LEARN NC

K–12 teaching and learning · from the UNC School of Education

Bio Poem Introductions

Bio-Poems can be used at the beginning of school as an opening activity for the first week of school. They can also be used anytime throughout the year when introductions are necessary (e.g. change of semester class, new students, etc.). In this lesson students will use the writing process as well as computer word processing skills. This activity ensures success and builds self-esteem.

A lesson plan for grades 6–8 English Language Arts and Guidance

By Linda Taylor

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Learning outcomes

Students will use the writing process to think and write creatively to introduce themselves to each other as well as to visitors.

Teacher planning

Time required for lesson

3 days

Materials/resources

  • “Recipe” for Bio-Poem (attached)
  • Glue
  • Construction paper
  • Tape
  • Paper
  • Pen/Pencil

Technology resources

  • Computers
  • Digital camera (optional)or regular camera
  • Overhead projector

Pre-activities

Teacher will distribute to each student a copy of the “recipe” for the Bio-Poem. Teacher will also explain / discuss the Bio-Poem. Teacher will share an original Bio-Poem on self by way of using a transparency on the overhead, and will inform students that people reading the completed versions of the Bio-Poems will learn some interesting facts about the authors. Completed items will be displayed.

Activities

  1. Pass out attached “recipe” for Bio-Poems.
  2. Explain that the Bio-Poems will be used to introduce themselves to each other and to visitors to the hall (or room).
  3. Go over the ten lines that form the poem. Brainstorm ideas together.
  4. Model how the poem should be written by using a transparency on the overhead projector to display a completed Bio-Poem on self. Discuss fully what type of items should be included per line.
  5. In the computer lab, have students begin the writing process. Circulate to make sure students are on the right track. Allow students to choose the font type and size. (This makes final products look great.)
  6. Have students work together in pairs to proof, edit, etc. Finished copies are not needed at this point.
  7. Prior to going or while in the lab, have students use a digital camera to snap pictures of each other. The photographs
    will be displayed along with the Bio-Poems.

  8. After typing the Bio-Poem, each student will add his/her own picture to place on the sheet with the poem.
  9. Print final copies of the poems--in color, if possible.
  10. Have a sharing session, wherein each student reads his/her poem to class.
  11. Laminate completed Bio-Poems and display in the hallway or classroom for all to read and enjoy as they visit.

Assessment

Displayed Bio-Poems will be evidence of desired outcome.

If desired, teacher can devise a rubric to check off each phase of this writing project.

Supplemental information

“Recipe” for the Bio-Poem comes from a book put together by the North Carolina Department of Public Instruction. It was originally designed many years ago to help prepare teachers to instruct students in summer school.

Attachment:

Bio-Poem Handout

Related websites

N/A

Comments

None.

North Carolina Curriculum Alignment

Guidance (2001)

Grades 6–8

  • Goal 7: Acquire the attitudes, knowledge, and interpersonal skills to help understand and respect self and others.
    • Objective 7.01: Develop a positive attitude toward self as a unique and worthy person.
    • Objective 7.08: Document personal strengths and assets.
    • Objective 7.12: Recognize, accept, respect, and appreciate ethnic, cultural, and individual diversity.
    • Objective 7.17: Demonstrate respect for self.

Computer Technology Skills (2005)

Grade 7

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.12: Demonstrate knowledge of the advantages/disadvantages of using word processing to develop, publish, and present information to a variety of audiences. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.13: Demonstrate knowledge and use of WP/DTP terms/concepts (e.g., columns, tables, using multiple files and/or applications) to create and publish assignments/projects. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.14: Demonstrate appropriate use of copyrighted materials in word processing documents used for content projects/assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 1.15: Demonstrate knowledge of multimedia tools/concepts used by media (e.g., games, video, radio/TV broadcasts, websites) to entertain, sell, and influence ideas and opinions. Strand - Multimedia/Presentation
    • Objective 1.16: Demonstrate knowledge of multimedia by using terms/concepts to describe and explain content projects/products. Strand - Multimedia/Presentation
  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.03: Use proper keyboarding techniques to improve accuracy, speed, and general efficiency in computer operation. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.04: Demonstrate knowledge and use of WP/DTP features (e.g., columns, tables, headers/footers) to format and publish content projects/products. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.05: Use a variety of collaborative tools to survey, collect, communicate information for content area assignments. Strand - Telecommunications/Internet
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.01: Select and use appropriate technology tools to solve problems and make decisions in content areas. Strand - Societal/Ethical Issues
    • Objective 3.07: Demonstrate use of WP/DTP features/functions to design, format, layout, and publish assignments. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing

English Language Arts (2004)

Grade 7

  • Goal 1: The learner will use language to express individual perspectives in response to personal, social, cultural, and historical issues.
    • Objective 1.02: Explore expressive materials that are read, heard, and viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • summarizing the characteristics of expressive works.
      • determining the importance of literary effects on the reader/viewer/listener.
      • making connections between works, self and related topics.
      • comparing and/or contrasting information.
      • drawing inferences and/or conclusions.
      • determining the main idea and/or significance of events.
      • generating a learning log or journal.
      • maintaining an annotated list of works read/viewed.
      • creating an artistic interpretation that connects self and/or society to the selection.
      • constructing and presenting book/media reviews.