Report
Marla “Pua” Larson
Jayne Omori
Leanne Urasaki
ETEC 603
Dr. Peter Leong
Spring 2008
Instructional Goal
The Hawaii Department of Education has established for all courses, standards that
define what students will learn, and benchmarks that outline specific expectations by grade
and/or level. In terms of Japanese language instruction which falls under the World Languages
content area, the standards and benchmarks for a high school, first year course call for instruction
in four major areas: verbal communication, cultural comparisons, cultural knowledge, and
linguistic/grammatical concepts.
Two of the four benchmarks are related to cultural competence in recognition of the
importance of cultural competence in foreign language learning. Since the 1960s, there has been
a steady increase in importance placed on the teaching of culture in foreign language
curriculums. And since the 1990s, when extensive research was done on the connection between
language and culture in second language acquisition, the theory that language and culture are
inseparable has become widely accepted. It is believed that cultural acquisition is something that
can and should occur simultaneously with linguistic acquisition; that learning about culture can
help students to understand and appreciate the target language.
Literature and poetry are key bridges between language and culture. The instructional
goal of this self instructional unit is that a first-year Japanese language student given a specific
topic, will be able to compose in English, a haiku poem that adheres to the essential rules and
conventions of traditional Japanese haiku poetry. The instruction of this unit is broken into four
modules: 1) structure of haiku, 2) choosing a topic, 3) determining keywords, and 4) determining
kireji (cutting points). The first module will cover the structure of haiku, including line
construction, capitalization and syllable limitations. The second module will provide instruction
on selecting an appropriate subject and topic. The third module deals with the selection of proper
1
keywords including imagery, shizen no kotoba (nature words) and kigo (seasonal words). The
final module covers the proper use of kireji (cutting points). Upon completion of this unit, the
student will be able to apply the proper elements to correctly compose traditional haiku.
Target Population
The target audience for this instructional model is Kamuela High School students
enrolled in a first year Japanese language course. Kamuela High School is a public high school
serving students in the central region of the Big Island. Geographically remote, it is part of a
unique complex that has only one feeder middle school. Students represent varied ethnic and
socio-economic backgrounds, and range in age from 14 to 18 years old. School demographics
indicate a multitude of ethnicities represented in the student population including sixteen percent
who are of Japanese or part-Japanese descent. However, most students of Japanese or partJapanese descent have not had any prior instruction in Japanese language or culture.
From a cognitive standpoint, students exhibit a wide range of intellectual capabilities.
There are students currently in accelerated/honors level courses as well as students who have
documented learning disabilities and receive services through the special education department.
However, this does not present too large a problem with instruction as this is an introductory
level course; there are no pre-requisite course requirements. Learners are presumed to have little
or no prior experience with the subject. Furthermore, students receiving services through the
special education department have individualized educational plans (IEPs) that prescribe
reasonable accommodations which will better enable them to succeed in the course. In terms of
implications a wide range of abilities will have on the design of instructional materials, examples
and written explanations will be constructed carefully to accommodate lower reading levels.
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No physiological concerns relative to the design of instructional materials have been
identified. All students are generally in good health and have the physical capabilities to attend
school and complete this print-based instructional unit.
Social implications of the target group include two factors: students are teenagers 14 to
18 years old, and come from a close-knit community. Being teenagers, students are typically
social and are becoming more interested in coeducational activities. They are influenced by peer
pressure, and are more self-conscious. They are also developing a greater need for a sense of
independence and autonomy. As a result, instructional materials and strategies will need to be
designed to give students some creative control and yet provide support and positive feedback.
Secondly, coming from a close-knit community, students are very tolerant of each other’s
differences, whether ethnic, academic, social, or otherwise. Since Kamuela High School has only
one feeder school system, students attending Kamuela High School grew up and attended school
together since they entered kindergarten with very little opportunity to meet other students. In
addition, many students are related to each other. This closeness can at times help provide
support for self-conscious students, but at the same time can “pigeonhole” students. Instructional
materials and strategies will need to be designed to allow students the freedom and security to
operate and perform outside of their perceived persona.
Affective aspects of the target population include neutral and positive attitudes towards
Japanese culture. Most students have not had any prior instruction in Japanese culture, and
therefore do not have a preconceived opinion regarding it. At the same time, students who enroll
in this first year Japanese class show great interest in learning the Japanese language and culture.
