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“W is for Worm” is the title of this cinquain poem lesson


Language Arts, Science  


PreK, K, 1, 2  


Title – W is for Worm
By – Dawn Zimmermann
Primary Subject – Language Arts
Secondary Subjects – Science
Grade Level – PreK-2
W is for Worm: A Cinquain Poem Writing Lesson

1. TLWBAT create an original class cinquain poem.
2. TLWBAT describe characteristics of a worm such as: how they feel, what they look like etc.

TEKS K.4 A: The student is expected to use vocabulary to describe clearly ideas, feeling, and experiences.
TEKS K.6 C: The student is expected to generate ideas before writing on assigned tasks.

          – Worms
          – Bowls
          – Books about worms
          – Pictures and/or posters about worms
          – Dry erase board or tablet

Safety Precautions:
Because the worm is a living thing, we need to treat it with our gentle hands.

          – What is a cinquain? A 5 lined poem that does not rhyme. The format is as follows: _____________ Line 1 (noun)
                    ________________, ____________ Line 2 (2 adjectives)
           _____________, ____________, ___________ Line 3 (3 gerunds)
___________ __________ _________ ___________ Line 4 (4 word phrase)
                     _____________ Line 5 (1 noun)
          – Noun – a person, place or thing
          – Adjective – a word that describes a noun
          – Gerund – an ‘ing verb or action word
Attention Getter (Focus):
          – Ask children “Has anyone ever seen a worm before?”
          – Today we are going to write a poem about a worm, but first you need to get your thinkers thinking. I’ve brought some of my worm friends from my garden to help us. We will be observing worms to get ideas for our poem. Some of the questions you can think about as you are observing the worms are: “What does it look like? What does it feel like? What is it doing?” You may use your eyes and hands help you think of words that describe worms.

Activity Sequence:
          – Put the children in pairs 2 children per bowl.
          – Remind them their job is to think of words to describe their worm. They may talk with their friend to help get ideas for words.
          – Allow 4-5 minutes of time for observation. Teacher will walk around and monitor handling and ask different questions like: “What color is it? How does it feel? What is it doing?”
          – Have children wash hands, and the teacher starts making an observation list. Teacher can ask questions to different students. “What was it doing? What did it look like? What did it feel like?”
          – After list is complete, point to the words and read them.
          – Now, tell the students they will be writing a cinquain poem about worms.
          – Show the format. It has five lines.
          – On the first line there is 1 noun. Usually that noun is the subject or thing we are writing about or talking about. Can anyone tell me what they think our subject should be? (worms) Remind them of the activity and list just completed if necessary.
          – On line 2, we need to adjectives. Let’s look at our list and see if we have any describing words. Read the words on the list. Have children vote on their 2 favorites.
          – On line 3, we need to have 3 ‘ing verbs or action words. “What were your worms doing as you watched them or touched them?” Teacher calls on students at random.
          – On line four, we just need four words about worms. “Where do worms live?”
          – On line 5, we will need another noun. If we had a class worm, what would we name it?”

          – After writing the class cinquain, read it together with the class.
          – Make sure to check with the class for capital letters at the beginning of lines, and check for correct spelling.
          – Reread with the class and post the poem up for all to see!
          – Read Why Worms?

E-Mail Dawn Zimmermann !

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