Amy
Lesson Plan
Neologism
Overview:
· To help students to begin writing poetry in a “fun” fashion. Rather than sticking to the structure of rhymed poetry, haiku’s or anaphora poems, Neologism poetry will help students to write a bit more freely, although with a bit of structure. Students will be given the prompt- make up a word and then write a poem about what that word means. Students will be given examples of creating a word by combining several others or to create a word by using a noise heard (onomatopoetic). In an adolescent education setting (middle school), the prompt would be- write a poem in your own language, but provide a translation key or an explanation of the poem in English. The structured prompt will allow students to take the assignment and run and write however they would like.
Purpose:
· The purpose of this assignment is to spark student’s creativity and to encourage students to write poetry for leisure, not just for school assignments. The purpose is also to show students that poetry can be fun, and not just scripted frustration.
Objectives:
· Students will be able to write their own neologism after being presented with the teacher example and creating several words as a class.
Procedure:
Introduction:
o Ask students to come to circle area- chart paper should be set up on easel.
o The teacher will begin the lesson by taking out a sheet of chart paper with a made up word pre- written on the sheet.
§ The word could be:
· Complete made up words:
o Plarkestry
o Semtrylolista
· Combined words:
o Cowoink
o Lastraces
· Noise words:
o Uffff
o Haaaa
o Ahhhem Ahhhem Ahhhem
o The teacher will ask the students what the word means.
o The class will be broken up into pairs- each pair will be prompted, “Please write me a definition of what you think this word means” Allow five minutes of work—or until students begin to “checkout” of assignment.
o Each group will then tell the teacher what they think the word means.
o The teacher will show them other examples, pre written on the paper- at least one of a complete made up, a combined word, or a noise words.
o When students seem comfortable with examples, show them the poem about one of the words:
“Cowoink”
Cowoink was walking down the street,
For there were many friends he wanted to meet.
Not quite a pig, not quite a cow,
He wanted to make friends, but didn’t know how.
Cowoink was tall, a thing of great height,
Most people saw its knees- he was out of sight.
Two big eyes and one curly pink tail
Munching on hay, right from the bale.
Cowoink is white, black and pink.
Weighs so much, through the ground it sinks.
Body:
o The students will return to their seats.
o Prompt the students, “Now it is your turn to make up your own word and write a poem about that word, it can be anything.”
o Answer any questions the students have.
o Allow students 20-30 minutes to write the poem.
o Students who finish early should be prompted to draw out their word- or illustrate the poem.
o When all students are finished, give them the opportunity to read allow. Any student who wants to share may.
Conclusion:
o Ask students what they thought of making their poem.
o Ask students if it was hard or easy.
o Tell students that this is just one of many ways that they can write poems. Remind them that poetry is creative and can be whatever they want.
Resources:
Materials: Chart paper, pencils or pens, coloring materials, paper.
Resources:
Twenty Little Poetry Projects
Tying Together:
In order to tie together, allow students to write one poem each day for the week. Allow them to write in this fashion, or any fashion that they would like.