They understand that Japanese is recognized to be one of the more complex foreign languages to
learn, and that language is deeply rooted in culture. As a result, students understand the
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importance of studying not only the Japanese language, but the Japanese culture as well. Since
there is initial interest, the main challenge in developing instructional materials will be
maintaining students’ interest in the subject matter.
Instructional Analysis
The terminal objective for this self-instructional unit is for the first year Japanese
language student to be able to compose a haiku in English that adheres to the essential rules and
conventions of traditional Japanese haiku poetry when a specific topic is given.
In order to successfully meet this goal, the student will need to work through and become
proficient in various discriminations, concepts, and rules. There are also several discriminations
that are considered entry level skills. These are skills the student is presumed to already have
prior to starting the unit, and will therefore not be included in the instruction. Entry level skills
are indicated below the dotted line on the following instructional hierarchy chart. Items above
the dotted line represent skills that will be included in the instruction, and are the skills that the
student will need to master in order to be able to accomplish the terminal objective.
4
Given a specific topic, the first year Japanese language student will be able to compose in English a
haiku poem that adheres to the essential rules and conventions of traditional Japanese haiku poetry.
(19)
Identify
structure
(5)
Identify
three line
construction
(1)
Discriminate
lines
(EL1)
Identify
capitalized
first word
in each line
(2)
Distinguish
capital
letters
(EL2)
Determine
topic
(8)
Identify
5-7-5
syllable
structure
(4)
Determine
keywords
(15)
Determine
kireji
(18)
Identify
appropriate
subjects
Identify
single
subject
Identify
imagery
Identify
shizen no
kotoba
Identify
kigo
Identify
kireji
(6)
(7)
(10)
(12)
(14)
(17)
Define
shizen no
kotoba
(11)
Define
kigo
Define
syllables
Define
imagery
(3)
(9)
(13)
Define
kireji
(cutting
points)
(16)
Distinguish
syllables
(EL3)
5
Performance Objectives
Skill
EL1 Distinguish lines.
Performance Objectives
Given a reading passage, the student will choose the
correct number of lines in the passage.
EL2 Distinguish capital letters.
Given four groups of letters of the alphabet, the
student will choose the only group containing all
capital letters.
EL3 Distinguish syllables.
Given four pairs of words between one and four
syllables, the student will choose the correct pair of
words containing two and three syllables,
respectively.
1 Identify three line construction.
Given a group of four reading passages, the student
will correctly identify the passage with three lines.
2 Identify capitalized first word in
each line.
Given four reading passages, the student will
correctly identify the passage containing a capitalized
word at the beginning of each line.
3 Define syllables.
Given four choices, the student will accurately define
syllable.
4 Identify 5-7-5 syllable structure.
Given four examples, the student will correctly
identify the example containing the 5-7-5 syllable
structure.
5 Identify haiku structure.
Given four examples, the student will select the
correct example containing all the components of
traditional haiku structure.
6 Identify appropriate subjects.
Given four examples, the student will select the best
example that depicts an appropriate subject.
7 Identify single subject.
Given four phrases, the student will choose the best
phrase that depicts a single subject.
8 Determine topic.
Given a list of four examples, the student will select
the best example that portrays an appropriate single
subject matter.
9 Define imagery.
Given four choices, the student will correctly define
imagery.
6
10 Identify imagery.
Given four sentences, the student will identify the
sentence that best depicts imagery.
11 Define shizen no kotoba.
Given four choices, the student will correctly define
shizen no kotoba.
12 Identify shizen no kotoba.
Given a list of four phrases, the student will identify
the phrase that best represents shizen no kotoba.
13 Define kigo.
Given a list of four choices, the student will
accurately define kigo
14 Identify kigo.
Given four words, the student will identify the word
that best portrays kigo.
15 Determine keywords.
Given two keywords (imagery, shizen no kotoba
and/or kigo), the student will select the keyword that
best works with the others from a bank of four
additional imagery, shizen no kotoba and kigo
keywords.
16 Define kireji.
Given four definitions, the student will choose the
correct definition of kireji.
17 Identify kireji.
Given four examples, the student will choose the best
example depicting the correct use of kireji.
18 Determine kireji.
Given a list of four pairs of symbols, the student will
choose the pair containing the two correct symbols
used to signify kireji.
19 Given a specific topic, the first
year Japanese language student
will be able to compose in English
a haiku poem that adheres to the
essential rules and conventions of
traditional Japanese haiku poetry.
