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Grade: Elementary
Subject: Literature
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Poetry
review of nouns, adjectives, verbs, and synonymsI. Behavioral Objectives
a. Given a cinquain the students will discuss its parts to the satisfaction of the
teacher.
b. Given a noun, verb, or adjective the student will tell the teacher what the
word is noun, verb, or adjective.
c. Given a cinquain ditto, the student will make a sloppy copy of their own
cinquains.II. Materials
a. Various fairy tales
b. The Cinquain ditto
III. Procedures
Introduction:
1. Read the following;
Almost Gingerbread
Hansel
Clever and Kind
Following white pebbles
Finds the gingerbread house
Yum! Yum!Now say, "I just read you a poem about a fairy tale we have read. Do you
know what fairy tale it came from?"
Today you will write a poem like the one I wrote!Development:
1. Have the students brainstorm names of characters in fairy tales they have
read. Use the first line as an example. List the rest under it. This poster
will be used as a suggestion list for when the students write their
cinquains.
2. Discuss the adjectives or describing words. Use the second piece of
poster board to list as many adjectives as children can brainstorm which
describe fairy tale characters.3. On a third poster list action words or verbs to be used in line three.
4. Finally, make a list of words associated with the ending of fairy tales.
5. Hang all of these lists on the board, in the order they appear in a cinquian.
Conclusion:
1. Explain that cinq is French for five, and each poem have five lines.
Provide students with a copy of the attached page and allow them to write
their own cinquians about a character or situation in a fairy tale.
Evaluation of students:
1. By observing the students during the lesson and while they are completing
the project the teacher will determine if the student has successfully
completed the lesson.
IV. Lesson Evaluation
I feel the lesson went well. Some of the students needed extra help on the activity. Thus,
I spent extra time with those students. Still the majority worked independently on their
cinquain. I feel that they got a lot out of this leson because they had to discriminate
between the parts of speech. This was the first time they had to do this. I was very happy
with the finished products. I took them all and typed them up. For the next lesson, I will
have the students place the cinquain in a fairytale setting. Then we will display them.Name: Colleen Gallagher Grade Level: 2 .
School: Streams Elementary School Subject: Literature
Supervising Teacher: Mrs. Barbara Helmeci Date: November 30I. Behavioral Objectives
a. Given their cinquains that they wrote in the last lesson, the students will palce
the cinquain in a fairy tale setting.
b. Given a cinquain to listen to, the students will discuss what picture may go
along with the cinquain.II. Materials
a. typed cinquains
III. Procedures
Introduction:
1. Tell the students that you have typed up their cinquains that they wrote during
the last lesson. Explain to them that you want them to listen to each cinquain
and see if they can guess what it is about.Development:
1. As you finish readinging each cinquain give that student ideas of a picture
they may want to draw to illustarte their cinquain.2. After all the finished cinquains are completed, explain that you want them
each to draw a picture that illustarted their cinquains. Remind them that there
must be a setting to go alond with each picture. Also, stress that they need to
draw their picture in pencil first and then color it.3. Hand the cinquains back.
4. Walk around and help the students. Students who finish early can work omn
their fairy tale fun book or go to the learning center.Conclusion:
1. Explain that cinq is French for five, and each poem have five lines. Hang the
finished cinquains.
Evaluation of students:
1. By observing the students during the lesson and while they are completing
the project the teacher will determine if the student has successfully
completed the lesson.
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