Creating a Personality Poem with Positive Adjectives
Students will create a Personality Poem along with a word cloud which is uploaded to Padlet and commented on by others.
- Previously teach vocabulary words on the document Positive Personality Adjectives.
- Make sure students have access to the Internet
- Create a Padlet for students to upload their work.
- Download and print the Positive Personality Adjectives.
- Review the words on the page
- Pass out the adjective handout. Students should look up adjectives until they find three that fit their personalities.
- Have students make a word map for the three adjectives. Here is a sample word map (pdf) from ReadWriteThink.
- Have students create poems in a word processor or as a text message on their phone. Use the model in the handout.
- Copy and paste the text into the Wordsalad app.
- Save the file to the Camera Roll on an iPad/iPhone device) or to the Gallery on an Android device.
- Then have students upload the image to your class Flickr account.
After students upload their Word Clouds to Padlet, have them comment on each other's work.
- Students can use this app to understand the main idea of a paragraph or reading. Just cut and paste a document from the Web into the app, and the most common words will be the largest, revealing the main idea.
- ESL: English as a Second Language
- ABE: Adult Basic Education
- ASE: High School Equivalency Preparation
- Intermediate Low
- Intermediate High
- All Levels
Note: Prior to doing this activity, please teach the Positive Personality Adjectives to your class using direct instruction. This is a project that students will complete to show that they have learned at least five of them.
Brainstorm a list of positive personality adjectives that your class remembers and write the words on the board. See if students can remember the meaning as well.
Tell the students that they will be writing a poem and creating a visual for that poem using the list of Positive Personality Adjectives previously studied.
1. Pass out the Personality Adjectives handout if students don't already have it.
2. Have the students look up definitions of the words that they don't remember until they find at least 3 adjectives that describe themselves (e.g. "adaptable, shy, easygoing").
3. Have students write down the definitions and sample sentences for each of these words on a Google Doc or a piece of paper. Encourage them to use an English/English dictionary to find the definitions.
Have students get into pairs or small groups (either in the classroom or in a breakout room) and teach their partner(s) their words and describe why each adjective reflects their personality.
Explain that the students will be writing poetry. Show the students the sample poem. Review it with them.
Divide students into pairs and have them read the sample poem to each other.
Share the Name Poem Formula with the class. With the whole class have students identify which parts of the sample poem go with each line of the formula.
Have each student write their poem based on the formula using pen and paper or a word processor.
Now we are ready to make the word cloud. This will be the visual for their poem. Model the following activity with the sample poem for the class. Have students follow along with you with their poem as you go.
1. Go to wordclouds.com
2. Click on Wordlist and have students select "extract words from text."
9. Show students how to save their image by clicking on "File, Save As". There are two ways to save their image. SD (Standard Definition) and HD (High Definition). I suggest Standard Definition as it is smaller.
1) Help students complete their Word Clouds and save them.
2) Show students how to log on to the Padlet account. Have students upload their visuals onto the Padlet.
3) Have students read their poem to the class and ask the class to make positive comments on the image.
Have students complete the exercise and hand in their poem.
Show students that word clouds are just another kind of visual organizer that they can use in their readings.
- Sample Poems.pdf - Sample Poems
- Positive Personality Adjectives .pdf - Positive Personality Adjectives
- English Language Arts
- American Literature
- English 1-4
- English Electives
- World Literature
- Language Arts - Writing
- Language Facility
- Organization of Ideas
- Writing Conventions
- CCR Anchor 5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- CCR Anchor 6 - Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
- CCR Anchor 8 - Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
- Speaking and Listening
- CCR Anchor 2 - Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
- CCR Anchor 4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
- CCR Anchor 5 - Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.
- CCR Anchor 1 - Demonstrate command of the conventions of English grammar and usage when writing or speaking.
- CCR Anchor 2 - Demonstrate command of the conventions of English capitalization, punctuation, and spelling when writing.
- CCR Anchor 3 - Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
- CCR Anchor 4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
- CCR Anchor 5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
- CCR Anchor 6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering a word or phrase important to comprehension or expression.