Given a visual image, the student will compose a
properly constructed haiku according to the essentials
rules and conventions of traditional Japanese haiku
poetry. The rules and conventions include
determining an appropriate topic, applying correct
structure, selecting complimentary keywords and
utilizing kireji.
Students will be expected to master all performance objectives with 100% accuracy in sequence
prior to advancing on to the subsequent lesson.
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Sequence and Clustering of Objectives
Cluster
1
Structure
Objectives
1. Identify three line construction.
2. Identify capitalized first word in each line.
3. Define syllables.
4. Identify 5-7-5 syllable structure.
5. Identify haiku structure.
Time
5
minutes
2
Topic
6. Identify appropriate subjects.
7. Identify single subject.
8. Determine topic.
5
minutes
3
Keywords
9.
10.
11.
12.
13.
14.
15.
Define imagery.
Identify imagery.
Define shizen no kotoba.
Identify shizen no kotoba.
Define kigo.
Identify kigo.
Determine keywords.
30
minutes
4
Kireji
16. Define kireji.
17. Identify kireji.
18. Determine kireji.
5
minutes
5
Terminal Goal
19. Given a specific topic, the first year Japanese language
student will be able to compose in English a haiku poem that
adheres to the essential rules and conventions of traditional
Japanese haiku poetry.
5
minutes
8
Content Presentation and Learner Participation
SKILL: Define imagery
#9
OBJECTIVE:
Given four choices, the student will correctly define imagery.
CONTENT PRESENTATION
Information Presentation:
Imagery is descriptive language that involves one or more of your five senses (hearing,
taste, touch, smell, or sight). It is used to show you what is happening and to affect the
reader by stimulating his/her memory of those senses. It is intended to make the reader feel
more interested in the work by creating a mental image of the subject. These memories can
be positive or negative, and will contribute to the mood of the poem.
Also important to note- Just as haiku are written about a specific moment or observation,
imagery used in haiku should reflect the present tense.
Examples:
In the falling snowA laughing boy holds out his palms
Until they are white.
--by Richard Wright
The author descriptively shows the reader what he is seeing or what is happening. The
author paints a clear picture for the reader. The reader can “see” the boy enjoying the snow,
holding out his hands, and letting it cover his hands. The reader can almost feel the snow
on his/her own hand. In this example, the author is trying to evoke a feeling of youth,
wonderment and playfulness through his poem. Also note that everything is written in
present tense.
Non-Examples:
Food is good to eatI also like hot fudge Sundaes
I want a Sundae
--Author unknown
This poem is telling us what the author wants. It does not capture in words how something
tastes, looks, smells, feels or sounds.
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Pretest &
Embedded:
Which of the following best defines imagery? Descriptive language
that
A.
B.
*C.
D.
tells the audience what the author wants.
is used to the tell the audience how to feel.
deals with one of the five senses.
deals with nature.
Feedback
A. Incorrect. It is not about what the author wants.
B. Incorrect. It is not used to tell the audience how to feel.
*C. Correct! It is a poem that uses words that captures how
something tastes, looks, smells, feels or sounds.
D. Incorrect. It may or may not involve nature, but it must involve
one of the five senses.
Posttest
Imagery is descriptive language that
A. conveys a place of origin.
*B. conveys in words how something tastes, looks, smells, feels or
sounds.
C. tells the reader what is happening.
D. tells the reader what the author is feeling.
10
Content Presentation and Learner Participation
SKILL: Identify Imagery
#10
OBJECTIVE:
Given four sentences, the student will identify the sentence that best depicts imagery.
CONTENT PRESENTATION
Information Presentation:
Remember, imagery is descriptive language that involves one or more of your five senses.
It is used to create a mental image of the subject that will contribute to the mood of the
poem.
Just as haiku are written about a specific moment or observation, imagery used in haiku
should reflect the present tense.
Imagery allows a writer to show a writer what he/she means instead of just telling them.
When using imagery, remember… Show! Don't Tell!
Examples:
1.
2.
3.
4.
the scent of a damp dog
the glow of lava at night
the crashing of waves
roar of waterfall
Each of these phrases plays on one of the senses to create a sharp mental image of the
subject. When reading these statements, readers can “smell,” “see,” or “hear” the subject,
and a mental image is created that would affect the mood of the poem. Furthermore, they
are all written in the present tense.
