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Poetic Pronouns

Page history last edited by PBworks 16 years, 2 months ago

Poetic Pronouns

 

Jamie Acuncius

 

GRADE LEVEL: JHS 3rd year
SKILLS: Speaking, Listening, Reading, Writing
TIME: 45 minute lesson
MATERIALS: Japanese-English dictionaries, attached templates, copies of example poem, lined/colored paper
OBJECTIVES: Practice using relative and interrogative pronouns: “who”, “that”, “what”
Think independently and apply basic English skills to describe people
Utilize a range of students’ current English abilities-- Demonstrate the power of communication through simple English

 

PROCEDURE:

 

1. Warm-up activity: List Poem (5-10 minutes).

 

a) Pick a topic (which will be the title of the poem). Write it on the board and make sure students understand the meaning.

Example: “Things That Smell Nice” (Focus on the pronoun “that”).

 

b) Set a timer for 1 minute. Students (individually and silently) brainstorm a list of ideas that correlate with the selected topic. Items in the list can be as real, conceptual, serious, or silly as they like. The key is to stimulate as much English vocabulary as possible.

 

c) After 1 minute ask students to tell you what words they came up with and write a list on the board under the title. Aim for about 20 items.

Example: “Things That Smell Nice”

Flowers

Miso soup

Afternoon rain

Shampoo

Oranges

Etc…

 

2. Main Activity Part 1: Interview (15-20 minutes).

 

a) Tell students they are going to write poems about their friends. Give each student a copy of the poem’s pattern and an example. Check students’ understanding of the content. Focus attention on the pronoun “who”.

 

b) Give students interview template and check for comprehension of the material. Students will use this template to gather information about their partners. They will use the information to write their poems.

 

c) Students make pairs and interview each other. They may use dictionaries if necessary.

 

3. Main Activity Part 2: Write a poem (10-15 minutes)

 

a) Give students the poem template and have them write poems about their partners following the template structure. Practice on scratch paper if necessary. Use the lined/colored paper for the finished product.

 

NOTES:

 

This activity is best used after students have learned the pronouns and a bit of passive voice. I used it right after “Let’s Chat 3” in New Horizons. It is a great way to utilize the grammar points in Unit 6 and the students are familiar with the English on the templates.

 

Make any adaptations appropriate for your students. Some suggestions:

Warm-up activity: Have students brainstorm as a class.

Allow them to use dictionaries (although this takes more time).

Writing the poems: *The poem template acts as a guide (your students may not need the

template at all… mine usually need plenty of support).

*To save time, omit the interview section and have students write about themselves.

*Encourage students to decorate their papers and include a photograph.

*Display the poems on a bulletin board.

 

HANDOUTS and WORKSHEETS:

 

The template for the poems can be found here: http://storage01.pbwiki.com/f/Poetic_Pronouns_Template.doc

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