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All
About Me Poem
Designed
by:
Lisa A. McClain, Hand Middle School
1)
CORE CURRICULUM OBJECTIVE(S):
Write various types of compositions (poetry).
(7-WA-4)
(PACT: IV.B; IV.D; IV.I.2; IV.I.3; IV.I.4)
RESTATEMENT:
Students will write a poem, according to
a specified format that introduces them to the
class.
GRADE
LEVEL: 7th
SUBJECT(S):
Reading/Language Arts
2)
OVERVIEW:
The "All About Me Poem" is a
fun way to get students interested in writing
poetry. This
poem describes the author and can be used as a
getting-to-know-you activity near the beginning
of the year.
3)
FOCUS/ESSENTIAL QUESTION(S):
*
How can you tell about yourself in a poem?
4)
TIME FRAME:
Two fifty minute periods - one to create and one
to present.
Students may need to complete some of the
poem for homework.
(This lesson has been divided into a
creative section and a presentation section.)
5)
RESOURCES:
assignment sheet, rubric, markers, pens,
crayons, colored pencils, white copy paper,
bingo game board, bingo markers, butcher paper
on which to display the poems
6)
ASSESSMENT:
Students will write a poem that describes
themselves.
This poem will be used as a tool to
introduce the students to the class.
Students will be assessed using the
provided rubric.
7)
INSTRUCTIONAL ACTIVITIES:
CREATIVE
SECTION:
*
Pass out the project assignment sheet.
Read over the project assignment sheet,
explain content, and answer any student
questions. (Since this activity is only one of
many types of poetry the students will be
writing, the teacher should remind the students
of this and mention the prior types of poetry
discussed and that they will further study
poetry as the year progresses.)
*
Pass out the project rubric and discuss how the
students will be assessed.
*
The teacher should model the process of writing
the poem. This is beneficial for two reasons: the teacher should model
appropriate brainstorming and drafting
techniques, and it allows the students to learn
more about their teacher.
*
Students then work independently to create an
"All About Me Poem".
As the students are working, the teacher
should circulate throughout the room answering
questions, observing and spot checking the work
that students are doing.
*
Once students have finished the first draft of
their poem, they should get with a partner to
edit their poems.
The partners can be self-selected by the
students, chosen by the teacher, or randomly
assigned by counting 1-2.
The editing partner should evaluate the
poem according the rubric and pay attention
especially to poem content.
He or she should make sure that the
author provided appropriate answers for each of
the poem's components.
They should also look for spelling and
grammatical errors.
*
Once the poems have been peer edited, each
student should neatly copy their poem onto a
blank sheet of white copy paper.
After copying the poem, students should
decorate their paper in a way that shows their
personality and that illustrates the content of
their poems.
(By the end of the first 50-minute
period, students should have written their rough
drafts, edited with a peer, and at least begun
writing their copy for publication. Students can finish copying and decorating for homework if
necessary.
Final copies are due by the next class
period.)
PRESENTATION
SECTION:
*
Prior to presentations, the teacher should put
up butcher paper on which the poems can be
displayed.
*
Provide each student with an All About Me - And
You bingo game board.
Each student should select nine words
they used in their poem and place them on their
game board in random order.
As each student in the class presents
their poem, students will listen for any of the
words which are on their game board.
If a presenter mentions one of their
words, the listener may cover that word with a
marker. When a student has bingo, they call out "bingo" and
win a small prize - a piece of candy, a bonus
point, or whatever the teacher deems
appropriate.
Make sure you tell students that the rule
is that they have to wait until the speaker is
finished before yelling bingo.
If a student yells "bingo"
during another student's presentation, they have
to clear their bingo card and begin again.
*
Once the bingo cards are ready, begin the
presentations. Each student reads his or her poem to the class and then
explains the significance of their drawings.
(Optional:
To select presentation order, have each
student write his or her name on a slip of
paper. Put
slips into a container.
The teacher reads her poem first and then
selects a slip from the container.
That person then presents their poem and
selects a slip. Then that student presents, and so on. Students like choosing who will go next, and it adds some
drama to the presentations.)