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Non-Examples:
the dog
“The dog” may create a mental image in the reader’s mind,
but it is not an exact image…what kind of dog? It does not
create a mood.
it was raining
“It was raining” simply tells the reader what is happening. It
does not play on any of the senses. Also, it is written in the
past tense.
the snow fell silently
“The snow fell silently” involves a sense (hearing), and creates
a mental image and evokes a mood. However, it would not be
considered imagery because it is written in past tense.
going to the beach
“Going to the beach” does not involve a sense. It just tells the
reader about an event.
Pretest &
Embedded:
Which phrase best depicts imagery?
A.
B.
C.
*D.
Feedback
Posttest
children playing
I hate being late
a dog was growling
heat of the campfire
A. Incorrect. It ells the reader what is happening. It does not involve a
sense, evoke an image or create a mood.
B. Incorrect. It tells the reader what the author feels. Does not involve
a sense, evoke an image or create a mood.
C. Incorrect. Although it involves a sense (hearing), evokes a mental
image and a mood, it s written in past tense.
D. Correct! It involves a sense (feel), creates a mental image and
mood, and is written in present tense.
Identify the phrase that best depicts imagery.
*A.
B.
C.
D.
the hot summer sun
the water gushed
a boy
I don’t like apples
12
Content Presentation and Learner Participation
SKILL: Define shizen no kotoba
#11
OBJECTIVE:
Given four choices, the student will correctly define shizen no kotoba.
CONTENT PRESENTATION
Information Presentation:
Shizen no kotoba is a Japanese phrase. In English, shizen means nature, and kotoba means
word or phrase. Shizen no kotoba therefore translates as “a word or phrase that deals with
nature.”
Shizen no kotoba is an important element in haiku. Traditional haiku are written about a
single element of nature. Shizen no kotoba focuses on, and conveys a clear image of a
particular detail or aspect of an element in nature such as a person, natural location, living
thing, or natural occurrence.
Also important to note- haiku (and shizen no kotoba) are written to reflect a specific
moment or even in the present time, therefore are written in present tense.
Examples:
autumn leaves falling
This example describes the natural occurrence of the autumn
leaves falling.
a dry river bed
This example describes a natural location.
Note that both of the examples are written in the present or
future tense.
Non-Examples:
an old tire swing
A tire swing is a manmade object, not something that naturally
occurs in nature.
in a cobweb filled
basement
Although a cobweb is a natural occurrence, the phrase is not
about the cobweb. It simply describes the basement which is not
a nature word.
13
Pretest &
Embedded:
A haiku component that focuses on an aspect of nature in the present
moment in time is called
*A.
B.
C.
D.
Feedback
Posttest
shizen no kotoba.
kigo.
imagery.
kireji.
A. Correct! Shizen no kotoba in haiku poetry is the use of a word or
phrase that deals with nature.
B. Incorrect. Kigo describes everyday words that are regularly
associated with one of the four seasons.
C. Incorrect. Imagery is the descriptive language that conveys one or
more of the five senses to capture a mental image of the subject.
D. Incorrect. Kireji describes a cutting point that indicates a
contradiction or change of events.
Which of the following statements best defines shizen no kotoba?
A. Descriptive language that conveys one or more of the five senses to
capture a mental image of the subject.
B. Everyday words regularly associated with one of the four seasons.
C. Cutting points to indicate a contradiction or change of events.
*D. Refers to a word or phrase that focuses on a single element of nature
in the present moment in time.
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Content Presentation and Learner Participation
SKILL: Identify shizen no kotoba
#12
OBJECTIVE:
Given a list of four phrases, the student will identify the phrase that best represents
shizen no kotoba.
CONTENT PRESENTATION
Information Presentation:
Shizen no kotoba are nature words used in haiku poetry. Nature words are associated with
people, natural locations, living things and organisms, and natural occurrences, including
death. Shizen no kotoba also encompasses all physical things and beings, and aspects of
things and beings that were once created by nature.
Also important to note- haiku (and shizen no kotoba) are written to reflect a specific moment
or even in the present time, therefore are written in present tense.
Examples:
frog
pile of rocks
rainbow
tree in the forest
The words and phrases to the left are all shizen no kotoba;
associated with people, natural locations, living things and
organisms, and natural occurrences.
Non-Examples:
skydiving
computer program
bronze statue
words
Pretest &
Embedded:
The words and phrases to the left are not associated with
people, natural locations, living things and organisms, and
natural occurrences.
Which of the following phrases is best associated with shizen no kotoba?
A.
*B.
C.
D.
Feedback
A.
B.
C.
D.
antique books
crashing waves
speeding cars
school cafeteria at lunchtime
Incorrect. Antique books are manmade objects.
