Description: This will be our last day of discussion. We will talk about last night's reading selections and then look at one last handout - variations on Basho's frog haiku. I think this will be a fun and interesting way to wrap up the discussion portion of the unit before we move on to tomorrow's kukai. At the end of the period, students will receive a handout containing all of the haiku they have submitted for the kukai. They should pick one all-time favorite and write a paragraph response to it. In addition, they should also pick ten to twelve other favorites.

Standards
IL.1.A.4b: Compare the meaning of words and phrases and use analogies to explain the relationships among them.
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.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.4a: Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
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 previous night's reading and determine which haiku were scent, content and word links.
Students will look at "Variations on the Frog Pond" handout and discuss the different tributes to Basho's most famous haiku.

Materials
Teacher: handouts - "Variations on the Frog Pond," kukai selections, notes
Students: utensils for note taking, homework assignment from last night, handouts provided by instructor

Instructional Procedure
We will begin as usual by discussing last night's homework. Were the students able to classify the haiku into scent, word and content links? I have some examples of my own if students are reluctant to speak up. For instance, I would classify this haiku by Basho as a scent link because of the connotations between the words. The feeling is implied rather than stated outright:

In my humble opinion,
Hades must be like this, too -
Autumn evening

Rather than saying "It's hot in August," Basho goes for a more subtle approach.
I would classify this haiku by George Swede as a word link because of the inherent pun:

as the professor speaks
only his bald spot
is illuminated

Swede is obviously describing a class that is so boring or hard to follow that the only thing "illuminated" in the classroom is his bald spot. There's a double meaning behind the word illumination - lit from within, and enlightenment.

Finally, I would classify this haiku by Peggy Lyles as a content link:

family graveyard
a boy finds his middle name
on the oldest stone

There's a definite sense of story and narrative in this haiku, in addition to a clear image.

After we have discussed the different links, we will move on to our final handout - Variations on the Frog Pond. It's astounding how many different variations and tributes to this poem have been compiled over the years. Students will have a little time to read over the selections and then we will discuss them.

I personally like the more visual offering from Marlene Mountain. It has the same feel as the other poems, but it presents the image in a more innovative way.

These poems can also provide a very literal example of what we mean by yojo , or the ripple effect - even the smallest object, from a croaking frog to a falling leaf, will create ripples when it hits the surface of the pond. It is within these overlapping ripples that we can start to make connections.

At the end of the period, I will hand out the selections for tomorrow's kukai. The instructions are as follows:

Pick one haiku that you really like (your personal "winner") and write a paragraph response to it.

Pick ten to twelve additional favorites as well.

Tomorrow in class, we will open the floor for discussion, talk about your favorite haiku, or another haiku you particularly enjoyed. After discussion ends, we will have a vote on how many people picked this haiku as a favorite. Then the author will reveal him/herself and the haiku will be officially "born." As this is an anonymous process, you do not have to reveal yourself as the author if you do not want to. The four haiku with the highest votes will win a haiku-type prize.

Students will then have the opportunity to ask any remaining questions they may have about the kukai or the kukai process.

Students will also be reminded to have their haiku collections ready to hand in tomorrow. These collections can be put together in any number of ways. Students may talk to me after class if they are unsure of how to put their collection together.

Assessment
Tonight's assessment is also informal. Students will hand in their paragraph responses tomorrow for the usual ten point completion grade.
The haiku collection is also due at the end of the class period tomorrow. This is worth the highest number of points (35) and makes up the bulk of the students' grades for the unit. However, assuming the student turns in the collection and has put a decent amount of effort into it, they will receive full points. There is no grading rubric for the haiku collection.