Lesson Plan (ELA)

Subject/Grade: English/Grade 5

Lesson Title: Diamante Poems

Teacher: Miss Padfield

Stage 1: Identify Desired Results
Outcome(s)/Indicator(s):

CC5.4 Use a writing process to experiment with and produce multi-paragraph narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader.

j. Experiment with different forms including poems, short scripts, and journal entries to communicate and demonstrate understanding.
Key Understandings: (‘I Can’ statements)

I can create different forms of poems.

I can create a Diamante poem.

 Essential or Key Questions:

How can I communicate with different forms of poetry?

What is a Diamante poem?

Prerequisite Learning:

Know what nouns, verbs and adjectives are.

 

Instructional Strategies:

Partner work – peer editing and reading to a partner.

Start with direct instruction. (I do)

Provide students with practice. (We do)

 

Stage 2: Determine Evidence for Assessing Learning
Formative – The poems themselves, did they understand what should be on each line.

 

Stage 3: Build Learning Plan
Set (Engagement):             Length of Time: 5 minutes

Start by telling the class what a Diamante poem is. When we look at the word, Diamante, what word do we know looks like this? Looking for Diamond. This is the Italian word for diamond. So if it means diamond, what shape do we think our poems will look like when they are done?

 

 

Development:                 Length of Time: 20 minutes

Show the students what makes up a Diamante poem.

 

Noun

Adjective, Adjective

Verb, Verb, Verb

Noun, Noun, Noun, Noun

Verb, Verb, Verb

Adjective, Adjective

Noun

 

You can write about a person, place, or thing, but it might be easier to start with writing about a thing. Look at an example. (I do, you watch)

 

Cat

Gentle, Sleepy

Purring, Meowing, Scratching

Whiskers, Fur, Collar, Leash

Barking, Licking, Digging

Slobbery, Playful

Dog

 

Then do one with the students. Get them to pick two opposite nouns. Brainstorm adjectives and verbs of each noun. Put them in a poem. (We do)

 

For the student’s poem, war and peace would be ok, writing about weapons are not. Hand out loose leaf for students to create their own poem, this is the rough copy. After it is created, students will edit it themselves, and then partner with the student sitting next to them and get them to read over their poem and edit it. Students can then grab a poem paper and create their good copy. (You do)

 

 

Learning Closure:               Length of Time: 5 minutes

If time:

  • After students have finished their poems, they will pair up with the student sitting next to them and read their poems to each other.
  • Students can decorate their papers however they would like.

 

Ask the students to show with a thumbs up or down if they feel confident with Diamante poems. Do they have any questions?

 Materials/Resources:

·       Loose Leaf

·       Writing utensils

·       Whiteboard

·       Diamante poem template

·       A resource that has a lot of information –  https://www.poetry4kids.com/lessons/how-to-write-a-diamante-poem/

 

 

Possible Adaptations/

Differentiation:

·       You could have words printed out (nouns, verbs, and adjectives) so students just have to pick out words and create their poem [younger grades or for students who struggle to write]

 

 

 

 

Management Strategies:

·       Clap in a rhythm to bring students to attention

 

 

 

Safety Considerations:

·       Watch for clutter in aisle ways.

 
Stage 4: Reflection
(This part of the lesson is completed after the lesson has been delivered; this is where you can record how it went, what you would keep, and what would you change for next time)

·       Took about 18 minutes to get where students started working on their poems

·       Didn’t do the second look

·       Some finished in about 30 minutes (only a couple)

·       40 – 50 minutes most were coloring

·       Didn’t brainstorm a list, most were pretty good about giving options, if we had longer a list might be a good idea

·       Asked if they liked the poem, which quite a few said they did, didn’t ask if they felt confident