Read the poem below. Which lines of the poem are complete sentences? Which lines are not complete sentences? Why do some lines end with commas and some lines end with periods?
 
 

Now write your own poem using a similar pattern. Follow these instructions:

1. Your poem should have two stanzas of at least five lines each.
2. The last line of each stanza should be an independent clause. Each of the other lines should be a dependent clause beginning with a subordinating conjunction.
3. Begin each line with a capital letter.
4. Use a comma at the end of each dependent clause, and a period at the end of the last line.
5. Try to use a lot of interesting details and descriptive vocabulary. (You can use a dictionary.)
6. Give your poem an appropriate title.

Here are some common subordinating conjunctions you might use in your poem:²
 

TIME	CAUSE & EFFECT	OPPOSITION	CONDITION
after before when while as by the time (that) since until as soon as once as long as whenever every time (that) the first time (that) the last time (that) the next time (that)	because since now that as as long as inasmuch as so (that) in order that	even though although though whereas while	if unless only if whether or not providing (that) provided (that) in case (that) in the event (that)

 

Assignment - Today & Next Class

When you have finished your poem, ask two of your classmates to peer edit it for you. Prepare to read your poem to the class today. For homework, write a second draft to hand in. It must be typed and double-spaced. As always, also hand in your first draft and any prewriting along with your second draft.
 

Notes

1. This assignment, as well as the title "Grammar Poem," is adapted from Bordelon (2000). The sample poem above was written by one of my students. The activity was originally suggested for ninth grade native English-speaking students. Bordelon also suggests that this poem format can be used to teach other parts of speech, such as prepositions and prepositional phrases. Holmes and Moulton (2001, pp. 128-132) provide ideas and examples for a similar pattern they call a "Phrase Poem."”
2. The list of subordinating conjunctions is from Azar (1989, p. 297). Chapter 8 in Azar also provides an explanation of using subordinating conjunctions as well as practice exercises.
3. My students' grammar poems are online here: https://ausharjah.tripod.com/students/portfolio/portfolio3.html
4. If you try this assignment with your own students, I would appreciate it if you let me know whether or not it was successful or if you have any suggestions for improving it. You can contact me here: <rtyson@aus.ac.ae>.

References

• Azar, B. S. (1989). Understanding and using English grammar (2nd Ed.). Englewood Cliffs, NJ: Prentice Hall Regents.
• Bordelon,, A. (2000). Using poetry to teach the subordinate clause. The lesson plans page [Web site]. Retrieved January 6, 2001, from http://www.lessonplanspage.com/LAPoetry9.htm
• Holmes, V. L., & Moulton, M. R. (2001). Writing simple poems: Pattern practice for language acquisition. Cambridge: Cambridge University Press.