Correct! Crashing waves are created by nature.
Incorrect. A speeding car is a manmade object.
Incorrect. A school cafeteria (at lunchtime) is a location, but
is not nature made.
15
Posttest
Which of the following phrases is considered shizen no kotoba?
A.
B.
*C.
D.
yoke oozed all over the nest
chocolate ice cream
earthworms slowly slithering by
fortune cookie with money
16
Content Presentation and Learner Participation
#13
SKILL: Define kigo
OBJECTIVE:
Given a list of four choices, the student will accurately define kigo.
CONTENT PRESENTATION
Information Presentation:
Kigo is a Japanese term meaning “seasonal words.” Using kigo allows the author to convey
a seasonal reference without having to state the season; a way to say more using less
syllables and/or words.
Kigo are not special terms, but rather everyday words that are regularly associated with one
of the four seasons: winter, spring, summer and autumn. There are two types of kigo. The
first are words that are descriptive of the season itself, and the second are words that are
related to an attribute or event closely tied to a particular season.
Examples:
1. Examples for Summer
a. hot
b. sun
2. Examples for Autumn
a. cool
b. apples
a. Hot is regularly associated with the summer months.
b. Images of summer often include the sun, beach, etc.
a. Cool temperatures are normally associated with autumn.
b. Apples are closely tied to going back to school, and
Halloween, both of which occur in the autumn months.
Non-Examples:
1. Olympics
1. The Olympics could be associated with winter or summer.
It is not associated with a specific season.
2. ocean
2. Ocean is not affiliated with a specific season.
Pretest &
Embedded:
Which of the following terms describes everyday words that are regularly
associated with a particular season?
A.
B.
*C.
D.
haiku
imagery
kigo
shizen no kotoba
17
Feedback
Posttest
A. Incorrect. Haiku is a form of Japanese poetry.
B. Incorrect. Imagery is the use of words to create mental pictures in
the readers’ minds.
C. Correct! Kigo are everyday words that are regularly associated
with a particular season?
D. Incorrect. Shizen no kotoba are words that deal with nature.
Which of the following is an accurate definition of kigo?
*A. everyday words that are regularly associated with one of the
four seasons.
B. everyday words that are regularly associated with one of the
12 months.
C. everyday words that are sometimes associated with one of the
four seasons.
D. special words that are regularly associated with one of the
four seasons.
18
Content Presentation and Learner Participation
SKILL: Identify kigo (seasonal words)
#14
OBJECTIVE:
Given four words, the student will identify the word that best portrays kigo.
CONTENT PRESENTATION
Information Presentation:
Kigo, or seasonal words, are words that are regularly associated with one of the four seasons:
winter, spring, summer and autumn. Kigo can be descriptive of the season itself, or related to
an attribute or event closely tied to a particular season. Using kigo allows the author to
convey a seasonal reference without having to state the season; a way to say more using less
syllables and/or words.
Here are two questions you can ask yourself to help you determine if a word is a kigo.
1. Is it a word that quickly comes to mind when you think about a specific season?
2. When think about that word, does one season quickly come to mind (and not others)?
Examples:
1. Examples for winter
a. snow
b. pine tree
2. Examples for spring
a. rainy
b. Easter eggs
a. Snow is typically linked with the winter months.
b. Pine trees are generally known for their use as Christmas
trees.
a. Spring is regularly known for its “April showers.”
b. Easter eggs are used in celebrating Easter.
Non-Examples:
1. water
1. Water could be associated with spring or summer. It is not
associated strongly enough with a specific season.
2. Dog is not affiliated with a specific season.
2. dog
Pretest &
Embedded:
Which one of the following words can be classified as kigo?
A.
B.
C.
*D.
ball
computer
green
pumpkin
19
Feedback
Posttest
A. Incorrect. Ball is not linked with any one season.
B. Incorrect. Computer is not linked with any season.
C. Incorrect. Although people might think of the color green for
Christmas, it can also be associated with St. Patrick’s Day which is
in a different season.
D. Correct! Did you think about jack-o-lanterns and pumpkin pies too?
Most people will associate pumpkins with autumn.
Which of the following words is a kigo?
A.
*B.
C.
D.
banana
shamrock
violin
wind
20
Content Presentation and Learner Participation
SKILL: Determine keywords
#15
OBJECTIVE:
Given two keywords (imagery, shizen no kotoba and/or kigo), the student will select the
keyword that best works with the others from a bank of four additional imagery, shizen
no kotoba and kigo keywords.
