![]() This allows students to see how to use the tool so that they can use it independently in the computer lab during Session 4. Either draw a shape on the board, or if possible, project the interactive Theme Poems tool on screen and create a poem using that. Choose something the class enjoys and can describe well, such as the sun, an ice cream cone, a snowman, or a flower. You may choose a shape for the poem or have the class vote on a few choices. Write a sample shape poem together as a class before having students write one independently.The final definition should include these ideas: a shape poem is written in the shape of the topic, and the poem’s words describe its topic. Have students brainstorm definitions for shape poems again, this time guiding students to a final definition for a shape poem using the knowledge gained from reading a few models.Continue in this manner for as many poems as you have time. Lead students to use both the poem’s words and shape to formulate their guesses. After reading the poem, invite students to guess the title. For each poem, do not read the title titles should be covered with sticky notes. Tell students that you will be reading aloud a few poems from the book. Introduce the book Flicker Flash by Joan Bransfield Graham to the class.You will revise and clarify the definition as you read, so it is not important to start with a correct definition at this point in the lesson. Students’ ideas may include that a shape poem is a poem about a shape, or that it is a poem using shapes, or that it is a poem written inside of a shape. (If you are working with older students, you could introduce the term concrete poem versus shape poem.) Brainstorm ideas for the definition of a shape poem to get students thinking and making predictions about the lesson’s content. ![]() Ask students what they think a shape poem is.
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