SIOP Lesson Plan: What is a Diamante Poem?

Teacher: Melissa Culkin

Date: 12/1/13

Grade/Class/Subject: 3rd Grade/ English

Language Arts/Writing

Unit/Theme: Writing Poetry/What is a diamante poem?

Standards: MA English Language Arts 3rd Grade

tandards L!3!1!a E"plain the #un$tion o# nouns% pronouns% &er's% ad(e$ti&es and ad&er's in general and their #un$tions in parti$ular senten$es! MA!)!A *denti#y elements o# #i$tions +e!g! $hara$ters% setting% plot% pro'lem% solution, and elements o# poetry +e!g! rhyme% rhythm% #igurati&e language% alliteration% onomatopoeia,! -L3!1. /y the end o# the year% read and $omprehend literature% in$luding stories% dramas% and poetry% at the high end o# the grades 203 te"t $omple"ity 'and independently and pro#i$iently!

Content Objecti e!s": *n pairs% students 1ill analy2e

se&eral sample diamante poems and identi#y the underlying stru$ture o# a diamante poem in terms o# parts o# spee$h! Note: This is building to the larger objective in the unit where students will write their own diamante poem which will become part of their personal poetry anthology which will also include a concrete, found and inspired poem.

Lan#ua#e Objecti e!s": tudents 1ill 'e a'le to identi#y

the parts o# spee$h that make up a diamante poem! WIDA Level 2-3 MPIs3 4sing the 1ord0sort te$hni5ue% students 1ill 'e a'le to read and $lassi#y illustrated 1ords #rom a simple diamante poem to the $orre$t $ategory o# 6oun% Ad(e$ti&e% 7er'! +e!g!% -unning 8 7er', 4sing 'asi$ senten$e #rame% student 1ill 'e a'le to des$ri'e ea$h 1ord in terms o# its part o# spee$h +noun% ad(e$ti&e or &er', to a partner! +e!g! 9-unning is a &er'!:,

WIDA Level 4-5 MPIs3 tudent 1ill 'e a'le to read and $lassi#y 1ords in a simple diamante poem as 6oun% Ad(e$ti&e% or 7er' tudent 1ill 'e a'le to e"plain his/her thinking 1ith a partner using senten$e #rames and optional 1ord 'ank! +e!g! 9-unning is a &er' 'e$ause it is an a$tion 1ord!:, tudent 1ill 'e a'le to take notes on the stru$ture o# the diamante poem on the $orresponding Graphi$ ;rgani2er!

$%& 'OC()UL(*&: CO+T%+T 'OC()UL(*&:noun% ad(e$ti&e% &er'% 0ing &er'

SUPPL%,%+T(*& ,(T%*I(LS: *llustrations and pre0thought out gestures or realia #or diamante poem that * 1ill present to the entire $lass!

+gerund,% stru$ture% diamante poem% diamond

(C(D%,IC 'OC()UL(*&3 $lassi#y% sort% #ill out% identi#y

ample <iamante poems and graphi$ organi2ers #or entire $lass! *llustrated &ersion o# simple diamante poem #or Le&els 203% $ut up into pie$es 1ith 6;46% A<=EC>*7E% 7E-/ headings to do 1ord sort Le&el 102 senten$e #rames! ???????? is a &er'! ???????? is an ad(e$ti&e! ???????? is a noun! Copy o# simple diamante poem #or Le&el 3! Le&els @0A senten$e #rames3 ???????? is a ?????????? 'e$ause ??????????! Word 'ank +i# needed,3 6ounB 7er'B Ad(e$ti&eB it is an a$tion 1ordB it des$ri'esB it is a person% pla$e or thing!

SIOP -%(TU*%S P*%P(*(TIO+ (da.tation o/ content Lin0s to bac0#round Lin0s to .ast learnin# Strate#ies incor.orated I+T%G*(TIO+ O- P*OC%SS%S *eadin# Writin# S.ea0in# Listenin# SC(--OLDI+G ,odelin# Guided .ractice Inde.endent .ractice Com.rehensible in.ut (PPLIC(TIO+ 1ands2on ,eanin#/ul Lin0ed to objecti es Promotes en#a#ement G*OUP OPTIO+S Whole class Small #rou.s Partners Inde.endent (SS%SS,%+T Indi idual Grou. Written Oral

