Reflection: Intervention and Extension Poetry: Diamante - Section 3: Poetry Reading


    I was able to analyze students' poetry creations along with others.  We discovered that the most common error revolved understanding what a participle is.  I had previously explained that participles usually end in -ing.  Students did not comprehend this explanation and we had to revisit when we made corrections to one of the students group's poetry in which they listed adjectives instead of participles. Diamante Student Poetry Reading as well as Diamante Student Sample demonstrated student progress in creating Diamante poems and were used as formative assessments.

     I decided not to focus on the parts of speech or the grammar conventions during this poetry lesson.  Instead, I taught it as we came across the need to insert participles and other particular types of words in this poem.  I prefer learning through content, but will revisit in a separate grammar lesson for a more in-depth study of parts of speech.  This lesson is a great introduction to parts of speech because students know a context that requires its integration and makes this a more authentic learning experience.

  Intervention and Extension: What are Participles?
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Poetry: Diamante

Unit 7: Poetry
Lesson 12 of 15

Objective: SWBAT describe how words and phrases have rhythm and interpret their meaning.

Big Idea: What are some unique features of Diamante Poems ? Students apply their knowledge of grammatical conventions, word structure, and vocabulary as they create a seven line poem that resembles a diamond shape.

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2 teachers like this lesson
English / Language Arts, Poetry, poetic style, poetic technique, diamante poem, Poetic Devices
  60 minutes
screen shot 2014 02 17 at 12 59 31 pm
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