The Japan Forum > Click Nippon > Class Ideas

What to prepare

• Worklsheets1、Worksheets2

Procedure

1. Introduce learning objectives (5minutes)
Arouse students' attention while asking them about the meaning of Japanese haiku and senryu
Introduce learning objectives while asking students the following questions
・Have you ever heard the words "haiku" and "senryu"?
・What do you think haiku and senryu are?

2. Motivation (10minutes)
Click Nippon website: Considering the Power of Language Through Global Issues
Showing the poem video created by Japanese students (https://www.tjf.or.jp/clicknippon/ja/mywayyourway/06/post-15.php site),discuss and compare Korean and Japanese poetry.

Start a discussion centering around questions such as the following about the poem video and differences between Japanese and Korean poetry (project the questions by PowerPoint or write on the blackboard).
・What is the difference between haiku and senryu？

3. Confirm the meaning of senryu and haiku and introduce works.(10minutes)（Worklsheets1）
（1）Confirm the meaning of haiku and senryu (students talk freely among themselves prompted by the teacher's questions).
・Does Korea have verse forms like haiku and senryu?
・How do haiku and senryu differ?
（2）Introduce works of haiku and senryu (explain the meaning and special features of each work).
・Let's think about the differences in the form and the meaning of haiku and senryu.

4. Try creating senryu (15minutes)
For students who may at first have difficulty writing senryu, create a worksheet 2 with verses to which students can think up words of their own, beginning the exercise with completing fill-in-the-blank senryu with words of their own choosing.
Get students to write senryu on an assigned theme.
As for their recent thoughts about such topics as: friends, the class or their examinations, about their mother or father, about teachers or others at school, etc.
Explain the main points to keep in mind when writing senryu
E.g., Sometimes the number of characters in a line is too few, sometimes too many, so don't attempt perfection--suggest they write out freely what they want to say first and then revise

5. Presentation time (7minutes)
（1）Select about three students to represent those who have completed senryu and ask them to present them to the class.
Write the senryu presented on the blackboard and have everyone in the class think about its meaning.
（2）What to do when the number of syllables diverges from the norm.
Consider ways of adjusting the number of syllables to conform to the rules, such as by revising "tanoshii" (4 syllables) to "tanoshii na," "tsutawaranai" (6 syllables) to "tsutawaranu," and help students correct the number of syllables in their poems, confirming the form of senryu.

6. Summarize the lesson (3minutes)
（1）Have students discuss what kind of senryu were most impressive and enjoyable
（2）Reconfirm the meaning of haiku and senryu and discuss the characteristics of Japanese culture.

Students' works

さむい冬　あなたが来たよ　あつい冬
二年生　天真爛漫　うらやましいな
学校で　最後の春は　模擬テスト
期待して　空を見たのに　きいろいな
スパイクだ　いくら飛んでも　とどかない
マイ未来　現在のオレ　次第です
あキャラメル　ぼくにとっては　夜空星
きみの心　ぬすんだひとは　ぼくだぼく