The end of the year is here! Now, I always vacillate between being terribly sad the year is over and being so excited for a fresh start come August. My first few years teaching, I always scrambled the last few weeks trying to find engaging but still meaningful activities for my students to do those last couple weeks of school.
To view just how One writes a new Chaiku. I then asked my students to create a Chaiku form for another day or to create their own form of poetry, give it a name, and describe its form so others might be able to write it. Their poem could be on any subject; it needn't describe their poetry form as my example does above.
Students created poetry forms, wrote samples, and shared their completed work with others in the class so they could see how well their "directions" could be followed. If others could not follow the directions for writing the new poetry form, students needed to revise their form until others could imitate it.
Technical writing, my students grew to understand, is not an intuitively easy task! My students added their original poetry to their writing books. I asked my students to create their own poetry form because I thought they could use a little something to help them stay focused at the end of the school year, but when finished, I discovered there had been an unexpected benefit!
During the year we had studied poetry forms with rigid structures and others with little structure. We had studied poetry forms in which the syllable count was essential.
We studied poetry in which the rhyme schemes were the significant features. And we had studied line repetition poetry such as villanelles and triolets.
Creating one's own poetry form served as a review lesson for my students, helping them assess what features of poetry forms were their favorites and least favorites. Writing their own poetry form helped my students assimilate their previously acquired knowledge.
When I assigned this project to my students, their first reaction was to say, "I can't do this," but after awhile I saw small smiles start to appear on their faces as they began to create. Here are some of my students' new poetry forms. Who knows, maybe in twenty or thirty years English teachers will be teaching one of these poetry forms in their classrooms!
Rosette by Erin Radigan, 7th grade Rosettes have no rhyme scheme. They start with nine words and go down to one word then go up to nine again. The two nine-word lines are the same.
The poem has seventeen lines in all.
It should look like two triangles connected when finished. BLAME I guess there is someone to blame for everything Everything that can sometimes go wrong in life Then you realize there's nobody to blame No one to blame for anything Have you figured it out?
Who is to blame?In many ways, 1st grade is a year of important transitions — children leave behind much of the play of preschool and kindergarten and dive into developing deeper academic skills.
First graders progress from having beginner reading and writing skills to becoming beginning readers and writers, as. It's here! It's here! The end of the year is here! Now, I always vacillate between being terribly sad the year is over and being so excited for a fresh start come August.
My first few years teaching, I always scrambled the last few weeks trying to find engaging but still meaningful activities for my. How do you teach expository writing in your classroom?
I wish I could do it throughout the year thematically, as we approach different content. I mean, isn’t that how life works? We can do that occasionally, but in reality, our district gives a writing assessment on a .
How exciting is it that we’re just a month away from the Winter Games?! For some reason, I have strong memories associated with the Winter Olympics.
My earliest memory of the is from when I was in fifth grade and they were played in Lillehammer! I had a subscription to Sports Illustrated for Kids. According to data from the National Assessment of Educational Progress (NAEP), only 28% of fourth graders, 31% of eighth graders, and 24% of twelfth graders performed at or above a proficient (i.e., competent) level of writing achievement for their respective grade level (Persky, Daane, & .
I teach 2nd grade and just taught these lessons this week. The first idea I used as intro -using an observation chart. I put the kids in groups and placed a plate with one potato chip for each group.