I love teaching my high school students about sijo (shee-jo). It’s a beautiful Korean form of poetry similar to haiku. In my creative writing class, I typically spend about two weeks on sijo, and my classes meet every-other day for 84 minutes. Over the course of two weeks, students read sijo written by teenagers and adults, make a plan for their own poem, and compose several drafts. Throughout the writing process, I provide electronic feedback on drafts to spur updates. At the end of the unit, students submit poems to a sijo-writing competition.
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DAY ONE
Students learn about sijo. I explain the form, map out the syllable groupings, and give students suggestions for how to begin. Similar to haiku, sijo are organized by syllables, but they always include a surprise or twist at the end.
| Line one is the introduction and includes these groups of syllables: 3-4-4-4 Line two is the development and includes these groups of syllables: 3-4-4-4 Line three is the twist and conclusion and includes these groups of syllables: 3-5-4-3 |
I provide students with advice from Professor Mark Peterson (professor emeritus of Korean history, Brigham Young University).
| “The structure is important, but I always allow for poetic license, meaning that sometimes the message is more important than the structure…Word choice is important. Sometimes the right word in the right place is a zinger, really powerful. Imagery. Some poems capture an image so effectively – you can see the image. Some poems miss in that the image or message is lost in vague and ambiguous wording and imagery…Clarity is essential…Poetry, in sijo or any form, has to capture an emotion and transfer that feeling to the reader…The thing about sijo, more so than haiku, is that the form can capture a wide range of emotions.” |
As a class, we read and analyze student-written sijo on The Sejong Cultural Society’s web page. Students use this worksheet to guide discussions.
In small groups, students brainstorm topics for their own poems.
DAY TWO
As a class, we read Linda Sue Park’s book, Tap Dancing on the Roof: Sijo (Poems).
In small groups, students discuss what Park does with language, form, titles, twists. Students use this worksheet to guide discussions.
Individually, students outline plans for a sijo.
DAY THREE
Individually, students write multiple drafts of multiple sijo. Once drafts are complete, students share documents with me for review.
DAY FOUR
In small groups, students share sijo aloud.
In pairs, students peer edit using this worksheet.
Individually, students share updated sijo with me for a second review.
DAY FIVE
Students finalize and share sijo with the class.
Individually, students share poems with me for a third and final review.
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When my students work on poems for The Sejong Cultural Society’s sijo competition, I provide questions and affirmations, aiding the brainstorming, writing, editing, and polishing process. Learning is messy, and I see the greatest student growth occur during revising and editing. When students sit with a sijo and make intentional, purposeful choices, they begin to notice what works and what doesn’t; they see their ideas come to life through craft and art in a traditional form of poetry.
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Elizabeth Jorgensen is a writer and teacher. Her memoir, co-written with Nancy Jorgensen, Go, Gwen, Go: A Family’s Journey to Olympic Gold, is available from Meyer & Meyer Sport.