Teachers will take students through the five stages of the Writing Process in order to produce an autobiographical Cinquain poem.
Students will learn (or review ) how to use a thesaurus and a Personal Thesaurus for Academic Language Development.
Teachers will integrate CLR teaching strategies into the lesson.
Teachers may use the PowerPoint provided to teach the lesson with, if they choose to.
Common Core State Standards
CCSS.ELA-Literacy.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-Literacy.L.4.5c Demonstrate understanding of words by relating them to their opposites (antonyms) and to words with similar but not identical meanings (synonyms).
CCSS.ELA-Literacy.L.4.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation).
Skills:
This lesson is more about: teaching the stages of the Writing process, reviewing parts of speech, Tier 2 vocabulary development, and letting the students express how they feel about themselves than poetry.
Materials:
Chart Paper
PowerPoint
Access to computer for final drafts of poem (Optional)
CLR Elements:
Use of Personal Thesaurus of Conceptually Coded Words to build Tier 2 vocabulary
Use of Response and Discussion Protocols to facilitate Instructional Conversations
You revised SpongeBob’s cinquain poem, now you’ll do the same thing to revise your own writing.
Use the synonyms you found to revise your 1st draft of your cinquain.
Make sure each line of your poem meets the word count criteria for the poem.
EDITING / PROOFREADING
What’s the difference between revising and proofreading?
Look at your poems to take note of the proofreading marks I added to your poems.
Let’s explore the classroom resources we can use to edit our poems.
REVISED! FINAL DRAFT
Sponge Bob
buddy, chef
singing, flipping, chasing
comical, considerate, square, yellow
Square Pants
REVISED! EXTENSION ACTIVITIES
Students may create paragraphs after they complete their poems.
Students may complete a multiple paragraph, autobiographical essay:
Paragraph 1: Introduction
Paragraph 2: A paragraph that explains why these nouns describe you
Paragraph 3: A paragraph that describes why you like to “do” these verbs—Why do they describe what you like to do?
Paragraph 4: A paragraph that describes why these adjectives describe you.
Options
Sponge Bob
buddy, chef
singing, flipping, chasing
comical, considerate, square, yellow
Square Pants
Lesson Created by Dr. Jamila Gillenwaters, AEMP
REVISED! EXTENSION ACTIVITIES
All About ME!
Hi! My name is Sponge Bob Square Pants, and I believe I am unique! I am a great friend to my buddies, Patrick and Sandy. I am an excellent chef because I make the best Crabby Patties in Bikini Bottom! I spend my time singing as I work, flipping Crabby Patties, and chasing jellyfish. I am a yellow square, and that’s how I got my name. I think my hilarious practical jokes make me comical, and I am very considerate to all of my friends. I believe all of these qualities make me a pretty unique individual!
Example of a paragraph created using the cinquain as the “Prewriting”
Sponge Bob
buddy, chef
singing, flipping, chasing
comical, considerate, square, yellow
Square Pants
REVISED! EXTENSION ACTIVITIES
All About ME!
Hi! My name is Sponge Bob Square Pants. I live in a pineapple, under the sea, in Bikini Bottom. I’m quite a unique individual. I mean, have you ever met a sponge quite like me before?
I describe myself as a buddy and a chef. My best friends, Patrick and Sandy, and I have the most exciting adventures together! Iwork as a chef at the Crabby Patty……continue on
I enjoy singing while I work, flipping Crabby Patties, and chasing jellyfish. (each supporting detail sentence of this paragraph would provide details about them participating in these activities).
(Continue with this model)
Example of a essay created using the cinquain as the “Prewriting”
