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| Overview |
 Cinquain (pronounced "cin-kain") is a five-line poetic form, using a wavelike syllable count of two-four-six-eight-two. In this lesson, students write simple cinquain of their own as a follow-up to a subject they have been exploring in class.
Resource are available to support units on animals, community, fairy tales, healthy foods, and rainforest/habitats. Additionally, students might write cinquain after reading a particular picture book, such as Amazing Grace, or based on a picture book of the student's choice.
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| From Theory to Practice |
In Apol and Harris's article ("Joyful Noises: Creating Poems for Voices and Ears." Language Arts 76.4 (March 1999): 314-322), one of the ways teachers build interest in poetry is by using magnetic words to create original poems. This exercise is one of several scaffolding experiences that the teachers use to "lead students beyond a superficial encounter to a deeper understanding and appreciation of poetry" (316). Through reading cinquain and then writing their own, students move from simply reading the poems to analyzing the poems and, ultimately, composing their own poems that match the format.
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| Student Objectives |
Students will
- write a poem about another topic, using the cinquain graphic organizer or outline.
- use words learned in the current thematic unit in poems they write.
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| Instructional Plan |
Resources
Preparation
Make copies of worksheets for students as necessary.
This lesson can accompany a variety of themes in the K-2 classroom. Examples (linked above) are included that fit the following units:
- Animals (Dalmatian, Monkey)
- Your Community (Firefighter)
- Fairy Tales (Frog Prince)
- Picture Book Characters (Amazing Grace)
- Halloween Costumes (Firefighter)
- Habitats (Monkey/Rainforest)
- Healthy Foods (Apple—in English & Spanish)
Instruction and Activities
- Share examples of cinquain with your students. using the student reproducible of sample cinquains or poems that you have written yourself on the topic that your students are exploring is also available.
- You or the students might read the poems aloud. Try reading some of the cinquain more than once to show how different words can be emphasize and to talk about line breaks. See "Joyful Noises: Creating Poems for Voices and Ears" for more information on reading poetry aloud.
- Outline the cinquain (below) for students on the board or using the graphic organizer:
To begin, choose an person, place, or thing to write your cinquain about.
Line 1: One word that tells what the poem is about
Line 2: Two words that describe the subject
Line 3: Three words that describe something the subject does
Line 4: Four to six words describing the subject further
Line 5: One or two words that rename what the poem is about (a synonym)
Here's an example:
Dalmatian
spotted, happy
running, barking, jumping
a wagging tail on the end
Fire Dog!
(See graphic organizers for more examples)
- Once you and your students discuss the poems, students can use one of the Student Reproducible Cinquain Graphic Organizer to compose original poems of their own. Students can work individually, with partners, or in small groups.
- Once students have finished their poems, the cinquains can be shared with the entire class.
Extensions
- Make stapleless books out of the cinquain.
- Illustrate the cinquain on a sheet of paper with colored pencils or fine-line markers.
- Create a bulletin board or school website anthology of your cinquain.
Web Resources
- Serious Play: Reading Poetry with Children
http://www.poets.org/exh/Exhibit.cfm?prmID=10
- This site has tips that help "translate [students'] energy, once aroused and captured, into the desire to read poetry seriously, to do the intellectual work necessary to gain a basic mastery of the literary art." The site includes excerpts to recommended poems and excerpts books on teaching poetry to children by Jim Trelease, and by Kenneth Koch.
- Bringing Poetry and Children Together
http://www.ncte.org/library/files/Files/Cyberbriefs/Poetry.pdf
- This teacher's tip sheet shares tips for bringing poetry into the classroom with specific methods that you can use immediately with students as well as suggestions for poetry to share and resources where you can learn more
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| Student Assessment/Reflections |
While students work, use kidwatching techniques to observe and monitor students' progress.
Once the activity is completed, provide verbal feedback as individuals or groups share their work with the class. Commentary might focus on the students' feelings about the person, place , or thing described in the cinquain (e.g., "Your poem suggests that you really love your dog. Was it hard to choose just what to say in just five lines?), particularly interesting word choice (e.g., "You choose the word stubborn to describe your dog. Can you tell me something stubborn that your dog has done recently?"), and your own reaction or connection to the poems (e.g., "Your poem reminds me of my first dog, Taffi. Especially when you say that your dog is "a playful bundle of trouble." That's a good description of a puppy.")
After students have shared their cinquain with the class, students could reflect on their own and their classmates's poems. Students could discuss their reactions out loud or use the cinquain reflections worksheet to record their thoughts.
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4 - Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
6 - Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
11 - Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12 - Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).
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