Diamante Poetry: Writing with Word Types

This form of poetry can be challenging, but once your students get the idea they will benefit from using the form to write about different topics.  Check this out.

Diamante is a seven line poem where the theme or topic of the poem ends opposite to the opening topic.  This is an excellent activity for students to use their knowledge of synonyms and antonyms.  When published and displayed around the room they also provide environmental print for students to use during other writing activities.  This form is more difficult than it seems so teachers should provide appropriate scaffolding for students, throughout the writing process.

Line 1 – Name (Noun) Theme/Object
Line 2 – Two adjectives describing the noun in line 1.
Line 3 – Three participles (-ing or -ed), relating to line 1 and 2 of the poem.
Line 4 – Four nouns (2 referring to the noun in line 1 and the other 2 referring to line 7).
Line 5 – Three participles (relating to the noun in line 7)
Line 6 – Two adjectives (describing the noun in line 7)
Line 7 – Noun (names the Theme or object which is the opposite of the noun in line 1)
This particular outline is good for teachers but certainly not what I would show my students.   Start with example Diamante’s and deconstruct them with your students.  Model how to write one of these poems by using student suggestions for words.  If you want students to write their own poems, provide a topic and have students work in small groups to list nouns, verbs, adjectives, antonyms and synonyms relative to the topic.  This will make the writing process much faster.  Here are some examples. 

Young, energetic.
Growing, playing, learning.
Boys, girls. Dads, mums.
Loving, working, providing.
Grown, tired.

Light, lively.
Awakened, Shining, Revealed.
Sun, Rainbows. Moon, Stars
Sleeping, Darkened, Covering.
Lonely, Quiet
Enjoy the writing process with these poems and give students opportunities to display them in interesting ways.
This post first appeared on A Great Title but has been updated as of 18 April 2016.(http://agreattitle.blogspot.com.au/2011/02/diamante-poem-of-opposites.html)
You might find these FREE resources useful – see below.  Please note that I did not create any of these resources, they have been created by some fantastic teachers who sell on Teachers Pay Teachers.  Make sure you provide feedback if you choose to download one or more of these.
Happy Writing
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Thoughts about Differentiation

Carol Ann Tomlinson is considered a leading expert on Differentiation.  She says “Excellence in teaching is when we do everything that we can to help students become everything they can.”

“Everything that we can” is a big statement.  How overwhelming! You don’t just want me to do something a little bit extra, you want me to do EVERYTHING?! What are you saying?

The next part of the statement is vital here.  “…WE CAN”. It tells us that we don’t have to do everything that is suggested for students with a particular disability or specific learning need, it means that we do everything we can.  Be reasonable.  Do what is possible.

Remember that one or two well executed strategies will have a greater impact on student outcomes.  There can be hundreds of strategies that are recommended for supporting a specific learning difficulty, but not all of them will be appropriate for the student in your class.   Choose one or two that you can manage and do all you can to make them succeed.  If one of them isn’t working, check on your practice (or how you are implementing it) and if it still isn’t working, try something else.

“Everything we can” means we work at implementing strategies in the best way possible.  “Everything we can” means if something doesn’t work, we try something else.  “Everything we can” means figuring out which strategy will work best for a student and implementing that strategy consistently, day in and day out.  “Everything we can, doesn’t mean doing it all.”

“Everything we can” means doing our best for the success of our students.

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