Grade Level: 8 Vocabulary hyperbole Overview: In the developing world approximately 200,000 men, women and children lose a leg above the knee annually. Only about 20,000 of these amputees receive any type of prosthetic. This leaves about 180,000 men, women and children in the poorest parts of the world without any hope of receiving a high quality prosthetic leg. LIMBS International exists to change the lives of these amputees. LIMBS International was created through the collaboration of Dr. Roger Gonzalez and his students. As a result, LIMBS occupies a unique place in the world of non-profit organizations. As the work of teachers and students, LIMBS links classroom instruction with real-world needs. LIMBS began as a senior engineering project for Dr. Gonzalez and his students at LeTourneau University in Longview, Texas. The students were challenged to design a low-cost prosthetic knee which could be manufactured and maintained with resources available in existing clinics in developing countries. Dr. Gonzalez and his students expanded the classroom project to a world-wide collaboration. LIMBS International is now located in El Paso, Texas where Dr. Gonzalez and his students are developing more advanced versions of the LIMBS knee which are provided free of charge to patients through the Learning for LIMBS program. Information about LIMBS International can be found at www.limbs.org In 2011, Dr. Gonzalez reached out to the Longview Independent School District to expand LIMBS from the university classroom to elementary and secondary schools. At every level, LIMBS is the work of teachers and students, who are making the world a better place for others through their learning and their action to provide LIMBS prosthetics to the neediest patients in the world. personification rhyme scheme meter idiom In this lesson, students will: read the personal accounts of LIMBS patients, engineers, and leadership team write an original poem draw conclusions about the structure and elements of poetry have the opportunity to model the poetic form of a well-known, published poet
Students learn that: LIMBS is a program with a very personal impact personal character contributes to making someone a hero poetic forms influence the tone of a poem poetic devices and figurative language add imagery and interest to a piece Students will be able to: examine the importance of graphical elements on the mood and meaning of a poem determine the most appropriate poetic form to communicate their ideas apply different poetic forms and figurative language to communicate meaning compose an original piece of writing which summarizes the experience of a LIMBS participant utilize poetry to express their ideas and feelings about the LIMBS International program develop a plan of action for participating in Learning for LIMBS STEM Content Tie-In: Students will analyze patterns found in poetry. Identification of patterns in any real-world context develops skills of scientific analysis. Levels of Thinking: Analysis, Evaluation, Synthesis seeing patterns organization of parts recognition of hidden meanings identification of components compare and discriminate between ideas use old ideas to create new ones
Materials: Copies of the What is LIMBS 1 copy of the grading rubric per Internet access for each student (or International information sheet student have students share devices) included with this lesson 1 copy per 2 students 1 copy of the poetry format sheet per student *If these books are not available, example poems from these books Poetry books*: Mirror Mirror: a Book of Reversible Verse by Marilyn Singer and Heroes & She-roes: Paper Writing utensils can be found online. Mirror Mirror Google images; Heroes and She-roes Amazon.com (look inside Poems of Amazing and Everyday book) Heroes by J. Patrick Lewis Day 1: Introduction (Note: This lesson will probably take 2-4 class periods, depending on the length of class and the depth in which you choose to look at the published texts. If you are restricted on time, all students could write a free verse poem, which should take less time than mimicking the published poems.) 1. Introduce the work of LIMBS International with the LIMBS promotional video. go to LIMBS International website http://www.limbs.org/ select media select LIMBS Promotional 2. Student in pairs read and summarize What is LIMBS International to introduce Learning for LIMBS Student Activity: 1. After students have been introduced to the concept of Learning for LIMBS, have students read some of the personal accounts found at http://limbs.org/learning-overview.php under Patient Profiles and About Us Leadership Team. 2. Students should find one personal story that inspires them in some way. Then, they will create an original poem based on the individual they read about on the LIMBS site. Their poem should summarize the experience of their chosen LIMBS participant. 3. Explain that you will look at sample poems as a class, and they should determine if they will write a free verse poem or if they will choose to mimic the format of the examples (more challenging). 4. Using a projector, read examples from the published texts. Note the format of the poems and the figurative language used. Discuss as a class the author s purpose for choosing that format and the effect it has on the reader. You may want to leave the example texts out so students can refer to them. 5. Review the rubric with students and explain that they may choose which poetic format to use. 6. Allow students to brainstorm and decide upon a format for their poem.
Materials: Paper *If these books are not available, Writing utensils Internet access for each student example poems from these books can be found online. Mirror Mirror Google images; Heroes and (or have students share devices) She-roes Amazon.com (look inside book) Day 2: Introduction 1. Have students write an acrostic poem with the word LIMBS, such as: Letting Imaginations Make Better Schools 2. Share poems Student Activity: 1. Students write a rough draft of their poem.