L%SSO+ S%3U%+C%:
HOOK Ask students 1hat 1e ha&e 'een studying in 1riting the past #e1 days! +>arget Ans1er3 Poems, >oday 1e are going to look at one kind o# poem! >hen later in the 1eek 1e are going to 1rite our o1n poemsC <isplay a sample <iamante Poem on $hart paper! *n$lude illustrations #or some o# the 1ords! Cat Gentle% leepy 6apping% Purring% -ela"ing Whiskers% Dur% Eyes% >ail Playing% Meo1ing% $rat$hing Energeti$% Play#ul

Eitty -ead the poem aloud! Pause! -ead the poem a se$ond time! Pause and point to illustrations and/or gesture or e"plain in some other 1ay +e!g! meo1, to ensure that students understand the &o$a'ulary in the poem! >his kind o# poem is $alled a diamante poem! Why do you think it is $alled that? +>arget Ans1er3 /e$ause it looks like a diamond!, <ra1 a diamond around the poem to illustrate the diamond shape!

EXPLICIT INSTRUCTION E"plain that a diamante poem has a &ery spe$i#i$ stru$ture! *n order to 1rite a diamante poem 1e need to kno1 three things3 1! What a noun is! 2! What an ad(e$ti&e is! 3! What an Fing &er' is! -emem'er 1hen 1e studied nouns% &er's and ad(e$ti&es 'e#ore 1e 1rote our Cloudy 1ith a Chan$e o# Meat'alls stories? Gou had to $ut out 1ords and paste them in the $orre$t $ategory? o 1ho remem'ers% 1hat a noun is? +>arget Ans1er3 a person% pla$e or thing!, Write the 1ord and de#inition on $hart paper! Can someone gi&e me an e"ample o# a noun? oli$it ans1ers #rom se&eral students! -e$ord ans1ers on $hart paper!

/e sure to repeat ans1ers so entire group $an hear 1hat student said! -ein#or$e that e"amples are either a person +tea$her,% pla$e +park,% or thing +pen$il,! Who remem'ers 1hat an ad(e$ti&e is? +>arget Ans1er3 a 1ord that des$ri'es!, Write the 1ord and the de#inition on $hart paper! Can someone gi&e me an e"ample o# an ad(e$ti&e! paper! oli$it ans1ers #rom se&eral students! -e$ord ans1ers on $hart

/e sure to repeat ans1ers so entire group $an hear 1hat student said! -ein#or$e that ad(e$ti&es des$ri'e! happy tea$her% sunny park% short pen$il Who remem'ers 1hat a &er' is? +>arget Ans1er3 an a$tion 1ord!, Write 1ord and de#inition on $hart paper! 6o1% $an someone gi&e me some a &er'? -e$ord &er's on $hart paper! Gesture as needed! E"plain that 1e need to use the Fing ending in our diamante poem! #orm 1ould 'e sitting +1rite on $hart and gesture sit, o i# the &er' you 1ant to use is 9sit: the Fing

*# the &er' you 1ant to use is eat +gesture,% the Fing &er' 1ould 'e eating! What a'out i# the 1ord you 1ant to use is read? Gesture -eading 1ith a 'ook! +>arget ans1er3 reading, Great! Go 'a$k through &er' e"amples that students ga&e and soli$it Fing &er' #orm #rom se&eral students! Coa$h the Fing &ersion out o# them as ne$essary! -e$ord ans1ers on $hart paper! /e sure to repeat ans1ers so entire group $an hear 1hat the student said! E"plain that 6ouns% Ad(e$ti&es% and F*6G 7er's are the three parts o# a diamante poem! Write this on top o# the an$hor $hart! PA-> ;D <*AMA6>E P;EM! *n a diamante poem% there is a spe$i#i$ stru$ture% or order% #or ho1 1e use these 1ords! Post a $hart0si2ed graphi$ organi2er ne"t to the sample diamante poem! ho1 that the num'er o# 'lanks on the grahi$

