Biopoems

I have been trying to come up with ideas for my first week of school. It's a bit challenging, because it's not my students first week...it's their fourth! At this point, I know nothing. So if anyone has any ideas on how to cram classroom management, getting to know you, and diving into content in just a couple days...PLEASE HELP!

What about: 

Biopoems

Purpose: to allow students the chance to reflect about an individuals’ attributes from history or fiction

Procedure:

1.     Distribute a biographical or fictional text and tell the students to look for characteristics that will be included in the biopoem while reading.

2.     Students read text while thinking about what they will include in their biopoem.

3.     Provide a template (handout or display on overhead etc) with the biopoem format.

4.     Share and post the biopoems in the classroom for everyone to read and reflect on.

Sample Biopoem Template #1:

(Line 1) First name

(Line 2) Three or four adjectives that describe the person

(Line 3) Important relationship (daughter of . . . , mother of . . . , etc)

(Line 4) Two or three things, people, or ideas that the person loved

(Line 5) Three feelings the person experienced

(Line 6) Three fears the person experienced

(Line 7) Accomplishments (who composed . . . , who discovered . . . , etc.)

(Line 8) Two or three things the person wanted to see happen or wanted to experience

(Line 9) His or her residence

(Line 10) Last name

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From Abromitis, B.S. (1994, June/July). Bringing lives to life. Biographies in reading and the content areas. Reading Today,

Developed by A.R. Gere, ed., Roots in the Sawdust: Writing to Learn across the Curriculum (Urbana, Ill.: National Council of Teachers of English, 1985).

Example:

River

Blue, Fresh, Wet, Moving

Child of the ocean, Big brother of the stream and creek

Lover of fish, bends, and the sun

Who feels rage during the storm and peace when the skies are blue

Who needs to be a home to living things

Who fears pollution and global warming

Who gives refreshment and adventure

Who would like to see more trees and less trash

Resident of the Land

Sample Biopoem Template #2:

(Line 1) First name

(Line 2) Words that describe you

(Line 3) Lover of

(Line 4) Who is able to

(Line 5)Who feels

(Line 6) Who wonders

(Line 7) Who fears

(Line 8) Who would like to

(Line 9) Who dreams

(Line 10) Last name

Example:

Tiffany
curious, cheerful, respectful
Lover of cookies, doggies, and books
Who wonders if there are aliens in outerspace
Who fears alligators in the swamp
Who feels excited to be a third grade teacher!
Who would like to learn how to sew and walk on the Great Wall of China
Who dreams that this year our class will love each other and love learning!
Evetts

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From Laura Candler ~ Teaching Resources~ www.lauracandler.com

Poetry Lessons and printables

Technology Integration: create a wordle 

Benefits and Limitations:

·      Teachers may select to have students create a biopoem about themselves before assigning a biography or history subject.

·      This strategy aides in comprehension and can be used across content areas with any individual being studied.

·      The formula may be modified according to the individual being studied.

·      Biopoems may also be created from the standpoint of an inanimate object.

Content Area Literacy

I will soon post a variety of CAL strategies. This is my personal favorite.

Topic/Book Box
-A primary level approach-
Purpose: to introduce students to a new book or topic (unit of study). Tangible objects are provided to activate students’ background knowledge and prompt students’ thinking about major topics or concepts prior to reading.
Procedure:
1. The teacher prepares a container (box, basket, suitcase, treasure chest, jewelry box etc.) that represents some aspect of the book or topic being studied. For example, an athletic bag may be used to carry items before reading a book on the biography of a sports figure. A shoebox may be decorated with images and/or words related to a geometric figure (cube, or rectangular prism, etc.).
2. The teacher then collects items to fill the box that relates to the book or theme. These objects should stimulate conversation among the students and provide them opportunities to discuss previous experiences/knowledge. The objects may come directly from the reading or represent a more profound theme or idea. The box may also include other books related to the topic, words, or pictures/images.
3. There are a variety of ways to use a book box. Teachers may choose to show the items to the entire class and have them discuss what they think the items represent and brainstorm what topic or book they are going to read (concept attainment method). Students may be asked to create an inventory of the items and list what is in the box, ideas about what the items may represent, and previous experiences with the items. After reading the book, the students may complete the inventory to include “purpose of the item.” It is up to the teacher to decide when they will tell the students the topic or book that is going to be studied or read.
-OR-
Purpose: to help students summarize and communicate their understanding by creating a book box. This allows students the opportunity to create a box that symbolizes concepts and share what they have learned with their classmates. This is a hands-on/minds-on activity that can be used as an extension of learning that allows students the freedom to explore interesting facts or ideas. Book boxes are also useful tools for assessment of the student’s ability to summarize main ideas and identify important aspects of a topic. The teacher must explicitly state the purpose of the book box to the students.
Procedure:
1. Students collect 3-5 items related to a topic or theme and place them in a chosen
(perhaps decorated) container.
2. The students may be asked to create an inventory sheet or write up that states the contents of the box and reasons for inclusion (how they relate to the topic or book).
3. The students will be expected to share their boxes with the class and explain the significance of the items in their box in relation to the topic or book.
4. Student may also have the opportunity to answer questions from their classmates about their book or topic.
Benefits:
• There are a variety of ways in which this strategy may be used in a classroom (teacher-created or student-created, as an introduction or assessment, multiple boxes for further study…)
• The book boxes allow students the opportunity to explore concepts in a tangible and concrete way.
• Topic boxes may be used in all content areas including math, science, music, and social studies.
• Student-created book boxes provide students more choice and therefore engagement in their learning.
• Technology and creativity (art) may be incorporated in the use of this strategy.
• Students are given the opportunity to read, write, listen, and verbally communicate their ideas.
Limitations:
• If book boxes are created in the classroom, the teacher and students must supply or create the items relevant to the topic.
• Teacher-created book boxes may require some additional planning.
Teacher Concerns:
• What if my students are not getting the main idea of my book box?
• What if my students do not treat the book boxes of other students with care and respect?
• How will I find room in my classroom to display (store) all these boxes?
References:
Tompkins, Gail E. (1997) Literacy for the twenty-first century: A balanced approach. Upper Saddle River, NJ: Merrill/Prentice Hall

Inventory Sheet
Topic:
Book:
What is it?
What could this represent?
What does this make me think of?
What did I learn from the book?


Example:
Book: The Legend of the Bluebonnet by Tomie dePaolo
What is it? Basket
What could this represent? Something people use to put their things in
What does this make me think of? My Easter basket that I use to put eggs in during the Easter egg hunt
What did I learn from the book? (implicit) Native Americans use things from the Earth to make tools and toys (like the buckskin doll).