In this lesson, students will review and deepen their understanding of identity. I recommend starting with a review of the identity chart created previously as a class, and students should have their own identity charts completed before beginning their BioPoem. To make a BioPoem, provide students with a template as well as an example. Templates may include any of the following:
“I am
- Adjectives that you would use to describe yourself
- Relationships in your life (e.g., friend, brother, daughter)
- Things you love
- Important memories
- Fears
- Accomplishments
- Hopes or wishes
- Home (location)
- You can adapt this format to include other items, such as important moments, heroes, beliefs, and special sayings or words.”
Example:
Hanna
Outspoken, brave, adventurer
Daughter, sister, cousin, friend
Who loves winter, interior design, and exploring new places
Who feels grateful and curious
Who fears the unknown
Who lived in Quito, Ecuador in 2009
Who now holds five different teaching certificates
Who hopes to travel to all 21 Spanish-speaking countries
Hamden, CT
Marshall
You may have students write a draft to turn in and correct. Then the final draft, they may be encouraged to use colors of their choice and decorate the paper as they see fit. An extension in a language class, depending on the level and amount of vocabulary students are previously exposed to, could be to write these in the target language.
When completed, these may be displayed around the classroom for students to participate in a gallery walk to view their classmates' poems. During the gallery walk, it’s helpful to give students a purpose or something to look for while viewing. Teachers might consider asking students to notice patterns or similarities among poems and write certain words or lines that stand out to them. In a follow-up discussion after the gallery walk, students can answer "What words or phrases describe our class?"
