Direct Lesson: Identity Poetry

Grade: 6th
Topic: Identity found poems (Acrostic, Cinquain, or Haiku)
Duration: 2 classes
Purpose: The purpose of this lesson is for students to explore their identity and express it through two
different art forms, by making either a Haiku, Cinquain or Acrostic poem as well as making a creative
paper collage as their background with symbols of objects that represent them.
Materials:
Construction paper
Scrapbook paper
Magazine clippings
Scissors
Glue Sticks
Standards/Benchmarks:
PERFORM
ART.VA.I.6.2 Develop the concept of proper use of art materials and using tools safely and
responsibly.
ART.VA.I.6.5 Produce and exhibit a final product that demonstrates quality craftsmanship and
technique at a developing level.
CREATE
ART.VA.II.6.1 Identify, design, and solve creative problems at a developing level.
ART.VA.II.6.2 Develop and apply critical thinking strategies through the art making process at
a developing level.
ART.VA.II.6.3 Collaborate, communicate, and work with others to create new ideas at a
developing level.
ANALYZE AND MAKE CONNECTIONS
ART.VA.V.6.5 Describe ways in which the principles and subject matter of other disciplines
taught in school are interrelated with the visual arts at a developing level.
Objectives:
1.SWBAT describe how their acrostic or haiku poem relates to their identity.
2.SWBAT create either an acrostic, cinquain, or haiku poem with a related background.
3. SWBAT practice their writing skills to create their poems.
Anticipatory Set:
Students will meet at the whiteboard to go over the goals of the day, which are as follows1. I WILL FOLLOW DIRECTIONS.
2. I WILL USE 2 DIFFERENT SUPPLIES (MIXED-MEDIA)
3. I WILL USE CORRECT FORMAT FOR AN ACROSTIC, CINQUAIN, OR HAIKU POEM
Students will then make a concept map at their tables to brainstorm words about themselves.
Input:

First, students will meet at the front of the room to discuss goals and objectives for the day. This way,
students will know what is expected of them going into the lesson.
Secondly, students will create a concept map about themselves and words that describe their identity.
Thirdly, students will go over the difference between an acrostic and haiku poem and how to write
them step-by-step.
lastly, students will be given time to make their backgrounds for their poem using layered paper cut
into shapes that will relate to their poem.
Modeling:
Students will be shown examples of how to make haiku, cinquain, and acrostic poems about
themselves.
Students will also be shown how to make a paper collage using different shapes that represent
themselves.
Check for Understanding:
Students given time to write words that describe themselves in a concept map so they know what words
to look for in magazines to make their poems.
Guided Practice:
Students are shown how to make a paper collage step-by-step. Teacher does one part, students do
another to model each of the steps. Teacher walks around and checks that students are following
directions.
Closure:
At the close of the day, students are asked to collect words out of magazines they want to use in their
poem and bring them in the following week to use on their background.
Independent Practice:
When students come back the following week, they create their acrostic, haiku, or cinquain poem using
the words they collected over the week. They then glue their words over their background.
Adaptations/Differentiations:
Students with a lower reading or writing ability will have more help in brainstorming their poem and
what they would like to write about themselves.