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Using Cinquain and Diamante Poems to Reinforce Knowledge of Basic Parts of Speech
Transcript of Using Cinquain and Diamante Poems to Reinforce Knowledge of Basic Parts of Speech
Line 2: two words (adjectives) that describe line 1
Line 3: three words (action verbs) that relate to line 1
Line 4: four words (feelings or a complete sentence) that relates to line 1
Line 5: one word (synonym of line 1 or a word that sums it up) 1. Noun (beginning topic)
2. Adjective, Adjective (about beginning topic)
3. Gerund, Gerund, Gerund (–ing words about beginning topic)
4. Four nouns -OR- a short phrase (about both beginning and ending topics)
5. Gerund, Gerund, Gerund (–ing words about ending topic)
6. Adjective, Adjective (about ending topic)
7. Noun (ending topic) http://www.funbrain.com/grammar/ First, let us review a few parts of speech: A noun is a person, place, or thing. An adjective describes a noun. A verb is used to show action. mom oven baby phone cat house vacuum whiteboard dog green scary noisy
old grumpy heavy Now, let's look at cinquain
and diamante poems. A cinquain has 5 lines. Examples: puppy
growling, jumping, chewing
playful bundle of trouble
crunching, chewing, eating
it's my favorite snack
apple Synonyms are different words that mean the same thing. buy - purchase quickly - speedily big - large Let's practice! Example: Monsters
Hiding, lurking, stalking,
Vampires, mummies, werewolves, and more—
Chasing, pouncing, eating,
Creatures A diamante has 7 lines. ** Refresher: Gerunds can be present participles (behaving as verbs in a clause), or act as nouns within larger sentences. ** I like swimming.
Cooking is fun. Let's practice! http://www.internet4classrooms.com/skills-4th-langbuilders.htm Homework:
Use your worksheets to complete 2 cinquain and 2 diamante poems.
Due TOMORROW! YOU DID IT! Questions? Objectives Upon completion of this unit, students will:
understand how various types of poetry can convey the same meanings, even when using different formats
describe the basic conventions of cinquain
interpret examples of cinquain
characterize the relationship between structure and meaning in cinquain
compose a cinquain that describes a familiar person, place, or thing
access prior knowledge about nouns, adjectives, and verbs and use this understanding of parts of speech to learn about gerunds Demonstrate comprehension of parts of speech through a word-sort activity and by composing a poem that uses them
Define a diamante poem by looking at examples
Practice developing vocabulary words as part of a brainstorming activity
Illustrate their understanding of the diamante format by writing poems both individually and as a class
Practice spelling by revising their poems
Share their poems by reading them aloud and publishing them in a class magazine or book Standard: 4.2 (B) – Use the context of the sentence (e.g., in-sentence example or definition) to determine the meaning of unfamiliar words or multiple meaning words.
Standard: 4.2 (E) – Use a dictionary or glossary to determine the meanings, syllabication, and pronunciation of unknown words.
Standard: 4.4 – Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
Standard: 4.15 (A) – Plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range of strategies (e.g., brainstorming, graphic organizers, logs, journals).
Standard: 4.15 (E) – Revise final draft in response to feedback from peers and teacher and publish written work for a specific audience. Standards Standard: 4.16 (B) – Write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).
Standard: 4.18 (C) – Write responses to literary or expository texts and provide evidence from the text to demonstrate understanding.
Standard: 4.20 (A) (i) – Verbs (irregular verbs)
Standard: 4.20 (A) (ii) – Nouns (singular/plural, common/proper)
Standard: 4.20 (A) (iii) – Adjectives (e.g., descriptive, including purpose: sleeping bag, frying pan) and their comparative and superlative forms (e.g., fast, faster, fastest)
Standard: 4.1 (D) – Make inferences about text and use textual evidence to support understanding. Materials Computers with Internet access
Cinquain Graphic Organizer
Cinquain Reflections Worksheet
Sample Diamante Poems handout
Diamante Format handout
Word Sort Chart Duration Five 45-minute lessons Anticipatory Set Students will write a four-line poem for their Daily Journal activity.
Teacher will explain how different types of poetry can convey the same meanings, only the structure is different.
Teacher will then read one example of each type of poetry (cinquain and diamante).
Teacher will discuss the goals and objectives of the lesson. Instructional Input Teacher will lecture on cinquain and diamante poetry.
Teacher will present multiple samples of cinquain and diamante poetry to students.
Teacher will present students with charts and brainstorming activity sheets to aid in creating cinquain and diamante poetry. Modeling Teacher will create, in class, her own cinquain and diamante poems.
Students will take turns providing information to produce examples of cinquain and diamante poems. Checking for Understanding During class discussions (especially the creation of the class poem), anecdotal notes and observation can be used to monitor understanding of spelling patterns, parts of speech, and vocabulary.Use the word-sort activity to assess student comprehension of gerunds.Check final versions of the students' poems for application of new learning of parts of speech, diamante structure, and spelling patterns.
After students have shared their cinquain with the class, students could reflect on their own and their classmates' poems.While students work, use kidwatching techniques to observe and monitor students' progress. Guided Practice Once you and your students establish the characteristics of a cinquain, students can use the Student Reproducible Cinquain Graphic Organizer to compose original poems of their own. Students can work individually, with partners, or in small groups. Once students have finished their poems, the cinquains can be shared with the entire class.
Students will compose their own diamante poems on a subject of their choosing. Students will use the Diamante Brainstorming worksheet, as well as the Diamante Poems interactive writing tool as guides. Students will work individually, and use peer review prior to sharing the poems with the class. Individual Practice Students will utilize handouts to create at least one of each type of poem (cinquain and diamante) for homework.
Daily Journal activities will be focused on discovering exciting words to use in our poetry-writing.
Daily Journal activities will also focus on identifying the parts of speech of teacher-selected words. Closure/Assessment This past week’s lesson was not only to allow you to compare and contrast poetry structure, but to assess your knowledge of specific parts of speech.
Let’s recap: cinquain and diamante formats….
Now that we have completed this lesson, I expect you to be able to appropriately identify parts of speech on the test.
Ladies and Gentlemen, you have all done a great job working with cinquain and diamante poems over the last week! Give yourselves a pat on the back! Evaluation of Assessment Students will be graded using a Writing Rubric.
Students will undergo a written assessment of knowledge of parts of speech.
Students will be given STAAR review questions in preparation for standardized testing. ELMO will be used in the classroom.
Computers will be used for Internet-based activities, research.
Audio may be used for recitals of poems by others (http:\\www.poetryoutloud.org)
Presentation will be given via Prezi. Technology http://www.poetryoutloud.org