CONTENT PRESENTATION
Information Presentation:
Because there are few words in a haiku poem, you will need to rely upon imagery, shizen no
kotoba, and kigo to choose keywords that convey the mood and meaning of your poems.
1. Imagery is descriptive language that involves one or more of your senses. It is used to
show the reader what is happening and to affect him/her by stimulating a memory of
those senses by creating a mental image of the subject. These memories can be positive
or negative, and will contribute to the mood of the poem.
2. Shizen no kotoba are nature words that focus on, and convey a clear image of a particular
detail or aspect of an element in nature such as a person, natural location, living thing, or
natural occurrence.
3. Kigo are not special terms, but rather everyday words that are regularly associated with
one of seasons. There are two types of kigo: words that are descriptive of the season
itself, and words that are related to an attribute or event closely tied to a particular season.
A good way to lay a foundation for a traditional haiku poem is to choose keywords that all
work together to establish the mood, image, and meaning of what you are trying to say.
Once keywords are selected, you are better able to write a meaningful haiku.
Example:
1. imagery:
sand between your toes
kigo:
sunny day
shizen no kotoba: beach
These three keywords work together. The kigo tells us that it is probably a summer day; the
shizen no kotoba is a natural location; and the imagery conveys the feel of the sand and
paints a picture for the reader.
Non-Examples:
1. imagery:
kigo:
rain soaked umbrella
April showers
21
shizen no kotoba: dry river bed
Although each of the three keywords/phrases properly characterizes the conventions, they do
not work together. It makes sense and there is a connection between a rain soaked umbrella
and April showers (spring), but a dry river bed would contradict the other two phrases.
Pretest &
Embedded:
Analyze the following two conventions and answer the question below.
imagery:
chilly air
shizen no kotoba: ___________________
kigo:
pumpkins everywhere
Which of the following shizen no kotoba would best fit with the two
given conventions?
*A.
B.
C.
D.
Feedback
Posttest
falling leaves
rainbow
butterfly
snow-capped mountain
A. Correct! Falling leaves would seem natural in the mental image
painted by the chilly air and pumpkins of autumn.
B. Incorrect. Rainbows are not indicative of autumn, and would not fit
with the mental image of falling leaves and the chilly air.
C. Incorrect. Butterflies are associated more with spring than autumn.
D. Incorrect. Chilly air and pumpkins indicate that it is autumn, not
winter when there would most likely be snow-capped mountains.
Analyze the following two conventions and answer the question below.
imagery:
birds playfully chirping
shizen no kotoba: fields of flowers
kigo:
___________________
Which of the following kigo would best fit with the two given
conventions?
*A.
B.
C.
D.
bunny
turkey
snow
apples
22
Pre-instructional, Assessment and Follow-Through Activities
Pre-Instructional Activities
Motivation:
This unit will be coordinated with a “learning to surf” theme. In the first module, students
learn the basics on the beach (learn about haiku structure), and “test the waters” in the second
module (learn about subjects and topics). In the third module, students paddle out and get up
on their boards (learn about keywords) and in the fourth module, students ride some practice
waves (learn about kireji). Finally, they will put all of the pieces together by competing in a
surfing contest (completing the terminal objective of composing their own haiku poems).
Students will be given opportunities in the beginning of this module to read several haiku
poems. They will be asked to visualize and think about the images they “saw” as they read
the poems. This process helps to bring learners to a place of creativity and prepares for the
unit that will follow. An introduction to the unit will then be presented, and students will be
informed of the unit objectives.
Objectives:
The objective of this instructional model to give first year Japanese language students the
necessary skills to compose a haiku poem according to traditional rules and conventions.
Assessment
Pretest:
A multiple choice test will be given to students before instruction to measure and evaluate
the students’ knowledge of haiku poetry.
Practice Test:
Practice test items will be included after each section to provide learners with active
participation and facilitate memory of instruction.
Posttest:
A multiple choice test will be given to learners after each section insures understanding of
concepts and to identify any need for improvement in that section of the module.
Follow-Through Activities
Memory Aids:
Haiku poems and description of each poem will be posted around the classroom to help
students retain information learned.
Transfer:
Students will compose a traditional haiku poem to reinforce the learning of this module.
As a subsequent follow-up lesson, students will be required to compose another traditional
haiku poem and create a complimentary visual component, which will be publicly displayed.
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