Building Vocabulary with Fruit Haiku
Lesson Objective: Enrich student vocabulary and writing through a fruit tasting
Grade 6 / English / Health

Thought starters

  1. What activities are used to hook students and sustain high levels of engagement?
  2. How does the tasting experience help students come up with a richer vocabulary?
  3. In what ways are students' senses used to reinforce learning about syllables, imagery and poetry?
18 Comments
This was a fun and engaging way to explore both nutrition and Haiku!
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It is a simple but powerful idea! i could see the great interest it developed in all the kids!
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Five-seven-five is only the beginning of a real haiku. The third line should have a bit of a surprise; a juxtaposition of an image; something linguistically unexpected. It was shocking that the teacher didn't even give the class examples of haiku. The citrus event was terrific, but it was not a real haiku lesson.
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I love this. I teach a poetry unit the last quarter of school, and we cover haikus. In the past I have shown examples, written some with the class, and had them individually write some . I think this year I will try adding the fruit haikus lesson to get the students to be more descriptive. I just hope I can find some of the fruit here in Arkansas:)
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I love this; I used candy and now with nutrisional rules, etc. fruit is a much better choice! Thank you.
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Transcripts

  • Great Lesson Ideas: Fruit Haiku with Beth Sonnenberg

    [01:00:12;16]
    Beth: I'm Beth Son-en-berg. Here is a fun lesson I

    Great Lesson Ideas: Fruit Haiku with Beth Sonnenberg

    [01:00:12;16]
    Beth: I'm Beth Son-en-berg. Here is a fun lesson I teach. Fruit in-spired haikus.

    "So, right here, we have, pretty much, the largest type of citrus to the very smallest."

    Kids love fruit, and it's sweet. And, everybody likes sweet.

    "Today we're gonna be talking about citrus, and why do you think citrus is the kind of fruit..."

    This lesson was a tasting, and we tried four different types of citrus. And, what we did was a little bit of the nutrition piece, a little bit about sensory, descriptive words, and a little bit about constructing some sort of poem, in the form of a haiku.

    "So each table of two is gonna get four things that you're gonna try."

    Student: "Yummy!"

    Beth: While they're tasting, they are recording descriptive words.

    Student: "Sweet. Bitter."

    Student: "Sour."

    Student: "Tangy."

    Beth: So they're using their four senses - touch, and taste, and smeill and sight. And, that they use those words as opposed to 'Hate it. Love it.'

    Student: "Well, it smells a lot like a flower, for some reason. I don't know why, but..."

    Beth: "Give me a descriptive word of blood orange. Let's have a good one. Right here, yeah."

    Student: "Sweet."

    Beth: "Sweet. Shout it out!"

    I think it's really important that kids have something really fun in their day.

    Students: "Tangy. Fresh. Sugary."

    Beth: I mean, it needs to be reigned in, but I always think of it as, like, driving a bit 'ole Cadillac. You don't kind of steer it hard, you just kind of guide it.

    Student: "Sour."

    Student: "Fresh."

    Beth: "OK. Right here. Lexi"

    Student: "It smells like perfume."

    Beth: So then, I introduce the haiku. Has anybody heard of a haiku? What is the form?

    "It's like this - five syllables, seven syllables, five syllables. Let's talk about what a syllable is. So.."

    And then describe what a syllable is, so that students are able to count out syllables. And, I might use my name or I might use a type of fruit, something like that to get them thinking about 'what is a syllable?'

    Student: "Ex-treme-ly so-ur."

    Student: "It is very sweet."

    Student: "Tan-ge-los are per-fum-y. That's seven, and then Tan-ge-los are good. That's five."

    Beth: Oh yeah, it's always entertaining to see what they come up with.

    Student: "I love the kumquat. It tastes very good and very sour. I love to eat kumquat."

    Beth: "You're on deck."

    Student: "Refreshing and strong. Tart, tangy, chewy, bitter. It's a kumquat."

    Beth: "Nice."

    What we want to really teach them about is making healthy choices, and so, it's important to me that they know that fruit is really good for them, tastes really good, and is an excellent option.

    Student: "Eat the blood orange. It's sweet when you eat it. I love to eat them."

    Student: "Kumquats are the best. it is sour, then it gets sweet. Sour, sour, sour, sour."

    Student: "Extremely sour, but also sweet and tangy. I love lemonade."

    Beth: The thing about this is it's really easy to do. I often do a fifteen-minute tasting; it's not the whole class period, just two different types of pear, or two different kinds of apple. Very simple. I think if you have a collendar, a cutting board, and a knife, and maybe even a few paper towels, you can really easily do this lesson, and have it be very successful.

School Details

Martin Luther King Middle School
1781 Rose Street
Berkeley CA 94703
Population: 957

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Beth Sonnenberg
Math Science / 6 / Teacher

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