Lesson Title/Focus Cinquain Poems Date Nov. 12, 2013

Subject/Grade Level

5 Language ArtsTime Duration

90 min (60 then 30 because of lunch in between)

Unit Poetry Teacher Alexandra Pletch

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES General Learning Outcomes:

2: Comprehend and respond personally and critically to oral, print, and other media texts

Specific Learning Outcomes:

2.3: Experiment with words and sentence patterns to create word pictures2.4: Use structures encountered in texts to organize and present ideas in own oral, print and other media texts

LEARNING OBJECTIVESStudents will:

1. Identify different cinquain poem patterns2. Experiment with word and sentence patterns of cinquain poems to create word pictures

ASSESSMENTSObservations: Monitor group work – redirect students to keep them on task and focused

Key Questions: How can we classify and understand poetry? How can writers follow poem structures to describe objects, places, actions and people? How can we experiment with language to create word pictures?

Products/Performance:

Cinquain poem foldable– create own cinquain poems according to each pattern (3 poems in total) with accompanying illustrations. *See example

What am I? Riddles handout – correctly answer riddle and identify cinquain pattern for each.

LEARNING RESOURCES CONSULTED MATERIALS AND EQUIPMENT “Seeing winter landscapes through the writing

of cinquain poems” http://www.integratingartsk-8.org/Poetry%20Lessons/poetryls2susam.htm

“Cinquain Poems” : http://hrsbstaff.ednet.ns.ca/davidc/6c_files/Poem%20pics/cinquaindescrip.htm

Worksheets – 25 copies of Exercises 26, 27 and 28 from Communication Skills 5

Dictionaries for Bell Work Name cards – snowflake names Winter Pairs – matching cards Who am I? riddle/cinquain handout (25 total) Cinquain foldable example Construction Paper – blue, purple, dark blue (25) Lined paper (25) Stapler *Shel Silverstein poems book Whiteboard markers

PROCEDUREPrior to lesson Arrange seating plan (snowflakes)

Write hook, winter cinquain, and advance organizer on whiteboardBELL WORK

Hook: Commas

2-3 min

Upon entering room, students must figure out what is wrong with each of the following sentences:“Let’s eat Grandma!” (should be “Let’s eat, Grandma”)“My favourite things in life are cooking my family and my dogs” (should have commas between series of things,

Management strategies: Arrive early and arrange snowflake name pieces (pre-made) according to pre-arranged seating plan (mix students up or boy-girl-boy-girl) ~ Greet students at door and direct them to their spots – remind them that they need pencils, lined paper, dictionaries, pencil crayons, etc.

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places)Behaviour Expectations

5 min

“I’m looking forward to teaching you” - introduce myselfExpectations: respect, listen to me and to each other, raise hands when asking a question, respect my materials that I am sharing with you** Explain snowflakes: “you will get to keep them at the end of term (before Christmas) – but they need to be returned to the snowflake box at the end of each class on your way out of the classroom”Introduce my attention getters:

Silent count-down (From 10 using fingers: not counting out loud) “If you can hear me . . . touch your nose” starting at a very low volume and

waiting for class to listen.Practice attention-getters!Transition to bell-work: Revisit comma errors on board (hook) – explain first worksheet. Introduce second worksheet and point to dictionaries.

15 minStudent will complete Exercises 26, 27 and 28 from Grade 5 Communication SkillsFinish worksheets within 15 minutesAs students finish – check over their work and circle mistakes. When complete and checked, students will receive a What am I? Riddle (Cinquain handout)

CINQUAIN POETRYIntroduction Time

Attention Grabber What am I? riddles – students will work on these at their own pace once they have completed bell work.The empty line at the top of each poem will be where students write the topic of the poem based on clues from the rest of the poem. Ignore the space for Pattern for now.Example: students would write “Sun” on the top line for this poem:

______SUN________Hot, Bright,

Burning, Shining, Glowing,Sunsets are Beautiful,

Star

*Answers to riddles can be found on the last page of this Lesson plan

5 min

Assessment of Prior Knowledge

Class discussion:Ask class: What types of poems have you learned about so far? Haikus? Acrostics?What kinds of rules do they have? Identify rhyming rules, number of lines, number of syllables, structure etc.