Materials: Rough drafts of student poems Computer with Internet connection Projector Day 3: Introduction 1. Poetry is used to express the deepest of emotions. Celebrities use poetry to convey their emotions. Begin the day with a video clip from the Tonight Show with Johnny Carson. (Note: The video clip is below the picture and introduction on the web page.) Jimmy Stewart shares an original poem which he wrote about his dog. http:// www.mnn.com/family/pets/stories/the-dog-poem-that-made-johnny-carson-cry 2. Briefly discuss the power of poetry as shown by the video. Student Activity: 1. Students should revise and edit their piece. You might want to remind them to check the rubric for guidelines. 2. When ready, students should write a final draft of their poem. 3. Extra credit might be awarded to those students who choose to challenge themselves by mimicking the published poems format.
Materials: Rough drafts of student poems Computer with Internet connection Projector Day 4: Introduction 1. Action Plan: After sharing some student poems, discuss the impact of LIMBS on the lives of patients and those associated with the organization. You may want to show the LIMBS promotional video at this time, if students have not already seen it. Remind students that LIMBS can provide a patient with a prosthetic leg for $300. LIMBS legs can be repaired by the patient with materials available at a hardware store anywhere in the world. This is true even for patients in the poorest countries. 2. Ask students if they are interested in working with Learning with LIMBS. Discuss the need, and brainstorm way to help or raise money. Develop a class plan of action. Implement the plan and write a class reflection on the process. 3. Contact LIMBS International to join Learning for LIMBS. Email: tbergman@limbs.org 4. LIMBS International will send the class the name of the clinic where they provided a LIMBS leg for a patient. (Extension Activity: If students are willing, they can send their poems to LIMBS and they will be posted on our social media outlets) Student Activity: Post a world map outside the classroom. Have each student post their poem next to the map and connect their piece of writing to the poem s subject s home with string. For example, a poem about Dr. Gonzalez would be connected to El Paso, Texas using string or yarn. Extra: Ask students if they would be willing to share their poems with LIMBS International. These poems will be posted on the LIMBS website and other social media platforms (Note: The student s names will not be published. The authors will be listed as 6th grader from (your city name). http://www.educationworld.com/a_curr/profdev019.shtml
Grade 8 Use your knowledge of poetic devices and formatting to create a poem about a LIMBS participant. You may choose the format of your poem. Please challenge yourself with the format, and choose the style in which you think your piece will be most powerful Level 1: Write a poem using free verse (any form). Level 2: Write a poem using J. Patrick Lewis s format from his book Heroes and She-roes. See attached guide for help. If you choose this format, you ll need to write a few sentences about why you feel this person is a hero or she-ro. Level 3: Write a poem using Marilyn Singer s reversible format, as used in her book Mirror Mirror. If you choose this format, be sure to write your poem twice (once and then again reversed). You ll want to make sure the poem makes sense when read in reverse. Poem Requirements: Poem must be at least ten lines in length. Poem must summarize the experience of your chosen LIMBS participant. Poem must include at least three of the following elements Hyperbole Personification Rhyme scheme Meter Idiom Unique word position Completion of the writing process must be present (i.e. brainstorming, rough draft, revision and editing marks).
Grade 8 Format of Poem Thoughtful Conventions Word Choice Completed Requirements Rubric 20 15 10 5 or 0 Format greatly enhances quality of poem. Meaningful; clearly focused. Flow of poem is enhanced by skillful application of mechanics. Uses figurative language and powerful vocabulary. All requirements were completed. Format positively impacts the poem Clear and understandable. Minimal errors; mechanics and spelling typical for grade level. Word choice and vocabulary are adequate. One requirement was not completed. Format is neat but does not improve poem. Unclear; rambles. Frequent errors present but content is readable. Word choice and vocabulary could be improved. Two three requirements were not completed. No format is evident. Needs clarity. Serious errors make reading and understanding difficult. Word choice and vocabulary are below expectations. More than three requirements were not completed.
J. Patrick Lewis s Poetry Format in Heroes and She-roes Poem must be either acrostic style or free verse. If you choose acrostic, the poem must read from line to line, as Lewis s acrostic poems do. Poem must be at least eight/ten lines long. Title of Poem (large and bold font) By (Insert your name here) Text in italics and same size and style font as the poem Name of Hero/She-ro Their job title or what they are known for Dates of birth and death (of course, no death date if they are still living) Poem Begins (text should be aligned left) or ends Text in italics and same size and style font as the poem Short entry (a few sentences) explaining who the hero/she-ro is and what their lasting effect was or may be.