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Ministry of Education.

Learning task 3: Rap, Haiku and Cinquain poetry


Discuss the history of rap. Students to listen to a rap. Discuss issues usually communicated in rap. Students create their own rap based on their feelings, emotions, or issues they feel strongly about. Share with the class.

Suggested starter - Red Riding Hood:
 Walking in the woods, early one day
 I saw Red Riding Hood coming my way...
 Other nursery rhymes can be used to create a rap.

Haiku poetry

Read a selection of haiku poems either shared, guided or independently.

Discuss the format and brainstorm ideas for writing. Record suggestions. In pairs or individually write a haiku, edit and illustrate. Student to choose whether to publish their work.

Encourage students to select words that create a particular mood or feeling and to refer to a thesaurus to find a better/alternative word.

Haiku: Teaching Japanese Poetry Writing
Haiku (ARB username and password required to view this resource)

Cinquain poetry

Read a selection of poems. Discuss format and the use of adjectives, action verbs, adverbs, nouns, synonyms. Students to shape, write, edit and share their writing in this form with their group.

Encourage students to read/recite poems in different and entertaining ways, for example chanting, raps, whispers, echoes. Explore the language of a variety of poetry forms, use of similes, metaphors alliteration, onomatopoeia.

Poetry to be shaped and written in any form and on any theme/topic. Brainstorm and chart ideas, for example windsurfing, computers, hunger, pain, memories, smells ...

Students to select a poem they enjoy, and prepare a presentation of it for the group, either independently or with a partner. This could be their own writing.

Published on: 20 Apr 2009