2 min

Expectations for Learning and Behaviour

See Bell work section!

Advance Organizer/Agenda

Write on board before class:1. Bell Work: Commas, Multiple Definitions2. What am I? riddles3. Cinquain poemsBrain Break4. Foldable/booklet5. Share poems

Transition to Body Refer to Who am I? Riddles: Note the pattern of 5 lines.These riddles follow a certain pattern – students will be learning about a poem which uses this pattern today

1 min

2

Body TimeLearning Activity #1 Introduce Cinquain poem structure: Look at example on board:

SnowSoft, white,Falling, drifting, blanketing, A calm, peaceful sight,FlakesCount lines with class: 5 (“cinq” in French means “five”)Have all the students pronounce Cinquain – “Sin-Cane” – aloud together twice or three times.No rhyming, 3 different patterns (introduce one at a time).Display cinquain foldable to class: this will be our final product: 3 original cinquains using each pattern, and illustrations to match.

First pattern: see Cinquain Handout Pattern 1: Word CountOne WordTwo WordsThree WordsFour WordsOne Word

*Reminder to use commas between series of things.

Look at example on handout, ask for a volunteer to read aloud.

Make a poem with the class: Give topic: Autumn. Ask for suggestions from volunteers to make a poem.

Individual poems – instructions:Each of you will write one Cinquain using the first pattern. The topic is Winter – but that does not need to be the first line of your poem. I handed each of you a card with a picture of an object on it. When I say go - you must find the person who has the matching object and work with them to write your first poem. Each of you must have your own poem, but you can share ideas with your partner. Use lined paper – this will be your rough draft.Students have 5 minutes to write their poem.When you and your partner are finished: share your poem with another pair who is also finished.

Any questions?Students work on poem with partner and share with another pair

Make foldables: Students who are finished writing poem and sharing will take one sheet of colored paper and one sheet of lined paper. They will place the lined paper over the colored paper but the bottom edges will not meet, instead, the top piece will be one inch higher than the bottom:

Then you fold the papers over from top to the bottom of the arrow (arrow only

4 min

1 min

2 min

1 min

5 min

4 min for foldables

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in diagram) and make another 1 inch tab:

Staple the top of the booklet like in the above diagram.

Write their name in the top right corner, and title each tab: Pattern 1: Word Count, Pattern 2: Descriptive, Pattern 3: Syllable Count. The cover page will be a title page: “Winter Cinquains”Students will do this task at their own pace. Once they have finished their rough drafts, they can write their first cinquain on the first page of lined paper.

Assessments:

Differentiation:

FORMATIVE: Cinquain pattern 1:Craft own poem according to model with their partner.Formative assessment: wander around, see if students are on the right track Class discussion, pair work, small group sharing, class discussion

Students will be able to illustrate their poems once the begin their good copy

Brain Break!**Do earlier if students seem restless (maybe after Bell work)

Choose one option depending on the mood of the class

Introduce idea of Brain Break: doing a fun activity to get up and move! Ask students to tuck chairs in and move binders, anything in the way.Option 1: Fruit salad! Move the desks to the sides and arrange enough chairs in a circle for everyone to have a seat. The teacher will start in the middle and say “I like fruit salad.” Everyone must get up and find a new chair. The last person standing must say something they like to eat or do and if anyone else in the circle likes the same thing, they must stand and find a new seatOr Option 2: Body to color: The teacher will name a body part and a colour and the students must find something in the room to correspond to the color. Ex: “Elbow to Green!” and the students must find something green and touch their elbow to it. **Remind them to be careful in the library – it is not a race! It is a chance to move around and get creative!Ideas: Pinkie to blue, knee to grey, heel to purple, etc.

