Description: Today we will discuss the art of haiku pairing, another interesting way to read haiku. Students will receive a handout featuring eight haiku by various authors we have studied throughout the unit and will discuss which haiku seem to "go together." We will also discuss the concept of yojo , or the "rippling" of images. For homework, students will receive a handout of senryu with the assignment to attempt to write two or three for Monday's class.

Standards
IL.1.A.5b: Analyze the meaning of abstract concepts and the effects of particular word and phrase choices.
IL.1.C.4e: Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view).
IL.1.C.5e: Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques).
IL.2.A.4a: Analyze and evaluate the effective use of literary techniques (e.g., figurative language, allusion, dialogue, description, symbolism, word choice, dialect) in classic and contemporary literature representing a variety of forms and media.
IL.2.A.4d: Describe the influence of the author's language structure and word choice to convey the author's viewpoint.
IL.4: GOAL: Listen and speak effectively in a variety of situations.
IL.4.A.4b: Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Objectives
Students will discuss the art of haiku pairing
Students will pair haiku they have read over the course of the unit
Students will learn the concept of yojo , or the "rippling" effect of images

Materials
Teacher: haiku pairs handouts, lecture notes, homework senryu selections
Students: handouts provided by instructor, utensils for note taking

Instructional Procedure
We will begin by discussing last night's homework - which haiku seemed to fit best together? Did you pick haiku from different authors?

After we have talked about last night's homework, I will hand out the haiku pairs sheet.
Which of these haiku seem to fit best together? Why do they seem to fit better than the others? (Remember, there are no wrong answers here!)

Discuss yojo , or the rippling effect of images - some haiku have a sort of surplus meaning when read together, almost like a conversation between the authors.

The best haiku for pairing are those which can be read on many different levels (i.e., more than just the image)

Try pairing two haiku about the same subject - how do different authors interpret similar things?

For example, I would pair these two haiku:

light snow...
the students study
in silence

and

lingering heat
the third grade classroom
one desk short

The subjects seem to be dissimilar at first, especially because they are set in different seasons. However, upon further consideration, because both take place in a school environment but evoke very different emotions, their lack of similarity makes them fit together even better. The first haiku evokes a sense of calm, perhaps even boredom, while the second evokes a sense of pity, for the poor third-grader left standing in the August heat. Perhaps the first haiku even takes place later in the same year, hopefully after the woebegone third-grader has found a desk.
We will spend some time on this activity and see how many different pairs we can generate from these eight haiku. Students will be encouraged to speak up, as there's no way they can be wrong!

Next, I will ask students to get into pairs to see if they can pair any of their own work. I feel that this serves to further emphasize the importance of community in haiku. Students can also continue writing their tan-renga together.

At the end of the period, students will receive their next assignment - a handout containing examples of senryu, or more light-hearted (sometimes sarcastic) haiku. I've found these to be a favorite of most readers, and hopefully the students will enjoy them too. In addition to reading the selections, students will be asked to write two to three senryu of their own for Monday.

We will also talk about the haiku collection, which students will hand in on Day Ten, the end of the unit. This should be a compiled collection of all the haiku they have written over the course of the unit. They can present this haiku in any manner they see fit - in a binder, a notebook, typed, handwritten, with illustrations... the format is up to the discretion of the student. The final collection will be worth 35 points. If students hand in a collection, they will receive full credit.

Assessment
As with the rest of the unit, today's assessment is informal. Students should read the handout of senryu for discussion on Monday, as well as write a few of their own. All of the response haiku they are writing should be put in their haiku collections, which will be handed in at the end of the unit.