Students compose and share a biographical poem using descriptive language, sensory details, personality traits, emotions, and actions.
- Cognitive: Students will be able to identify and communicate their personal traits and characteristics.
- Affective: Students will develop a positive self-concept about unique traits, recognizing and accepting the diversity of peers.
Journals or paper and writing utensils
Prepare an “I am” poem of your own to share as an example.
||Remind students that each poem will be different. There is no right or wrong way to compose this poem.|
|Either hand out a printout or post on a board for all to see the structure and instructions for the poem and suggestions.
Encourage students to disclose only what they feel comfortable sharing.
Consider posing the stanza lines as questions to generate responses.
For example: “What do you wonder about?” “What do you wish you could see?”
Optional: Offer a rubric mapped onto English class or adopt a rubric for purposes of this lesson.
Optional: After poems are collected, hand out again so that no student has his or her own poem.
|What’s it like describing yourself and sharing with your peers?
How might this activity help our learning environment feel more safe and comfortable?
Optional: Dim lights or create the environment to read anonymously.
How did you feel after the activity? Did students participate and seem engaged?
Remember to ask the students to share their feedback on the activity: What went well? What suggestions do they have for making the activity better? Think about what you might do differently next time.
Emotional Intelligence Tips
- Offer suggestions for content for student poems if students seem stuck.
- Encourage students to be patient, respectful, and open, and to reserve judgment of themselves and of others and their ideas and poems.