organi2er mat$h to the num'er o# 1ords in a diamante poem! LetHs look at the #irst 1ordI! CatI! What kind o# 1ord is that? *s it a noun +point to an$hor $hart,? *s it an ad(e$ti&e? +point to an$hor $hart, *s it an Fing &er'? +point to an$hor $hart, >o assess 1here students are ask them to signal3 Gi&e me a thum's up i# you think it is a 7E-/! *s $at an a$tion 1ord? +point to $hart, Gi&e me a thum's up i# you think CA> is a 6;46! *s $at a person% pla$e or thing? +point to $hart, Gi&e me thum's up i# you think CA> is an A<=EC>*7E! *s $at a 1ord that des$ri'es? +>arget Ans1er3 6oun, E&eryone 1ho said noun 1as right! Write 96oun: on the $orresponding 'lank line o# the graphi$ organi2er! A $at is a thing so it is a noun! Go to the se$ond line! GentleI 1hat kind o# 1ord is that? *s it a noun? *s it an ad(e$ti&e? *s it an Fing &er'? +>arget Ans1er3 Ad(e$ti&e, >o assess 1here students are ask them to signal3 Gi&e me a thum's up i# you think it is a 7E-/! *s GE6>LE an a$tion 1ord? +point to $hart, Gi&e me a thum's up i# you think GE6>LE is a 6;46! *s GE6>LE a person% pla$e or thing? +point to $hart, Gi&e me a thum's up i# you think GE6>LE is an A<=EC>*7E! *s GE6>LE a 1ord that des$ri'es? +>arget Ans1er3 Ad(e$ti&e, E&eryone 1ho said 9ad(e$ti&e: 1as right! Gentle des$ri'es something! Jere it des$ri'es the $at +point to 1ord $at,! Write 9Ad(e$ti&e: on the $orrespondsing 'lank line o# the graphi$ organi2er! Great! o 1e are #iguring out 1hat the order o# the 1ords in a diamant poem is% this is superC

6o1% *Hm going to ask you go to 'a$k to your desks! *n pairs% *Hm going to ha&e you 1ork on de$iding 1hat ea$h 1ord in a diamante poem is! Post 1ritten instru$tions on the 'oard! =ust like 1e did here% * 1ant you to look at the 1ord in the sample poem and de$ide% is it a noun? *s it an ad(e$ti&e? *s it an Fing &er'? And 1rite that in your graphi$ organi2er +hold up graphi$ organi2er, What are your 5uestions?

INDEPENDENT WORK tudents go 'a$k to their desk! *n pairs they analy2e 3 diamante poems and de$ide 1hat the underlying stru$ture o# the poem is! Le&el 203 ELLs 1ill do a 1ord sort 'ased on simple diamante poem +see 'elo1,! Le&el @0A ELLs 1ill use a simple diamante poem as their model to analy2e and take notes on! Pairs that #inish 5ui$kly should 'e en$ouraged to see 1hat else they might noti$e in the smaple +e!g! that the 'eginning and ending nouns are either $losey related or opposites and that the middle is a transition 'et1een them! Alternati&ely they $ould 'e gi&en a se$ond sample to see i# it is the same #ormat!, >hey $ould also 'e gi&en a poem $ut up into pie$es that they ha&e to put into a $orre$t order a$$ording to the stru$ture they ha&e identi#ied!

WRAP-UP Ask students to stop their 1ork! Ask a pair to tell you 1hat goes in the #irst 'lank o# the graphi$ organi2er! Ask other students to either agree +thum's up, or disagree +thum's do1n, 1ith the pair! *# there is disagreement% dis$uss it 'rie#ly and arri&e at the $orre$t ans1er! -e$ord stru$ture o# #irst line on $hart! -epeat 1ith lines 2% 3% @% A% K% L! 6oun

Ad(e$ti&e% Ad(e$ti&e 0*6G 7er'% 0*6G 7er'% 0*6G 7er' 6oun% 6oun% 6oun% 6oun 0*6G 7er'% 0*6G 7er'% 0*6G 7er' Ad(e$ti&e% Ad(e$ti&e 6oun Point out that in these e"amples the 'eginning noun and the ending noun are related! >ell students they ha&e (ust #igured out the stru$ture o# a diamante poemC >his is e"$iting 'e$ause no1 1e 1ill 'e a'le to 1rite diamante poems in the ne"t $lass that 1e $an in$lude in our personal poetry anthologiesC >hank students #or their attention and hard 1ork! >ransition to ne"t $lass!

SI,PL% DI(,(+T% PO%, -O* %LLS: $hool /ig /ri$k -eading Writing >hinking Math English -e$ess Lun$h Playing Eating -unning Jappy >ired >hird Grade >his is the poem that Le&el 203 1ill use #or 1ord sort and that @0A 1ill use to analy2e stru$ture! *t should 'e &o$a'ulary that is either easily e"plained and/or *llustrated or that the students may already 'e a1are o#! *%-L%CTIO+S:

Template adapted from Echevarria, Vogt, and Short (2008), Making Content Comprehensible for English Learners: The SIOP Model.