autobiographical cinquain: all about me! meld lesson designed by dr. jamila gillenwaters academic...
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AUTOBIOGRAPHICAL CINQUAIN:ALL ABOUT ME!
MELD Lesson Designed by
Dr. Jamila Gillenwaters
Academic English Mastery Program
MELD Objectives:
1.Teachers will take students through the five stages of the Writing Process in order to produce an autobiographical Cinquain poem.2.Students will learn (or review ) how to use a thesaurus and a Personal Thesaurus for Academic Language Development.3.Teachers will integrate CLR teaching strategies into the lesson.4.Teachers may use the PowerPoint provided to teach the lesson with, if they choose to.
Common Core State StandardsCCSS.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•Cooperative and Communal Learning
Lesson Created by Dr. Jamila Gillenwaters, AEMP
OBJECTIVES: WE ARE GOING TO:
o Progress through the stages of the Writing Process
o Create Autobiographical Cinquainso Learn how to use a thesauruso Learn how using a Personal Thesaurus
can help use learn new vocabulary words
CINQUAIN
Sandymammal, scientist
inventing, exploring, choppingbrainy, inventive, tough,
friendlySquirrel
Model
What is a cinquain?
o A cinquain is a five-line poem that has special word counts.
o A cinquain poem has its own unique format.
o As we write our poems, we will have to focus on the format required by this type of writing.
WHAT IS THE FORMAT?Autobiographical CINQUAIN
Line 1: A one-word line, your first name.
(This is your subject.)
Line 2: Two nouns that describe the subject.
Line 3: Three verbs that end in –ing that describe what the subject does.
Line 4: Four adjectives that describes how the subject looks, feels, or acts.
Line 5: One word, your last name.
Parts of Speech
What is a noun?o Person, place, thing
or idea.o Miss Mitchello Friendshipo Classroomo Happinesso Sunshineo Gummy Bears
Nouns that describe us
scholar
sister
athlete
At school Outside of school
WHAT IS A VERB?
verbs that describe what we do
sports school
home outsideof school
• Shows Action• Fly• Skip• Jump• Pounce• Whisper• Sneak• Laugh
WHAT IS AN ADJECTIVE?
Adjs. that describe us
Feel like Look like
Act like Other
• Describing words that affect nouns• Brown (Colors)• Red• Quick (Speed)• Slow• Huge (Size)• Tiny• Hard
NOW, LET’S CONDUCT A GALLERY WALK FOR OUR PREWRITING
Your First Name
2 Nouns 3 Verbs 4 Adjectives
Now it’s time to make your own Cinquain!
What is the layout?
Line 1: A one-word line, your first name. This is your subject.
Line 2: Two nouns that describe the subject.
Line 3: Three verbs that end in –ing that describe what the subject does.
Line 4: Four adjectives that describes how the subject looks, feels, or acts.
Line 5: One word, your last name.
What is a synonym?
o A word having the same (or almost the same) meaning as another word.
o An alternative to the word.
o excited eager o happy glado movie filmo sports athletics
• Give me examples:• • • • • • • •
A THESAURUS…
…is a dictionary that gives alternate words or synonyms.
…can be used online as well.
…can also be found of inside of a dictionary.
BUT HOW DO I USE A PERSONAL THESAURUS?
PERSONAL THESAURUS
The word placed in this box represents a concept I know
and understand.
The word placed in this box is an antonym for the
word in the box.
The words placed on these lines represent my “new” “Tier 2” “spicy” vocabulary words!
They are words I am learning.
Learning them will help build my reading comprehension as well.
a
awful
dreadful
appalling
unpleasant
great
askinquire
request
interrogate
answer
all that
haughty
arrogant
humble
conceited
Lesson Created by Dr. Jamila Gillenwaters, AEMP
REVISION: HELP SPONGEBOB REVISE HIS POEM!
Sponge Bobfriend, cook
singing, flipping, catchingfunny, kind, square, yellow
Square Pants
Revision: Help SpongeBob revise his poem!
friend
enemy
cook funny kind
buddy
acquaintance
companion
REVISE YOUR CINQUAIN
o You revised SpongeBob’s cinquain poem, now you’ll do the same thing to revise your own writing.
o Use the synonyms you found to revise your 1st draft of your cinquain.
o Make sure each line of your poem meets the word count criteria for the poem.
EDITING / PROOFREADING
o What’s the difference between revising and proofreading?
o Look at your poems to take note of the proofreading marks I added to your poems.
o Let’s explore the classroom resources we can use to edit our poems.
REVISED!
FINAL DRAFT
Sponge Bobbuddy, chef
singing, flipping, chasingcomical, considerate, square, yellow
Square Pants
REVISED!
EXTENSION ACTIVITIES
o Students may create paragraphs after they complete their poems.
o Students may complete a multiple paragraph, autobiographical essay:o Paragraph 1: Introductiono Paragraph 2: A paragraph that
explains why these nouns describe you
o Paragraph 3: A paragraph that describes why you like to “do” these verbs—Why do they describe what you like to do?
o Paragraph 4: A paragraph that describes why these adjectives describe you.
Options
Sponge Bobbuddy, chef
singing, flipping, chasingcomical, considerate, square,
yellowSquare 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 Bobbuddy, chef
singing, flipping, chasingcomical, considerate, square,
yellowSquare 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”
Sponge Bobbuddy, chef
singing, flipping, chasingcomical, considerate, square,
yellowSquare Pants