3rd/4th
Grade Level—(Used for Earl’s 7th Grade English Lesson)
§ Objective
ü Earl
will successfully be able to write a cinquain poem. After explaining to him what this type of
poem is, he will be asked to write a cinquain for a loved one. Once he is done, he will type the poem on the
computer and “jazz” up the valentine.
ü Earl
is functioning at the third and fifth grade levels in the subject of Language
Arts—Reading Comprehension & Word Recognition—(using the Brigance Inventory
Basic Skills), thus in his resource pullout session for English, he will
construct a cinquain poem in order to enhance his knowledge of poetry and
understanding the structure of cinquain.
§ GLCE’s
ü W.AT.07.01 Be enthusiastic about writing and learning
to write.
§ This GLCE will
be achieved in the form of making this lesson on poetry fun. The students are creating a Valentine, thus
the motivation behind the assignment is to get the class to be more
“enthusiastic.”
ü W.GN.07.01 Write a cohesive narrative piece such as a
memoir, drama, legend, mystery, poetry, or myth that includes appropriate
conventions to the genre employing literary and plot devices.
ü R.NT.07.02
Analyze the
structure, elements, style, and purpose of…poetry…
§ EGLCE’s
ü W.AT.07.EG01 Be
enthusiastic about writing.
ü W.GN.07.EG01 Write a personal
narrative that depicts major story events, uses illustrations to match mood,
contains setting, problem/solution, and sequenced events—or create poetry.
ü R.NT.07.EG02 Identify and describe a variety of narrative
genre (e.g., folktales, fables, realistic fiction, poetry).
§ Materials
ü Example
of cinquain
ü Glue
ü Red/pink/white
construction paper
ü Computer
paper
ü Pens/Pencils/Markers/Crayons
ü Computer
§ Instructional
Procedures
Y Introduction
í Ask
the students to think of someone they love—mom, dad, sibling, aunt, uncle,
friend, cousin, or significant other.
í Call
on a few students to share with the class who they are picturing.
í “We’re
going to write a poem about this special someone, but as a class, we’re going
to figure out the format of the poem together.”
Y Open-Ended
Phase
í Here’s
an example:
Mother
Kind, helpful
A special person in my life
Friend
í With
this example, go line by line to have the class help YOU figure out what the
format is for the poem—DO NOT TELL THEM it’s a cinquain. That will be told later.
·
What
is line 1? A person? Place? Thing? noun
·
What
are the 2 words in line 2? To they describe something?
adjectives
·
What
do the 3 words in line 3 have in common? ING
endings (action words)
·
What
is line 4? A
sentence describing the noun
·
How
does the word in line 5 relate to the poem? Synonym
for line 1
Y Convergent
Phase
í
Cinquain: break down has the prefix of cinco,
which in SPN means 5
Introduce the idea of what a cinquain
poem is—pass
out handout
that will have the following on it:
Line
1: Write the name of someone you love
Line
2: Write 2 adjectives describing the person in Line 1
Line
3: Write 3 describing words ending w/ ING (action words) that
describes
the person
Line
4: Write a phrase describing the person
Line
5: Write a synonym of the person
í Instruct
class to follow the model and write their own cinquain poem.
í Decorate
their poem:
·
Write the poem on lined paper.
·
Cut out a heart out of red or
pink construction paper and cut the poem to fit into the heart.
·
Glue the poem to the
construction paper
·
Outline the poem in a black
marker
·
Jazz-up the Valentine with any
other drawings to make it more colorful.
·
On the back, write: To______
From ________
Y Closure
í Ask
students to share their poems to the class—allow all that want to share to
speak in front of the class.
í To
check their understanding, ask the child sharing their poem: a) where is the
synonym of the person the poem’s about b) where are the adjectives/ or action
words
·
Gives you a better idea about
if he/she understands the words written in the poem.
EXPLANATION
This lesson
on Valentine Cinquain poetry has been accommodated to suit the needs of Earl
Gibson. Instead of having the class come
up with a cinquain poem together and then working on the rest of his/her poetry
anthology, Earl will attend the resource room during the time of English, where
an assistant will specifically work one-on-one with Earl on cinquain
poetry. He/She would explain the meaning
of each line of the poem, providing an example to work through each step. Earl
will not be working on an entire anthology, but will add one cinquain poem, of
his choice, to his anthology. The rest of the class is to have a minimum of 5
cinquain poems by the end of the term, in addition to the rest of the other
types of poems in his/her anthology—Earl only needs to have one poem of every
poem type.