Mrs. Burrell's Class
Dahlgren School
Dahlgren, Virginia

 

Apple Cinquain Poetry

 

Apple Pizza

Sweet, drippy

Dripping, eating, tasting

I like apple pizza.

Sweet

By Damon

 

Rotten Apple

Ugly, wormy

Disgusting, rotting, stinking

Rotten apples are not good.

Eeeew!

By Kimberly

 

Apple

Sweet, Messy

Squishing, tasting, lunching

My Dad likes apples

Yum!

By Patrick

apple3.jpg (21691 bytes)

 

Applesauce

Tasty, good

Flavoring, mushing, munching

Apples are good.

Snack

By Devin

 

Apple Pie

Sweet, yummy

Eating, munching, lunching

I have apple pie for dinner.

Dessert

By Trevor

 

Apple candy

Tasty, delicious

Eating, munching, flavoring

Hard and sticky and very messy.

Sweet

By Shannon

apple4.jpg (24203 bytes)

 

Apple pizza

Drippy, gooooooooooooooood

Flavoring, heating, eating

Apple pizza is very good.

Dessert

By Jared

 

Apple Jacks

Sweet, tasty

Crackling, crunching, munching

They are good for breakfast.

Cereal

By Garrett

 

Apples

Soft, hard

Eating, munching, crunching

Apples are good.

Snack

By Eileen

apple5.jpg (30453 bytes)

 

Apple pizza

Drippy, messy

Smelling, mushing, smooshing

It is delicious.

Junk food

By Matthew

 

Apple Pizza

Messy, sweet

Eating, squishing, oozing

It is junk food.

Dessert

By Marissa

 

Apple Candy

Yummy, smelly

Crunching, melting, tasting

I like apple candy.

Treat

By Jeremy

apple6.jpg (18032 bytes)
The DoDEA curriculum standards met with this poetry project were:
  • Reading:

Extend vocabulary through word meaning and word play.

Recognize imaginative uses of language, such as figures of speech, rhyme, and rhythm.

  • Writing:

Generate and expand ideas through a group process.

Use collaborative processes for sharing, responding and assessing during various stages of writing.

Use technological aids throughout the writing process as appropriate

  • Literature:

Recognize and respond to different types of literature

Assessment

Children’s work was assessed by a rubric as follows:

Level 1: Child did not attempt project.

Level 2: Poem was attempted but was not in the correct format as assigned.

Level 3: Poem was written in correct format. Child needed assistance and borrowed ideas from others.

Level 4: Poem was written in correct format. Child used original ideas.

  

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