Language Resident Name:
Tasuku Sasaoka
Day and Date:
Oct. 7th, 2015
Language and Level (intermediate or advanced class):
Intermediate Japanese
Class theme/topics discussed:
Japanese poems/Haiku
Goal(s) of the class:
Students will be able to explain the rhythms in Japanese poems.
Students will understand the concept of the Haiku meeting and be able to participate in it.
How did you structure the class?
| Time
(Total) |
Title | Notes (T: teacher, S: student) |
| 5(5) | Attendance check & Announcement | T checks the attendance and tells them about the coming study break. |
| 8(13) | Introduction | Ss watch the video that explains how to compose Japanese haiku. |
| 8(21) | Discussion | Ss talk about what they watched in the video and share their knowledge of haiku. T introduces some new words related to haiku. |
| 12(33) | Activity 1 | Yomi-bito shirazu
Every student gets a piece of paper that has 17 boxes. Student write one letter on any box and mix the pieces of paper with other students’ ones. They continue this until all the boxes are filled. Finally, students compose the randomly-made haikus one by one, and give feedbacks of comments to each others’. |
| 14(47) | Activity 2 | Barabara 575
Students get three small pieces of paper. On them students write two sentences or words consist of 5 moras and one consist of 7 moras. When finished, students mix their pieces and randomly pick three from them. Each student takes turn and composes their works of combination of the pieces. After one student composes, other students give feedbacks. |
| 10(57) | Activity 3 | Haiku poets
Students make their original haikus and compose them. Other students give feedbacks. |
| 3(60) | Consolidation | T review what they have learned, emphasizing the basic rhythms of the Japanese haiku poems. |
What technology, media or props did you use? (internet resources, playmobiles, handouts, etc.)
powerpoint presentation, background music, and handouts
What worked well in this class? What did not work?
What worked:
Students enjoyed composing haikus they made. The activity was easy to do and students worked with little stress.
What did not work:
The purpose of the first activity is to enjoy the rhythm of the Japanese haiku poems but the students tried too seriously to make good haikus. I should have clarified the purpose first.
How could this class be improved/ modified?
Since it was obviously clear that students cannot make good poems for their first trials, I should have told them to take it easy and the purpose is just to enjoy the rhythm.