Content Focus: Poetry

Language Focus: Writing

Vocabulary Focus: Parts of speech, Figurative language, Symbolism

Standards:

World Languages:

• Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.
• Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language.
• Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.
• Standard 5.1: Students use the language both within and beyond the school setting.

 

Art and Design:

• A.A.Cr.7.m: Investigate Investigate and expand knowledge of studio skills, techniques, materials, tools, and elements and principles of art and design.
• A.A.Cr.9.m: Make Engage in experimentation with the expressive qualities of media, tools, and techniques with refined craftsmanship.
• A.A.Pr.7.m: Develop Meaning Convey meaning and intent through the presentation of personal, historical, and contemporary work and formulation of exhibition narratives.
• A.A.Pr.8.m: Communicate Communicate the contextual meaning of artwork in written and verbal statements.

 

Arts Integration: I am from Poem, Balance, Color, Thumbnail Sketches

Lesson Objectives:

• I am learning to describe my past and my present in Spanish.
• I am learning about artistic elements to represent my poem.
• I can write a poem about myself using descriptive language.
• I can plan out a butterfly visual to represent my past and present.
• I can create a butterfly visual to symbolize my past and present.

 

Activities: 

• Students will read and analyze a mentor text and identify examples of figurative language.
• Students will brainstorm ideas for their poems by identifying important places, products, people, and practices from their past and present.
• Students will use a template and sentence starters to write a poem using descriptive language.
• Students will analyze their poem to identify symbols, colors, textures, patterns, etc. that represent their past and present.
• Students will sketch three thumbnails to prepare their visual representation of the poem.
• Students will create a butterfly that depicts visual representations of their past and present.
• Students will read their poem and present their butterfly to the class.

 

Engagement/Introduction: Read and analyze a poem about important aspects of the teacher’s past and present life, as well as a visual representation in the form of a butterfly.

Assessment Procedure: Students will read their poem aloud to the class and explain how the butterfly represents the important aspects of their past and present life.

Materials:

• Poem packet – mentor text, brainstorming, template
• Butterfly packet – brainstorming, thumbnail sketches
• Final butterfly templates on cardstock paper
• Coloring supplies (markers, colored pencils, etc.)
• Miscellaneous craft supplies (pipe cleaners, beads, buttons, yarn, glitter, etc.)

 

Modifications: The poem could easily be converted into English for a Language Arts or Humanities class, or into any other language for a World Language class.

Supporting Documents:

• Butterfly-Poem-Project-SLIDES.pdf
• YO-SOY-POEM-Planning-Packet.pdf
• La-mariposa-de-mi-vida-Planning-Packet-.pdf

 

Contact: Nicole Severing (severingnicole@aasd.k12.wi.us)