Professional Learning: Pop-Up Haiku

At a roadside shrine,
before the stony buddha
a firefly burns
-Buson

With a woman friend,
bowing at the Great Palace--
a pale, hazy moon
-Buson

With no underrobes,
bare butt suddenly exposed--
a gust of spring wind
-Buson

Clinging to the bell
he dozes so peacefully,
this new butterfly
-Buson
 

Here in Shinano
are famous moons, and buddhas,
and our good noodles
-Issa

A flowering plum
and a nightingale's love song--
he remains alone
-Issa

The distant mountains
are reflected in the eye
of the dragonfly
-Issa

Those falling blossoms
all return to the branch when
I watch butterflies
-Moritake

Over the long road
the flower-bringer follows:
plentiful moonlight
-Kikaku

A single leaf falls,
then suddenly another,
stolen by the breeze
-Ransetsu

On the old plum tree,
one blossom by one blossom,
the spring thaw is born
-Ransetsu

"Don't touch!" my host cried,
then broke off and presented
a flowering plum
-Taigi

Since morning glories
hold my well-bucket hostage,
I beg for water
-Chiyo

Divine mystery
in these autumn leaves that fall
on stony buddhas
-Sogetsuni

In the poor man's house,
crossing the tatami mats,
a cold autumn wind
-Teiga

How very noble!
One who finds no satori
in the lightning-flash
-Basho

How reluctantly
the bee emerges from deep
within the peony
-Basho

Here are some of the fantastic creations we made in class!

From Rebecca Truelson, a haiku by: Patricia Cisco

From Christina Burke, a haiku by: Karyn Tripp

From Nancy Logghe, a haiku by: Yosa Buson

(I don't have a photo of the front of the card which includes the first line of the poem: "Light of the moon")

From Diana Luce, a haiku by: Bob Raczka

From Sarah Davis, a haiku by: Kazue Mizumura

This making activity meets the following:

AASL Standards

B.V. Create/Explore

Learners construct new knowledge by:

1. Problem solving through cycles of design, implementation, and reflection.
2. Persisting through self-directed pursuits by tinkering and making.

NYS Next Generation Math Standards

NY-2.G Reason with shapes and their attributes.

1. Classify two-dimensional figures as polygons or non-polygons
2. Partition a rectangle into rows and columns of same-size squares and count to find the total number of them
3. Partition circles and rectangles into two, three, or four equal shares. Describe the shares using the words halves, thirds, half of, a third of, etc. Describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

NY-3-G Reason with shapes and their attributes.

1. Recognize and classify polygons based on the number of sides and vertices (triangles, quadrilaterals, pentagons and hexagons). Identify shapes that do not belong to one of the given subcategories.
2. Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole.

NY-4-G Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

1. Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
2. a. Identify and name triangles based on angle size (right, obtuse, acute) b. Identify and name all quadrilaterals with 2 pairs of parallel sides as parallelograms. c. Identify and name all quadrilaterals with four right angles as rectangles.
3. Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.