Rationale: Students will develop an understanding of cinquains and how to write them successfully in order to expand their knowledge of language arts.
Students Goals and Objectives:
Ã¢Â?Â¢ Use a variety of modes of communication to promote learning (8.2) Students will be reading and speaking about the subject to build on their understanding of cinquains.
Ã¢Â?Â¢ Create learning groups in which students learn to work collaboratively and independently (6.6) Students will be expected to work both by themselves and with their classmates to develop an understanding of cinquains.
Teacher Goals and Objectives:
Ã¢Â?Â¢ Model a commitment to lifelong learning students (1.3) Students will develop an understanding of why cinquains are an important form of writing.
Ã¢Â?Â¢ Design instruction that meets the current cognitive, social and personal needs of their students (3.2). The instruction used will be appropriate for the needs of the students and will help in their comprehension of the topic.
Ã¢Â?Â¢ Make appropriate accommodations for students who have learning differences (4.4) They can learn in a variety of ways, including orally, kinestically, and visually.
Ã¢Â?Â¢ Emphasize oral and written communication though the instructional use of discussion, listening and responding to the ideas of others and group interaction (8.4). Students will be using a variety of modes of communication during the duration of the lesson.
Instructional Materials and Resources:
Ã¢Â?Â¢ Examples of cinquains
Ã¢Â?Â¢ Poster board to display
Learner Factors: This lesson incorporates some of Gardner’s Eight Intelligences. The subject matter will be discussed orally for those who leave from interpersonal and social methods. The use of discussion will help for those who are verbal and linguistic learners. Visual learners will benefit from the visual aids that are incorporated by the teacher.
Adequate time and attention will be given with the activity and discussion. Help will be offered, at any time, to any students requiring it. Students will get the opportunity to work together and independently to maximize the opportunity to learn.
Environmental Factors: No significant changes will be used for this lesson.
The teacher will tell the students that they will be learning about cinquains. Then the question, “What is a cinquain?” will be asked. It is assumed that students will not have any previous knowledge of this topic.
The teacher will hand out an example of a cinquain and ask the students to “Read the cinquain. Do you notice any patterns?”. After the students have read, their findings will be discussed and written on the poster board for all to see.
The teacher will then take a second cinquain and repeat the process. Again the students will be asked to read the cinquain. After the students have read the cinquain and thought about patterns, the teacher will ask the students “Compare and contrast the two cinquains. What patterns were in each one? What differences do you see?”
Then the teacher will explore the concept of writing a cinquain. Line by line, the teacher will ask the students to respond to the following questions: “What type of word (words) are in line 1? (2,3,4..) What parts of speech are they? How many syllables do they have?”
The group will list the various characteristics of a cinquain, such as syllables, on a visible display. This will help with the second part of the lesson, writing their own cinquain.
Teacher Modeling: The teacher will explain the purpose of this activity before it begins, so that the students have an understanding of how this lesson will be useful to them.
Closure: When the activity is complete, students will be able to express their opinion on the lesson. They will be able to distinguish the various characteristics of a cinquain. The lesson will then be turned over to the second teacher.
Students will be actively engaged in-group discussion before and after the lesson. The teacher will examine their understanding using oral means. The students will show their understanding through their listening skills as well. Their participation in the lesson and within the group will also be recognized.