*
After all students have finished presenting, the
class should go to the hallway (or wherever the
display is) and each student should hang his or
her poem. I
often ask a creative student to make a banner or
title sheet for the display indicating the title
of the activity and the classes participating.
The hall, lunch room, or media center are good
locations for displaying student work since many
people visit these areas of the school.
*
Extensions: This activity can also be
used in other classes.
In a math class, you might write a poem
all about a mathematician, in history you could
write a poem all about an explorer or other
important historical figure, or in science you
could write all about a scientist.
All
About Me - and You Bingo
"ALL
ABOUT ME" POEM
Here's
a new kind of poem to write.
Tell us all about you!
Just follow the directions below.
After writing your draft and editing for
meaning and mistakes, publish your work on
unlined paper.
Publishing means you need to write your
poem over in your best handwriting.
In this case, it also means you should
illustrate the work in an appropriate manner.
Make sure your illustrations reflect the
content of your poem.
Line
1. First name only
Line
2. Four traits that describe you
Line
3. Sibling (child) of...
Line
4. Lover of (3 people or ideas)...
Line
5. Who feels (3 items)...
Line
6. Who needs (3 items)...
Line
7. Who gives (3 items)...
Line
8. Who fears (3 items)...
Line
9. Who would like to see (3 items)...
Line
10. Resident of (dweller of) (your city)
Line
11. Last name only
EXAMPLE:
Janet
Nervous,
enthusiastic, apprehensive, excited
Sister
to Gerald
Lover
of writing, new ideas, new experiences
Who
feels butterflies in stomach, lump in throat,
dizzy after a test
Who
needs encouragement, a pat on the back, a piece
of pizza
Who
gives smiles, mock air of confidence, a hard
time to my mom
Who
fears questioning looks, an 8th grade student,
spilling milk at lunch
Who
would like to see smiles, my little brother, the
end of the day
Occupant
of a yellow house on Main Street, Columbia
Johnson
ALL
ABOUT ME POEM RUBRIC
| Criteria
and Score
|
10
Excellent
|
8
Good
|
5
Fair
|
2
Poor
|
0
No credit
|
| Timeliness
Score
= ____
|
Poem
is submitted on time.
|
Poem
is submitted one day late.
|
Poem
is submitted two |
Poem
is more than two days late.
days late.
|
Poem
was not submitted.
|
| Format
Score
X 2 = ____
|
Poem
consistently follows assigned format.
|
|
Poem
follows assigned format most of the
time.
|
|
Poem
does not follow assigned format.
|
| Content
Score
X 2 = ____
|
Poem
is a reflection of who the author is.
It is a written picture of the
author.
|
Poem
is a reflection of who the author is.
|
Poem
provides some insight into who the
author is.
|
Poem
appears to have been written with little
self-examination and provides minimal
insight into who the author is..
|
Poem
was written without self-examination and
does not provide insight into who the
author is.
|
| Quality
Score
X 2 = ____
|
Writing
is clear and reflects usage of grammar,
punctuation, capitalization, and
mechanics rules.
|
Writing
is relatively clear with minor errors
that do not detract from the overall
quality of writing.
|
Writing
requires improvements in clarity or
contains significant errors that detract
from overall quality.
|
Writing
lacks clarity and has many errors that
detract from the composition.
|
The
quality of the written work is not
acceptable.
|
| Writing
Process
Score
X 2 = ____
|
Work
reflects use of a process approach to
writing.
Prewriting, peer editing, and
revision are evident.
|
Work
reflects use of a process approach and
some prewriting, editing, and revision
have occurred.
|
Work
does not reflect adequate prewriting,
peer editing, or revision have occurred.
|
Work
has not been edited or revised.
No evidence that a process
approach to writing was used.
|
No
prewriting, editing, or revisions.
|
| Neatness
Score
= ____
|
Work
is very neat, easy to read, and suitable
for display.
|
Work
is generally neat, easy to read, and is
suitable for display.
|
Work
is lacking in neatness or readability
but is still suitable for display.
|
Work
is messy, difficult to read, and is not
suitable for display.
|
Work
is too messy to be read or displayed.
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Final
Grade: _______________
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