Jessamine Wong
Poetic Math
Writing Prompt: To compose a poem from found text (from a math textbook) and then
perform it.
Level: grade 2-7, can be used in French Immersion or in English
Time: 10 mins to explain and show example, 20 mins to compose, 5 mins to orally
prepare, 30 mins to perform
Genre: Cut up and found poetry
Pedagogical rationale: This assignment will provide opportunities to play with language
in a new and fun way. Students will need to keep spelling and grammar in mind as it
might be necessary to pluralize nouns or capitalize words or add punctuation. It will
also stretch students’ thinking as they realize poetry can have many forms. They will
need to figure out how to connect math with language arts. Hopefully, it will inspire a
love of poetry in the students.
Activity: The teacher will explain what cut up and found poetry is and then the class will
work through a short example together. The teacher will model his/her thinking on
which words to use and why certain words go better together than others. Then the
students will have time to read the text and highlight the desired script. They can then
write the poem out on another piece of paper. They will then share their poem with the
class. The teacher will ask questions about how the students chose the words and how
they put them together.
Constraints: Students can only use text in a sequential matter. Punctuation, plurals
and capitals can be added or taken away as they wish. Numbers, words and math
symbols can all be used. Pictures or photos cannot be used. A title should be added
and can be made up from words not found in the text.
Problem Review
Paul is driving home from work.
He drives 3 blocks…
2 blocks…
3 blocks…
2 blocks…
2 blocks…
Now he is home.
Paul is not the same.
He is old.
Then solve the problem!
Money.
Looking through the Keyhole
Writing Prompt: To write a descriptive paragraph about what can be seen through a
keyhole
Level: grade 2-7, can be used in French Immersion or in English
Time: (Students will have already drawn what they can see through a keyhole as an art
project). 5 mins to explain, 10 mins to brainstorm five-sense words, 5 mins to share, 15
mins to write down verbs, nouns and adjectives associated with the picture, 40 mins to
write paragraph (bring home for homework if not finished), 45 minutes to present
Genre: Descriptive paragraph
Pedagogical rationale: This assignment will provide opportunities for students to work
on their descriptive vocabulary. They should use words describing the sights, sounds,
tastes, smells and feelings by using a variety of different verbs, nouns and adjectives.
This paragraph will be more personal to them because they were the ones to draw what
is seen through the keyhole.
Activity: The teacher will explain what a descriptive paragraph is and then will show
his/her example. The teacher will point out five-sense words and the diversity of words.
Then students will brainstorm five-sense words, which will then be shared with the
class. After this, the students will write down nouns, verbs and adjectives that they
associate with their picture. They can then begin their essay. The students will read it
aloud to the class. Then they will present the picture of their keyhole.
Constraints: Students should use at least one descriptive word per sentence. They
cannot use the verb “to be”.
Par le trou de la serrure
Par le trou de la serrure, je vois le danger. Des yeux de fantômes me regardent
fixement. Leurs yeux clignent lentement. Une chauve-souris émet des ultrasons
pendant qu’il vole sinistrement autour d’une lune pleine. Deux citrouilles bien juteuses
commencent à géler à cause du vent fort. Un vieux panneau avertit des conséquences
d’aller plus loin. Je me sens mal à l’aise, mais je continue sur ma lancée…
The Key and the Keyhole
Writing Prompt: To write a persuasive paragraph about which key will fit in the keyhole
Level: grade 2-7, can be used in French Immersion or in English
Time: (Students will have already drawn different keys as an art project). 10 mins to
explain the task, 10 mins to brainstorm, 30 mins to write paragraph (bring home for
homework if not finished), 35 minutes to present
Genre: Persuasive paragraph
Pedagogical rationale: This assignment will provide opportunities for students to work
on their persuasive vocabulary. They should defend their idea with convincing words.
Their arguments must have enough depth and worthy of support. Again, this essay will
be more personal to them because they were the ones to draw the keys.
Activity: The teacher will explain what a persuasive paragraph is and will show his/her
example. The teacher will point out the different arguments and the phrases for
transition, phrases for emphasis and phrases for counterpoint. Then students will
brainstorm reasons why the chosen key will fit the keyhole. They will start writing their
essay. The students will present their paragraph to the class and then the picture of
their keyhole.
Constraints: Students should use at least one phrase for transition, one for emphasis
and one for counterpoint. They cannot use the verb “to be”.
