Language Arts - writing winter cinquains. Использование творческих приемов при обучении письму - написание зимних синквейнов.
план-конспект урока (5, 6, 7, 8, 9, 10, 11 класс) на тему

Lesson plan cover page

Country

Ukraine

Name

Olga Vladymyrova

Workshop title

Creative: Lang arts

Brief description of context, location and time (size of classroom, facilities/resources available, time of day, lesson length, etc) – 50 words maximum

Private Language Center, 15 sq.m classroom with 3 desks and a computer. The lessons (90 min each one) were done in the evening time.

Brief description of learners (how many,  age, level,  special needs/behavioural issues, etc) –
50 words maximum

The first group is intermediate level. All 3 woman are the same age (22-25 years old) and more or less the same language level.

The second group is pre-intermediate level mixed-ability group consists from 3 teenagers 13-15 years old, 2 boys and 1 girl.

Brief description of the new idea and why chosen
(50 words maximum)

I decided to try out Cinquain poems in the writing lesson because to my mind in this activity the students will move from simply reading the poems to analyzing the poems, also it will lead my students to creative writing and composing their own poems.

Lesson plan cover page

How does the lesson fit with syllabus/timetable?
(30 words maximum)

It is not in the syllabus but as far as the lessons were done during the winter holidays they were very meaningful and suitable to the context.

Learning outcome

By the end of the lesson the students will be able to analyze the incoming information, to be familiar with the format of Cinquains and write their own poems.

Materials and references (attach worksheets)

Winter pictures; worksheet (matching Cinquains with the first line); Cinquain Graffic Organizer & Reflection Form.

Anticipated problems
(50 words maximum)

1. The students will be not able to compose their own Cinquains.
2. The learners’ creativity won’t feet the poem’s format.

Proposed solutions
(50 words maximum)

1. To provide the learners with the necessary guidance and lots of models. To teach students that the first thing they write down isn’t the final version and that revision and crossing out is natural in the first draft stage.
2. To focus learners on grammar and Cinquian format.

Lesson procedure

Time

Teacher activity

Student activity

Interaction

Stage aim

5 min

20 min

5 min

5 min

5 min

15 min

10 min

10 min

Warm-up: gives to each Ss an envelop with separated 12 letters.

Pre-writing task 1:

Shows some pictures about winter and asks Ss to list as many nouns related to winter as they can think of. Then adjectives and –ing participles.

Pre-writing task 2:

Distributes to each Ss a worksheet with written Happy New Year cinquains without first line (written separately).

Distributes handouts Cinquain Graffic Organizer.

Writing task 1: T leads Ss through writing a collaborative cinquain about snow.

Writing task 2: T monitors and guides Ss to correct spelling mistakes themselves wherever possible.

Post-writing task 1: monitors.

Post-writing task 2: distributes Reflection form.

Make a phrase from the letters (should be Happy New Year) The first student is a winner.

Brainstorm and write. Then read, gets points.

Read and match the cinquains with the first lines.

Analyze the structure of cinquain.

Create collaborative cinquain.

Ss write their own first draft of a cinquain, based on winter; then make other changes if they want to.

Ss copy out their final draft onto a new worksheet.

Read or listen to each others' poem attentively because later they are going to choose the best poem.

Fill in the Reflection Form; decide on the best poem and discuss it.

Individual work

Individual work

Individual work

Group work

Group work

Individual work

Group work

Individual and group work

To warm the atmosphere in the class; to encourage Ss with the topic.

To evoke positive emotions while watching the pictures; to give ideas for further cinquains; to elicit nouns/adjectives/present participles related to the winter  topic.

To show Ss models of poems; to give them ideas for their own poem; to motivate Ss by having them work out the pattern of the poem themselves.

To learn about cinquain poem’s structure.

To model the creative writing process; to practice composing the cinquain.

To give students an opportunity to be creative with their own English.

To practice reading; to give Ss a reason to read/listen to others poems.

To analyze and discuss the presented cinquains; to reflect on new kind of the poems (cinquains).