Teacher Mara Alejandra Fauguenbergue

Teaching Sequence
Class 1: Teacher and students explore the concept of poetry. T writes on the board POETRY and asks students about their ideas and previous knowledge. Then, T asks about similarities and differences between songs (that were previously worked in class) and poems.

EMOTIONS

POETRY

WRITING PROCESS

SOUNDS

T presents three different kinds of poems: A shape poem Danny, the cat by Benjamn Zephanian A Biopoem

T reads the poems. Then, T guides students in the analysis of the poems: linguistic resources ( rhyme, repetition of patterns, etc.), paralinguistic resources ( drawings, shapes, typographic design, etc.), and the macrostructure ( organization and sequence) T asks the students to choose one of the poems presented as a model in order to write their own poems. The class selects A Biopoem T reads the poem again paying attention to the microstructure needed. T asks for useful language and write useful vocabulary on the board. Students use bilingual dictionaries looking for tems of language required. Students write their poems and read them to the class.

Bio Poem Handout

I, (your first name)

Four Adjectives that describe you

Sibling of....(or son/daughter of...)

Lover of....(three things, people or ideas)

Who feels...(up to three items)

Who needs...(up to three items)

Who fears...(up to three items)

Who would like to see...(up to three people, ideas or places)

Am a resident of...(city, state)

Welcome you to my poem.

Sample Poem: I, Bob, A boy, tall, funny, happy Son of Mom Lover of animals, sports, food Who feels nervous Who needs, money, another vacation, less homework Who fears spiders, heights, aliens Who would like to see Pedro Martinez, Drew Bledsoe and Jim Carey Am a resident of Fall River, Massachusetts Welcome you to my poem.

Class 2 T presents the students her own Biopoem and then a second version of it in which the macrostructure has been changed. T asks the students to combine a shape poem with a bio poem. T asks students about similarities and differences between the first draft and the second one ( the organisation of the poem is changed and some free lines are added) T explains the concept of draft and a creative writing process. Then T asks students to re-create their poems taking into account the elements added. Students,in turns, present their productions to the class. Then teacher asks about the key word selected by the author to give the poem a special spatial organization