EBSCOhost Student Success Tools
A Student Guide to Persuasive Essays and Debates
Effective Phrases for Transition
Admittedly
Consequently
As a result
Ultimately
According to
For this reason
Therefore
Phrases for Emphasis
Additionally
As a matter of fact
In addition
Indeed
In fact
For example
Moreover
Phrases for Counterpoint
Although
Conversely
Despite
On the other hand
However
Instead
Nevertheless
Notwithstanding
Nonetheless
Yet
http://www.ebscohost.com/customerSuccess/uploads/topicFile-35.pdf
LES MOTS DE TRANSITION
Tout d’abord
Principalement
D'abord
Premièrement
Alors
Puis
Ensuite
Aussi
D'ailleurs
Après
Enfin
Finalement
D'AUTRES EXPRESSIONS UTILES
donc
en ce cas
par conséquent
néanmoins
quand même
quoique (attention--cette expression est suivie du subjonctif)
de toute façon
de plus
ceci dit
deuxièmement
eh bien...
ainsi
après cela
ceci
cela
sur le premier dessin
je vois
on voit, on peut voir
nous voyons, nous pouvons voir
dans le film, il s’agit de...
à propos
en parlant de ça
je pense que
j’ai l’impression que
je crois que
devant
depuis
puisque
pourtant
malgré
en dépit de
pendant
dans la suite
plus tard
en comparaison de
à tout prendre, en tout cas
au premier rang
jusqu’ici
Song-writing in September
Writing Prompt: To write lyrics (to an existing melody) about one of the rules of the class
(Be nice, be prepared, be productive, be safe)
Level: grade 4-7, can be used in French Immersion or in English
Time: 15 mins to explain the task, 45 mins to write, 10 mins to practice, 30 minutes to
present
Genre: Song-writing
Pedagogical rationale: This assignment will provide an opportunity for students to think
about the class rules and vocalize what the rules mean to them. Use of rhyme, rhythm,
and pattern will mean that both the left side and the right side of the brain will be
working.
Activity: The teacher will explain what the task is and will show his/her example. The
teacher will point out the use of rhyme, rhythm and pattern. Then students will get into
groups of 3 or 4 and search the internet for a melody. Next they will write their lyrics.
The students will present their song to the class.
Constraints: Songs should have at least one verse and one chorus. At least 2 words
from the original lyrics per line must be changed. Songs should use ``appropriate
language``.
Being Nice: Nerdy Got Book
Sing to the tune of ``Baby Got Back`` by Sir Mix-a-Lot
[Intro]
Oh, my, god. Becky, look at that noob.
She is so new. [scoff] She looks like,
one of those computer nerd girlfriends.
But, you know, who understands those nerdy guys? *scoff*
They only talk to her, because,
she looks like a total alien, 'kay?
I mean, that girl, is just so new.
I can't believe she's just so new, it's like,
out there, I mean - weird. Look!
She's just so ... new!
[Sir Mix-a-Lot]
I like being nice and I cannot lie
You other students can't deny
That when a noob walks in, looking out of place
And a confused expression on their face
You get excited, wanna pull out your school map
Before she wanders off into a trap
Deep in the halls she's walking
I'm hooked and I can't stop staring
Oh noob-y, I wanna help you
And take you to class
My homeboys tried to warn me
But those books you got makes me so happy
Ooh, nerdy hall pass
You say you wanna get in my class?
Well, ask me, ask me
'Cause you ain't that average trekkie
I've seen them studyin'
To heck with hidin'
She's fun, smart,
Got it goin' like a turbo flow chart
I'm tired of magazines
Sayin' playing dumb is the thing
Take the average nice man and ask him that
*noob = new person
She gotta pack a big backpack
So, fellas! (Yeah!) Fellas! (Yeah!)
Has your girlfriend got the books? (Heck yeah!)
Tell 'em to shake it! (Shake it!) Shake it! (Shake it!)
Shake that healthy book!
Nerdy got book!
Fortunately, Unfortunately
Writing Prompt: To write the rest of the story Fortunately, Unfortunately
Level: grade 1-7, can be used in French Immersion or in English
Time: 10 mins to explain the task, 45 mins to write and draw, 5 mins to share with a
partner, 15 mins to share as a class, 10 mins to read rest of book
Genre: Writing a narrative
Pedagogical rationale: This assignment will provide an opportunity for students to use
their imaginations to complete a Fortunately, Unfortunately story. It will force them to
write concisely as they only have one sentence to write for each Fortunately or
Unfortunately idea. They will learn to write using the chronological approach structure.
Activity: The teacher will read the first two pages of the book Fortunately by Remy
Charlip. The teacher will point out the use of the words Fortunately and Unfortunately.
The teacher will prompt students for some examples of how the story line could
continue. Students will brainstorm ideas on a piece of rough draft and then write the
final copy and add drawings. This will be in a comic book style. Students will show
their partners their story and then some students will present to the class (students will
be chosen randomly). Then the teacher will read the rest of the book.
Constraints: Sentences should start with either Fortunately or Unfortunately. There
should be only 1 sentence per Fortunately or Unfortunately idea. The first 2 sentences
from the book should start their story. Then they should add at least 6 more sentences.
The story can end with either Fortunately or Unfortunately. Fortunately squares should
be coloured. Unfortunately squares should be in black and white.