Miss Charles/Ms.

Matchett

Lineweaver Elementary

Title: Poetry- Cinquain and Diamonte Poetry

Subject/Grade Level/ Date(s): English Language Arts, 3/16/16
Time Requirements: 1hr
Materials List: ELA notebook, pencil, colored pencils
Type of Lesson: Whole group
Connection to Standards:
ELA Standards 3rd-5th grade
4.RL.5 Explain major differences between poems, dramas, and prose, and refer to the
structural elements of poems (e.g. verse, rhythm, meter) and drama (e.g. casts of
characters, settings, descriptions, dialogue, stage directions) when writing or speaking about
a text.
Instructional Objective:
Students will be able to explain what the structural elements of a Cinquain and Diamonte
poem.
Students will be able to write Cinquain and Diamonte poems.
Active Instructional Plan: Students and teacher will learn about two new poems todayCinquain and Diamonte. These are the next two poems in our poetry unit, and will build upon
the poems that have already been taught. The students and teacher will debrief at the
beginning of the lesson to review the Onomatopoeia and Haiku poems (5 mins). Then,
students will be formally introduced to the Cinquain and Diamonte poems through a
worksheet. The teacher will read through the example poems, and model how to write one on
the document cam with the help of the class (20 mins). Students will then have the
opportunity to write their own poems, and share with the whole class (30 mins).
Teacher Behaviors
Student Behaviors
Anticipatory Set:

Teacher will review the poem

types that the class has
previously covered (Haiku and
Onomatopoeia). Then the
teacher will ask if any
students have any prior
knowledge about Cinquain or
Diamonte poems.

Students will answer the

questions that the teacher poses
about the structure elements of
a Haiku poem and an
Onomatopoeia poem. Then
students will volunteer what
they know about Cinquain or
Diamonte poems.

Questions:

N/A

N/A

Modeling:
(I do)

As the class is learning what

each poem is, the teacher will
model a poem on the
overhead, using the structural
elements.
Cinquain
Ex:

Students should follow the

example of the teacher, but be
writing their own notes down.

Students should be actively

Spring
Blossoming, Refreshing
Awaken, Shine, Rain
Nature comes to life
Springtime

engaged and following along on

the overhead.

Hot wings
Are delicious
And finger licking good
Spicy food that I want to eat
Chicken
Diamonte
Ex:
Sky
Light, blue
flying, soaring, expanding
Breeze, air, terrain, landscape
Walking, running, standing
Solid, flat
Ground
Guided Practice:
(We do)

Independent Practice:
(You do)
Closure:

Teacher will guide students on

coming up with their own
topics and choosing words
that go along with that
subject.
Teacher will allow students to
work independently to come
up with their own poems.

Students should be able to

brainstorm about subjects they
want to use in their poems.

Students should be able to write

their own Cinquain and
Diamonte poems.

The teacher will give students

the opportunity to share their
poems with the class.

Students will volunteer if they

would like to share their poem
with the class, or be actively
listening to their classmates.
Assessment/Evaluation: Students will turn in their poem worksheets for a grade.
Modifications/Differentiation: For the ELL students (as well as the class as a whole), I will
make sure to slow down speech/enunciate. There is a lot of reading, so it is important that
ELL students as well as our dyslexic student can still follow along. I will also explain the
meaning of vocabulary/bigger words. I will check in for understanding, and make sure that
they are able to follow along. The poem worksheet and the modeling I do on the board will
serve as a more visual representation for students, rather than taking notes in their ELA
notebooks.