5 min

Management: go over

rules of the space and

proper behaviour during the

game

Learning Activity #2 Students return to seats with snowflakes.Cinquain pattern 2: refer to Cinquain handoutAsk for a different volunteer to read the example on the handoutIdentify noun, adjective, “ing” words, and phraseLook at example on board (Snow) – does it fit the second pattern?

Create Winter Words Mixing Bowl with class: Brainstorm nouns, adjectives, and verbs students can use when writing their pattern 2 cinquains. Write ideas on board and organize into:

Nouns (refer to matching cards)suggestions: snowflakes, ice, sleds, skiis, toque, parka, mittens, cocoa, boots, scarf, shovel, frost, earmuffs, snowman, cider,

Adjectives: shimmering, sparkling, glistening, freezing, melting, twinkling, cold, frosty, pretty, fast, frozen, silent, soft, quiet, globby, shining, glowing, wet, slippery, white, slick, slushy, sloshy

4 min

4 min

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Verbs: Twirling, dancing, jumping, writing, swirling, gliding, smiling, falling, squishing, hiding, covering, blanketing, snapping, crunching

Use mixing bowl/ brainstorming to write a cinquain (Pattern 2) as a class. Ask for suggestions from students for each line (nouns, adjectives, verbs and phrase). *Emphasize commas between series.

Students in their table groups will write individual poems using the “mixing bowl” ideas. They can discuss ideas with others at their table, but must create own poem.

Write poem in foldable and illustrate poems until lunch –brief wrap-up and outline for after lunch.

2 min

3 min

Assessments:

Differentiation

FORMATIVE: Cinquain pattern 2 poems – review as students write them

Word Bank (Winter Mixing Bowl) will help students find words when writing their second cinquain – support studentsRefer to handout for examples – look at riddles 1, 2, 6 and 9 for ideas. More descriptive cinquain examples on last page of lesson plan

LUNCH – Will make adjust schedule according to student progress (briefly assess where they are at over lunch)Learning Activity #3

Third Pattern: Syllable Count: refer to handout and exampleAsk for volunteer to read example aloud.Count syllables aloud with class – illustrate how the example matches the pattern.

Ask students to work with their elbow partner to identify What am I? riddles according to the three cinquain patterns. Next to “pattern” in each box, write the number and type it matches.

Students write third cinquain according to syllable count. Must have 2 other students count the syllables before they can write the final poem in their foldable.

Share poems with 3 to 4 other students in the class – must provide descriptive feedback for their peers verbally. Take notes on lined paper.Illustrate their poems/ booklet if time remains before closure

*Ask students for feedback: make sure they are sharing their poems

2 min

5 min

8 min

5 min

Assessments:

Differentiation

FORMATIVE: ask a random sample of students for their feedback – can they remember what their peers said? Is it valuable feedback?

Students can stand and move around as they share their poetry.

Closure TimeAssessment of Learning:

Have students sit and capture their attention.

Review cinquain patterns using What am I? riddle sheets: Ask one student at random to summarize the first pattern, and another for the second, and third, etc.Ask others for the riddle answers. Ask students to identify the pattern each riddle follows. Poll – how many students had the same answer?

3 min

5

If time remains, students can continue to illustrate/color their foldable.

Feedback From Students:

Feedback To Students

Give feedback about behaviour (first lesson together ) – what went well, what should we work on together, etc.Progress with cinquain poems – how much more time will they need to finish? How have they done overall?

2 min

Transition To Next Lesson

Tomorrow they will have Mrs. Andreas for LA, then me again on ThursdayStudents must put their name snowflake in the snowflake box as they leave the room – their exit slip!

