Suyematsu 1

Ashley K Suyematsu
Type of Mini-Lesson: Cinquain Poetry
Materials:
- Worksheet to list adjectives and verbs (attached below)
- Paper, pencil
- Objects to help the students brainstorm, inspire (optional)
Grade Level: 2nd
Utah Common Core:
Standard 4: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated
lines) supply rhythm and meaning in a story, poem, or song
Essential Questions:
How can I summarize and simplify an idea to fit into a required number of words?
Personal Objectives:
Using parts of speech in a poem to describe a topic
Pre-Assessment:
- Review parts of speech: adjectives and verbs
- Review what a topic is
Introduce the Lesson (Phase I):
Read an example of a cinquain poem.
Discussion about the poem
What was the poem about?
How was the topic described?
What does the topic do?
How does the topic make the author feel?
What is another word to use for the topic?
Have students think about a cinquain poem they would write
Discuss the Process (Transition to Phase II):
Together as a class, we will write a cinquain poem together
Learn about the format
Line 1: one word (topic)
Line 2: two words that describe the topic (adjectives)
Line 3: three words that tell an action about the topic (verb, -ing word)
Line 4: four words that express feeling about the topic
Line 5: one word, synonym for the topic
Write the poem for students to visualize as a model
Keep posted with the format for students to refer back to as they write their own poem
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Apply the Process (Phase II):

Explain the process to the students
Students will fill out the sheet of adjectives and verbs that they like. They can look
through books, dictionary, talk to their peers to write words
Student will then pick an object/subject to write about
Use their charts as inspiration for the poem, identify adjectives and verbs they would like
to use
Independent Writing/Conferencing (Phase III):
Student are given the opportunity to write their own cinquain poem
Students can choose the differentiated layout of the poem to use
Students who need more assistance, might choose the format that includes questions to
get the student thinking (differentiated format attached below)
Teacher will walk around the room providing scaffolding as necessary
Share:
Students will share their poems with each other
Accommodations:
Special Education:
- Provided with realia, picture or visual
- Be able to collaborate with others
- Provided with breaks when necessary
English Learners:
- Use dictionary or other stories to find adjectives and verbs
- Adjective and Verb worksheet would provide the student with a word bank for their
poems
- Choose the layout that guides the students on how to write their poems. This layout will
include questions to consider when selecting words
Gifted:
- Write a cinquain about themselves, reflecting on who they are
Day two lesson:
Students who have mastered the concept, can maintain the format and focus on the syllables.
Line 1: 2 syllables
Line 2: 4 syllables
Line 3: 6 syllables
Line 4: 8 syllables
Line 5: 2 syllables
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Adjectives: Describes a person, place, or thing

Example: Shiny

Verbs: Action (-ing words)

Example: Running

Line 1: Noun. What is the poem about? (topic) One word

Line 2: Adjective. What words describe the topic? Two words
Line 3: Verb. What does the topic do? (-ing words) Three words
Line 4: Four-word phrase. How does the topic make you feel? Or describe the topic more
Line 5: Synonym. What is another word that the object can be called? One word

Line 1: Title

Line 2: Describe (adjective) ,

Line 3: Action (verb) , ,

Line 4: Four words

Line 5: Synonym

, ,