I. Standard – From the Michigan
Department of Education Website
(http://www.michigan.gov/documents/ELA_05_87358_7.pdf
and http://www.michigan.gov/documents/ELA_04_87356_7.pdf)
R.AT.04.01 and R.AT.05.01: be enthusiastic about reading and do substantial
reading and writing on their own.
W.GN.04.02 and W.GN.05.02: write poetry
based on reading a wide variety of grade-appropriate poetry.
II. Objective
A. In this lesson I am going to teach the students
how to write a diamante poem.
B. At the end of this lesson the students should
be able to write a proper diamante poem with the correct parts of speech in the
right places.
C. To find out if the students successfully
learned the above objective I will examine their rough draft diamante poems and
expect 80 percent of the students to have a completed poem that satisfies the
characteristics of a diamante poem.
III. Anticipatory
Set – Explain
to the class that you will be showing them a series of
pairs of pictures.
They must figure out what all of the pairs have in common. Pull out pictures of things that are
opposites such as a tall person and a short person, morning and evening, an
angry person and a sad person, etc. Once
the students guess that the pictures are all opposites (or tell them after
going through all of the pictures), tell the students they are going to learn
how to make a special kind of poem about opposites – a diamante poem.
IV. Input
A. Task Analysis
1. The students must have knowledge of the parts
of speech. They need to know what the
definitions of an adjective, verb and noun.
2. Procedure
a) Read two or
three examples of diamante poems. After reading
the beginning word, have students guess what the ending word will be.
b) Show the
overhead of the requirements of a diamante poem
c) Write the
poem from fall to spring while asking the class to brainstorm words for
you. Start by having the class make a
short list of words that have to do with fall and spring.
d) Read the
completed poem and tell students that they will now be creating their own
diamante poem.
e) Have
students brainstorm ideas for opposites such as sad and happy. Write these on the board/overhead.
f) Hand out
the Diamante Poetry Practice worksheet and tell students they may use one of
the brainstormed topics or come up with their own.
g) Walk
around the room assisting those who are struggling. Encourage the use of a dictionary.
h) For those
who finish, have them find a peer to correct their spelling and check that
their poem is correct. Then give them
the final poem paper so they can make a final copy. A picture may be added to
the final copy.
B. Thinking Levels/Bloom’s Taxonomy
1. Knowledge – The students will list words of
different parts of speech that are about a specific topic. They will show that
they understand the format for a diamante poem.
2. Analysis – Not used
in this lesson.
3. Comprehension – The students will distinguish
between a noun, verb and adjective.
4. Synthesis – Not used
in this lesson
5. Application – The students will demonstrate
that they can create a proper diamante poem by actually creating one.
C. Learning Styles, Remediation,
Extensions
1. Learning Styles – This lesson is geared towards
visual and audio learners. The visual learners will benefit from the visual
aids on the overhead. They will be able
to see the format for a diamante poem.
The audio learners will benefit from listening to several diamante
poems. They will also hear the
instructions on how to create a diamante poem.
2. Remediation – A struggling students can be
given a list of possible adjectives, ING verbs, etc. to use while writing. They may have these kinds of lists from previous
activities, but if not, one will have to be created for them.
3. Extensions – If
students finish early they can create a partner diamante poem. This is where each partner writes one half of
the poem independently. They pick a
topic together and fill out their half of the poem. Then, they put their parts together to create
a whole poem.
D. Materials
1. Pictures of
“Opposites”
2. Examples of diamante
poems
3. An overhead showing
the requirements of a diamante poem
4. “Diamante Poetry Practice” worksheet
5. Final copy worksheet
6. Dictionaries and/or lists of verbs,
adjectives, and nouns
V. Modeling
I will model the ability to create a diamante
poem. I will choose a pair of opposites (spring
and fall) and create a diamante poem on the overhead while the class listens
and watches. The class will also participate by brainstorming
words for the poem. We will start by
making a short list of words that have to do with fall and spring. This will
model for the students a possible way they could start their own poem. I will make sure to read the completed poem
out loud.
VI. Check for
Understanding
I will have
the students create their own diamante poems.
To help them get started, I will ask the class to brainstorm pairs of
opposites on the board. I will give the
students the practice worksheet and they will begin to create their poem. I will walk around the room making sure
students are on task and that they are correctly creating a diamante poem. I will be looking to see that the students
are starting and ending with opposites, and that they are using the proper
parts of speech.
VII. Guided
Practice Not
used in this lesson
VIII. Independent
Practice
While it is possible independent practice will not
be used in this lesson, students who finish early may have more practice. I will ask students to create partner poems
in which they will each write one half of a diamante poem. I will ask them to write their halves
independently and not show their partner until they are both done. When they are done they can put their parts
together and examine their completed diamante poem.
IX. Closure
I
will have several students share their completed diamante poems with the
class. We will also discuss why the poem
might be called a diamante poem (diamond shaped).
X.
Assessment/Reflection – To
be completed after the lesson