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Acrostic Research and Craft
Students will be able to gather information from provided sources to answer questions and create a poem to share the information.
- Ask students if they know what it means to research a topic.
- Define research as an investigation into one topic to gain a better understanding and reach new conclusions.
- Ask students what an acrostic poem is. Define an acrostic poem as a poem where the first letter of each line, when read vertically, spells out a word or phrase.
Explicit Instruction/Teacher modeling(15 minutes)
- Model creating an example acrostic on the board using short and simple words. First, write your name on the board vertically, and then record some focus questions that will guide you in choosing words. (e.g., "What do you look like?" "What do you like to do?" "Where are you from?" "What is your favorite food?") Then, use adjectives and short phrases to demonstrate the process and format of writing an acrostic.
- Invite students to write their own acrostic poem using their name. Check their poems for correct structure and grammatical correctness.
- Call on volunteers and have them share their poems with the group.
- Tell students that they are now going to create an acrostic poem about a specific animal, but that they must first read and learn about the topic so they include correct information.
Guided Practice(30 minutes)
- Give students a list of animals from which they can choose for their focus topic. Then, give them books on their reading level so they can research.
- Write a list of questions on the board to guide students' research and focus for their acrostic. Questions can include:
- What does the animal look like?
- Where does the animal live?
- How does the animal act?
- What does the animal do?
- What does the animal eat?
- Instruct students to read the books individually, in pairs, or in small groups. Remind them to look for the answers to the questions, and challenge them to be thinking about how they will include the answers in the acrostic poem. Have them take notes on notebook paper or in their journals.
Independent working time(30 minutes)
- Explain the sequence of events for independent working time. Tell them that they will first write a rough draft of their acrostic poem and get feedback from the teacher. Then, they will create their published piece. After that, they will receive materials to create a craft, which will be a 3D version of their animal to accompany the acrostic poem.
- Distribute a half sheet of notebook paper to each individual and instruct them to write their rough draft acrostic poem about their chosen animal.
- Circulate and provide guidance and feedback to students about spelling and adherence to the concept of the acrostic poem.
- Give students the other half sheet of notebook paper to write and decorate the final draft of their acrostic poem.
- Hand out a toilet paper roll to each students to make a 3D version of their topic. Give them two index cards to create a base and back drop for their animal's habitat.
- Enrichment: Challenge advanced students to write full sentences on their acrostic poem rather than single words for each letter.
- Support: Work with struggling students one-on-one by helping them reword their information to fit in the poem. Provide them with sentence stems and frames to support their writing.
- Have students present their poems to their peers and show their craft. Challenge them to make connections between their poem and the craft they created.
Review and closing(3 minutes)
- Ask students to turn and talk to a partner about one of the following questions:
- What is something new you learned today?
- What was the most/least challenging part of today's lesson?
- Call on students to share with the class.
- Remind learners that research is something we do to find out more information about a topic. Once we have completed the research, there are many different ways we can share and display the information.