Yolanda U. Trapp
For the inclusive primary classroom
Writing Center
Theme: Making Poetry
Aim: Can we write a poem?
Performance Objectives - Students will be able to :
Identify a poem as a form of writing in verse that expresses imaginative thought, (poem from Alfonsina Storni)
write five lines in sequence
write a cinquain
Performance Objective for the Special Child:
create a word family from a word in a poem (from Alfonsina Storni)
write a poem using the word family, as simple as the needs of the child
Materials Needed:
Making Poetry Activity Sheet
crayons
poetry books, for example, Poetry Power ESL by Katherine Maitland - Jeanne Pi–a, Modern Curriculum Press, Inc. Cleveland, Ohio, 1993, Dias y Dias De Poesía, by Alma Flor Ada, Hampton Brown Books, for bilingual education, Carmel, California, 1991.
Motivation:
Tell children they will be writing their own poetry today.
Development:
Tell the children to think about some of their favorite things as you read the poem chosen.
Read a book about a child's favorite things, related to the poem of Alfonsina Storni:"We are going to the mountain." "Vamos a la Monta–a".
Discuss the poem that you read. Define a poem with the class as a form of writing in verse that expresses imaginative thought.
Tell children they will be writing a special five-line poem called cinquain today.
Discuss and write the form of the cinquain. Read the directions aloud from the Making Poetry Activity Sheet. Have children write their own cinquains.
Individual Project for the Special Child:
Help the special child choose a word to build a word family with, for example, mountain. Next, have the e special child build a word family. Then have the special child write a poem using the words in the word family (according to her level).
Assessment
Let children write down five pairs of rhyming words, for example, sky and pie.
Check the child's difficulties, and learning rate.
