Beacon Lesson Plan Library

All About Me - A Poem

Beth Hilton

Description

Students create a free verse poem about themselves. This lesson can be used to introduce students to one another at the beginning of the school year, or during the school year when studying famous Americans.

Objectives

The student revises draft to further develop a piece of writing by adding, deleting, and rearranging ideas and details.

The student uses creative writing strategies appropriate to the format (for example, using appropriate voice; using descriptive language to clarify ideas and create vivid images; using elements of style, such as appropriate tone).

Materials

-All About Me worksheet (See Associated File)
-Transparency of the Biopoem template (See Associated File)
-Writing paper and pens or pencils
-Polaroid or digital camera

Preparations

1. Download the All About Me worksheet and the Biopoem template from the associated file. Copy the worksheet for students and make a transparency of the template.
2. Gather materials.

Procedures

1. Begin the lesson by telling students that they are going to learn something new about each one of their classmates.

2. Have students complete the All About Me brainstorming worksheet. (See Associated File) Encourage students to list as many things for each item as they can think of.

3. Explain to students that they are going to create a poem about themselves using the information from the worksheet.

4. Show students the template of the Biopoem. (See Associated File)

5. Model the activity by creating a Biopoem about you or a well-known person, using the Biopoem template. The words in parenthesis are not included in the final poem.

6. Have students look at their lists from the All About Me worksheet. Encourage students to look for things that others probably do not know about them. Have students create their own Biopoem in the template format.

7. When the students have completed their poems, explain to them that they are now going to make their poems come alive. Using the Biopoem that you modeled before, have students brainstorm descriptive words that make the images more vivid. For example, instead of brown hair, use chocolatey-brown hair and instead of lover of ice cream, lover of ice cream that cools you to your toes.

8. Model the rewriting of your poem, after it has been edited, making the necessary deletions, additions and changes to make the poem come alive.

9. Discuss with the students how the use of descriptive language makes the poem more interesting.

10. Have the students rewrite their poems using their descriptive language to make the poems come to life.

11. Have students share their Biopoems with their classmates.

12. Take photographs of each student and add photographs to poems to create a bulletin board titled ALL ABOUT ME or FAMOUS YOUNG AMERICANS.

Assessments

As the students work, circulate and offer feedback. Assessment is on an individual basis and each student is expected to provide their own poem. The following is a guideline for assessment:

COMMENDABLE
The student revises the draft to further develop the poem by adding, deleting, and rearranging ideas and details.
The student uses three or more creative writing strategies such as descriptive language in final poem.
Poem is vivid and descriptive.

ACCEPTABLE
The student revises the draft.
The student uses one or two examples of descriptive language in final poem.

REDO
The student fails to revise the draft, or the student fails to use creative writing strategies such as descriptive language in final poem.
-The student revises poem to include descriptive language.

Extensions

1. Students can create Biopoems about well-known persons or characters.
2. Students can be given additional time to complete the activity.
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