Search

Creating Concrete Poems

marleeyunger
May 12, 2015
6 min read

Cycle Level: 3

As part of a poetry unit, we created our own concrete poems using two different techniques.

The Complete Lesson

Introduction: (the “hook”)

I will ask students to sit at their seats facing the Smart Board.

I will explain that we are looking at the next poem in our poetry unit today, which is making concrete poems. From there, I will ask students questions about what they think a concrete poem is.

I will say something like:

Today, we are looking at concrete poems.

Does anyone know what a concrete poem is? (listen to a few answers)

Another word for a concrete poem is a shape poem. (listen to a few more answers)

What do you think the word concrete means? (listen to a few answers)

When students appear to have an understanding of what a concrete poem is, I will pull up the slide on the Smart Board.

Development: (step by step sequential procedure how the lesson will unfold)

I will describe what a concrete poem is by giving the students a definition and providing them with examples.

I will say something like:

A concrete poem is a poem that takes the shape of the topic is it describing. There is no form and does not need to have any poetry techniques, such as rhyming or similes and metaphors. It could include a list of words describing the topic or be a descriptive paragraph.

After I have given the definition, I will illustrate two examples that are on the Smart Board. I will explain that we will be creating two of the three concrete poems needed for their final assignment using two different techniques.

Tasks:(any tasks that may occur? Carry over time?)

We will be creating two concrete poems using different medias. The first one will be done in class, while the other will be done during computer labs. It will take place in steps and occur over a couple of days.

When I describe the process, I will split it up into section to ensure clarity.

Method 1: Color transfer with waxed crayons

Creating the Poem

Pick an object to represent the topic chosen
Create a list of words and/or a descriptive paragraph for the concrete poem. It should be between 3 and 10 lines depending on the students’ ability.
When completed, peer edit to ensure no grammatical or spelling errors are present.
Show poem to teacher for approval to start the visual representation.

Practicing the Technique

Draw shape on scrap piece of paper by writing the topic repeatedly or by drawing an outline.
Practice coloring sections of a piece of waxed paper by applying a decent amount of pressure to the waxed paper using a waxed crayon (higher quality crayons work better). Make sure there are no white spaces and that no crayon flakes are on the paper.
Flip the waxed paper so that the colored side is on the piece of paper.
Begin to write the concrete poem or words on the colored section of the waxed paper using the tip of a dull colored pencil. This will cause the color to transfer on the work, so make sure you are staying in the lines.

Creating the Visual Representation

Take a piece of clean paper in the appropriate size and draw your shape using lines or by repeatedly writing the topic as a border.
Color sections of the waxed paper using waxed crayons, but be sure to only color in one direction.
Check to make sure there are no gaps or crayon flakes present.
Flip the waxed paper so that the colored section is placed were you want to write your poem.
Write your concrete poem by writing on the waxed paper in the appropriate spaces using the tip of a dull colored pencil. The words will transfer onto your paper, so make sure that it is neat and that you are staying in the lines.

Method 2: Making a Picture out of Text on a Computer

Creating The Poem

Pick an object to represent the topic chosen
Create a list of words and/or a descriptive paragraph for the concrete poem. It should be between 3 and 10 lines depending on the students’ ability.
When completed, peer edit to ensure no grammatical or spelling errors are present.
Show poem to teacher for approval to start the visual representation.

Creating the Visual Representation

Find a basic image to represent your topic from the Internet.
Open a word document and insert your image to the document.
Resize the image to the appropriate size by grabbing the corners of the image and dragging them out to make it bigger or in to make it smaller.
Insert a text box and size it to fit the exact size of the image chosen. If it won’t go on top, click “format text box” then “layout” and then clock “in front of text”. Make the text box transparent to see the image through by changing the fill color to “no fill”.
Choose the font and size you want to use for your poem.
Type your concrete poem on top of the image. After you have finished writing your concrete poem, copy and paste your poem until the entire image is covered.
Change the text color to match the color on the picture. Continue until each work or part of the word is the appropriate color.
Remove the image from the document to leave just the text present. If desired, change the background color.
Don’t forget to save your work frequently.
Make sure there are no grammatical errors or spelling mistakes. Save your work as a pdf or take a screenshot.

Assessment:

Students will be evaluated on creativity, spelling and grammar, and illustrating the appropriate techniques in the poem.

The concrete poem will be one of the seven poems introduced in class:

Limerick
Five Senses
Alphabetical Alliteration
Acrostic
Color
Concrete
Haiku

Students will be required to submit at least one poem in each style to complete the minimum requirement, but are suggested to submit three for full marks.

Adaptations and Modifications

Student 1: Down Syndrome

This student will work with his aid to crate a concrete poem at his level. He will use a topic that is familiar to him, and they will then create the visual representation together.

Student 2: Low Ability

The student will be given a premade shape for the first method. He will have a peer or teacher help with the writing component, though he will be responsible for creating his own concrete poem, as he is extremely creative and can produce proper sentences.

Student 3: Low Ability and Behavior

The student will be given a premade shape for the first method. He will have support to create his description, though he will have to create the visual representation himself.

Student 4: Needs a Helping Hand

The student will work with the aid or a peer to come up with ideas if needed.

Subject Competency:

English Language Arts

Competency 2: To write self-expressive, narrative, and information-based texts

To follow a process when writing
Students will be required to write at least two concrete poems, which follow the appropriate criteria of the technique.
They will have the criteria in the guidelines of the complete assignment.
To integrate her/his knowledge of texts into own writing.
Students will be required to take previous knowledge and integrate it into their concrete poems.

Competency 3: To represent her/his literacy in different media

To follow a production process in order to communicate for specific purposes to a specific audience.
Students will be required to follow the appropriate guidelines when creating their concrete poem.
Students will be required to complete their concrete poem in the appropriate order to ensure all steps and tasks are met and completed.

Arts Education: Visual Arts

Competency 1: To produce individual works in the visual arts

To use personal ideas inspired by the stimulus for creation.
Students will create their shape from memory. They will free hand draw.
To use transforming gestures and elements of visual arts language.
Students will be required to use the proper technique to transfer their text onto their image with crayons and waxed paper and online.
To finalize his/her production.
Students will be required to complete their concrete poems both by hand and using the computer. When complete, they will hang it on the board outside or place it in their poetry portfolio.

Cross Curricular Competencies:

Works in a team
Students will be required to peer edit their concrete poems. They will be encouraged to help one another think of ideas in regards to their own work.
Communicates effectively
Students will be required to communicate clearly when speaking to one another and when writing their concrete poem.
Organizes his or her work
Students will be required to properly organize their concrete poem stylistically, grammatically, and aesthetically.