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Participial Phrase Poems

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by

Mindie Dieu

on 9 August 2014

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Transcript of Participial Phrase Poems

Dr. Mindie Dieu Participial Phrase Poems Check out this poem! I am Macklemore:
carrying only twenty dollars,
browsing the aisles at the local thrift store,
dressing in leopard mink,
taking your grandfather's style,
popping tags along the way. How about this one? I am alive during the zombie apocalypse:
hiding from walkers and biters,
scavenging for food and weapons,
banding together with others for protection,
hoping for a better tomorrow. What do these poems have in common? Now It's Our Turn 1. Please write down
three nouns.
They can be anything- pencils, unicorns, pets,
or any other thing you can imagine!
2. Next: Group construction of poem on board
3. Individual poems and sharing -Each describes a noun.
-Each line after the first one
begins with an -ing.
-Each poem has descriptive words
and action words. Teaching Applications What can we teach students using this? For older students: parallel structures, participial phrases, and gerund phrases
For younger students: nouns, action verbs, good word choices, description Teaching Structure Introduction/popular song/attention getter
Second example- interesting and fun
Large group construction of a poem
Individual creation
Sharing/positive reinforcement
Follow up with vocabulary reiteration
Homework: Write five poems using nouns you find tonight at home. What could possibly go wrong? How can we make this more diverse and accessible? Common Core State Standards for Lesson Planning:
L.3.1f. Ensure subject-verb and pronoun-antecedent agreement.
L.3.3a. Choose words and phrases for effect.
L.4.1f. Produce complete sentences, recognizing and correcting inappropriate fragments and run-ons.
L.4.1g. Correctly use frequently confused words (e.g., to/too/two; there/their).
L.4.3a. Choose words and phrases to convey ideas precisely.*
L.4.3b. Choose punctuation for effect.
L.5.1d. Recognize and correct inappropriate shifts in verb tense.L.
5.2a. Use punctuation to separate items in a series.
L.6.1c. Recognize and correct inappropriate shifts in pronoun number and person.
L.6.1d. Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).
L.6.1e. Recognize variations from standard English in their own and others’ writing and speaking, and identify and use strategies to improve expression in conventional language.
L.6.2a. Use punctuation (commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.
L.6.3a. Vary sentence patterns for meaning, reader/listener interest, and style.‡
L.6.3b. Maintain consistency in style and tone.
L.7.1c. Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.
L.7.3a. Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.
L.8.1d. Recognize and correct inappropriate shifts in verb voice and mood.
L.9–10.1a. Use parallel structure. Your Homework 1. Complete five participial phrase poems
2. Write a lesson plan for teaching this type of poem.
3. Include the grade level you would teach, the objectives and activities in chronological order, including the amount of time (I suggest a 50 minute class session) for each activity.
4. Include which state standards you will meet. Questions?
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