1 min

Sponge Activity/Activities

Shel Silverstien poetry: read select poems from book if time remains

Reflections from the lesson: The hook about comma usage seemed to catch students’ attention. “Lets’ Eat Grandma” made many of them laugh. This was a great way to grab their attention and emphasize the importance of placing commas between a series of things. I checked the first exercise as they were completing them and am pleased to see that most understand the concept. However, the Bell Work exercises took much longer than expected – students took 20 minutes to finish Exercise 26, so we will save exercises 27 and 38 for another day. I collected the bell work booklets to save for another day. The Seating Plan with the snowflakes worked really well! The students were excited to have something new, and barely noticed that I put them in a seating arrangement to split them up from their friends. My TA also thought the snowflakes worked well. Some were finished their first poem in 2 minutes, while others wrote one or two words in the whole 10 minutes. It was effective to have the What am I? Riddles ready for those who completed their bell work, however, I should have explained the paper first. They only needed to give each riddle a title using the clues. Next time, I will explain what students are to do once finished so they know exactly what is expected. On a positive note, the riddles seemed to be exactly at their level – they were not too challenging and most students were able to correctly fill in the first line. I found it difficult to pace the lesson because the students were at such a wide range of comprehending the cinquain patterns. I really underestimated how much time students would need to complete each task. Yes, some students finished in the estimated amount of time, so it was effective to have the next task ready so they could move on. I circulated and answered many questions – I was able to see which students struggled I could give them suggestions. There was no time for foldables or pattern 3 cinquains. One weakness in my teaching was not providing clear instructions for each step. I would receive the same questions from many students, so I would use my “Attention-getters” and clarify instructions to the whole class. I am glad that I fixed my error through addressing the confusion for everyone. Also, when teaching Pattern 3: Syllable count, I need to make sure I clarify the topic and allow for group brainstorming before students begin to write their own. My expectations for students to write 3 cinquains, make a good copy in the foldables, plus complete the 3-exercise bell work package was an unrealistic goal for the 90 minutes with this class. This was an eye-opening

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experience for me in terms of pacing the lesson. Since many struggle with Language Arts as ESL students – 90% are Mennonite and speak low-German at home – simple written tasks take a lot longer. In knowing this, I hope to give them much more time for future writing tasks. On Thursday, I will clarify pattern 2, since many students struggled with choosing adjectives and did not understand what a “phrase” is. I will re-teach this pattern and put the mixing bowl words on the board so students can easily create a winter cinquain. I must teach pattern 3 (since we ran out of time today) and review the Riddles handout. Unfortunately, there was no time for a brain break. However, we changed partners and spots between activities, so students did get up and move. There was also lunch in the middle of the class and students had a recess break. One aspect I regret is not providing closure for the first two cinquain patterns we learned. I realize that consolidating learning is a priority and I hope to address this in my Assessment of Prior Knowledge for the next lesson. This 90 minute lesson flew by, and even though I only completed the first half, I now have clearer expectations for how long it takes students to complete tasks. I am pleased to find students engaged in my teaching and I used attention-getter techniques and classroom management strategies to maintain order. For example, whenever I crouched down to help a student, I would angle my body so I was still facing the majority of students and could supervise everyone. A couple students were consistently off-task and unmotivated to start any task. I visited these students frequently, however, many others needed help and had questions. I need to find some strategies to engage these students, without ignoring the rest of the class. Finding this balance will be a challenge. Finally, I would like to streamline and simplify my lesson activities so students at the mid to lower range do not feel overwhelmed.

What am I? Riddle Answers: Pattern Type:1. Sun 2: Descriptive2. Leaves (Dead/Fallen leaves) 2: Descriptive3. Cows 1: Word Count4. Chickens 3: Syllable Count5. Recess 3: Syllable Count6. Tiger 2: Descriptive7. Breakfast 1: Word Count8. School 1: Word Count9. Blanket 2: Descriptive10. Hockey 3: Syllable Count

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Bell Work: Exercise 26:

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Winter Pairs: Print 2 of each page and cut into squares.

Snowman Snowflakes

Mittens Winter Coat

Toque Snow angel

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Boots Scarf

ShovelTobaggan

Hot Chocolate (Cocoa) Skate

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Teacher Example: Cinquain Foldable:

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