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Michelle Heidenrich Barnes of This Little Ditty introduces us to the idea of "Found Haiku" within a longer biographical work about Joni Mitchell. There is a classroom application of this approach to be sure. Let's explore. michellehbarnes.blogspot.com/2019/07/a-joni…
The poet also explores the problematic nature of biographies when presenting the whole of a life of any figure, particularly artists. A good conversation starter, I think. But, as a classroom approach to poetry and haiku, the example shared in the post is ripe with opportunity.
In the poet's example, she is able to find and extract/express haiku. If students were introduced to this same approach to text (in any content area) what we might see is a annotation/note taking + one (with that one being a synthesis of original thinking and poetic expression).
As the student would render his, her, or their haiku (a seventeen-syllable note now) alongside, or in proximity to, the original text, there would be a deeper connection to the content than if simply copying the note verbatim from the text.
While the tradition of haiku is to capture and render one moment in nature, here, a student might render an important moment from the chapter/unit. Further, in longer works of literature, these haiku make take the form of expressed themes from the work in poetic rendering.
In the classroom, using a Gallery Walk approach, the found and rendered haiku could go on card stock paper and be scattered on a display board during the course of a unit or a section of a novel. Grab an image and share out with the class. Or post to online platforms like Padlet.
.@threadreaderapp Would you unroll me, please?
