What is cinquain: traditional and didactic forms. Sinkwine on biology material on biology on the topic Sinkwine on the topic of population

Sincwine in Biology

cinquain - This is one of the methods of activating the cognitive activity of students in the classroom. The word "cinquain" comes from the French word "five" and means "a poem consisting of five lines". This methodological technique is described in the audio lecture of the project "Legal Education" of the Russian Foundation for Legal Reforms.
cinquain is not an ordinary poem, but a poem written in accordance with certain rules. Each line contains a set of words that must be reflected in the poem.
Line 1 - the heading, in which the keyword, concept, theme of the syncwine, expressed in the form of a noun, is taken out.
Line 2 - two adjectives.
Line 3 - three verbs.
Line 4 - a phrase that carries a certain meaning.
Line 5 - summary, conclusion, one word, noun.

Sinkwine is not a way to test a student's knowledge, he has a different task, moreover, a more universal one. Sinkwain is a way at any stage of a lesson, studying a topic, to check what students have at the level of associations.
The teacher begins to study a new topic and at the beginning of the lesson gives a syncwine: “What do you already know about this? What do you think? » After analyzing the results obtained, it is possible to correct the student's ideas about this concept in the course of studying the topic.
... The height of the lesson. The topic is very difficult to understand. The students are tired. Offer them a cinquain on some section of the topic being studied, and you will find out how the students perceive the new material. A quick way to change the type of activity without leaving the study of the topic.
The study of the topic is completed. The quality, depth and strength of knowledge will be shown by the survey, the final control section. And now, at the end of the lesson - syncwine. A worthy result of studying new material, which will demonstrate not so much knowledge as understanding, value judgments, value orientations of adolescents. Ultimately, with a detailed analysis of syncwines, the teacher will see how much he managed to achieve the previously predicted result.

Sinkwines are presented for different classes:

A life.
Sea, Earth.
Pleases, changes, continues.
Beautiful, diverse, colorful, loved.
Light.
LIVING MATTER-
hidden, unknown.
It is born, grows, develops.
Doesn't fit in the short definition.
A LIFE!
LIVE!
Protein, cellular.
Irritated, eating, breathing,
The planet has long been hearing signs of life.
Evolution!
A life-
complex, multifaceted.
Self-renewing, reborn.
It closes with a single code.
DNA!
Creature -
open system.
Moves, breathes, eats.
Darwinists call it living matter.
Materialism!

Biology.
Natural, molecular.

The science of living nature.
A life.

Biology.
Natural, molecular.
Study, classify, describe.
The science of living nature.
A life.

Biology.
Cellular, evolutionary.
Exists, researches, publishes.
Gives us knowledge.
Studies.

Biology.
Boring, long.
Goes, teaches, ends.
A subject at school.
Lesson.

White cabbage.
Delicious, useful.
Grows, matures, fades.
Rich storehouse of vitamins.
Vegetable.

Cat.
Fluffy, affectionate.
Purring, playing, running.
Favorite pet.
Animal.

Bear.
Brown, white.
Sleeping, growling, running.
Big dangerous predator.
Beast.

Lily of the valley.
Green, fresh.
Grows, blooms, smells.
Beautiful spring flower.
Plant.

Butterfly.
Orange, blue.
It grows, it flies, it dies.
It is born, transforming from an ordinary caterpillar.
Insect.

Mammals.
Marsupial, placental.
They are born, they live, they die.
This class is widespread throughout the world.
Animal.

Margarita.
Independent, smart.
Cunning, seductive, impressive.
Feminine name meaning "pearl".
Flower.

Children.
Beautiful, wicked.
They play, they play, they rejoice.
Flowers of our life.
Joy.

Birdie.
Fragile, small.
Flying, pecking, singing.
Diminutive of the word bird.
Sky.

Biology.
Difficult, interesting.
Teaches, enlightens, distracts.
Natural science of life.
Man.

Tit.
Long-tailed, mobile.
Stands out, nests, feeds.
Exterminates forest pests.
Bird.

Ice.
Hard, cold.
Freezes, slips, burns.
Can't warm your hands.
Winter.

Sphere.
Round, smooth.
Jumping, rolling, looking.
Sphere of the Moon over the Earth.
Ball.

Fire.
Bright, warm.
Illuminates, warms, cleanses.
Buries the burden of the past under the ashes.
Heat!

Sea.
Blue, foamy.
Splashes, rages, stores.
Inside the secrets of the past.
Depth.

Dolphin,
Cheerful, smart.
Floats, jumps, draws.
Only he understands the picture.
Ocean.

Dog.
Faithful, brave.
Barks, bites, guards.
Man's best friend.
Loyalty.

Rain.
Wet, grey.
Goes, drums, knocks.
On the roofs in small drops.
Puddles.

Bud.
Steam, important.
It is located, accumulates, displays.
The organ of the human urinary system.
Anatomy.

Biotechnology.
Complex industrial.
Learn, use, apply.
Based on many disciplines.
The science.

Weather.
Clear, cloudy.
Changes, spoils, predicts.
The current state of the atmosphere.
Nature.

Hand.
Right, left.
Helps, hangs, breaks.
One of the human limbs.
Leg.

glands.

important, regulatory.

Secret, manage, provide.

Endocrine glands - secrete biologically active substances - hormones.

Sinkwine was invented at the beginning of the 20th century by Adelaide Crapsey, an American poetess. Inspired by Japanese haiku and tanka, Crapsey came up with the form of a five-line poem, also based on the syllable count in each line. The traditional one she invented had a syllabic structure of 2-4-6-8-2 (two syllables in the first line, four in the second, and so on). Thus, there should have been 22 syllables in the poem.

Didactic cinquain was first used in American schools. Its difference from all other types of syncwine is that it is based not on counting syllables, but on the semantic meaning of each line.

The classic (strict) didactic cinquain is built like this:

, one word, noun or pronoun;

second line - two adjectives or participles, which describe the theme's properties;

third line - or gerunds, telling about the actions of the topic;

fourth line - a sentence of four words, expressing the personal attitude of the author of the syncwine to the topic;

fifth line - one word(any part of speech), expressing the essence of the topic; kind of summary.

The result is a short, non-rhyming poem that can be devoted to any topic.

At the same time, in didactic syncwine, you can deviate from the rules, for example, the main topic or summary can be formulated not in one word, but in a phrase, a phrase can consist of three to five words, and actions can be described as compound ones.

Composing a syncwine

Coming up with syncwines is a rather exciting and creative activity, and it does not require special knowledge or literary talents. The main thing is to master the form well and “feel” it.

For training, it is best to take as a topic something well-known, close and understandable to the author. And start with simple things. For example, let's try to compose a syncwine using the example of the topic "soap".

Respectively, First line- "soap".

Second line- two adjectives, properties of the subject. Soap what? You can list in your mind any adjectives that come to mind and choose two suitable ones from them. Moreover, it is possible to describe in syncwine both the concept of soap in general (foaming, slippery, fragrant), and the specific soap used by the author (children's, liquid, orange, purple, etc.). Suppose, in the end, the soap turned out to be “transparent, strawberry”.

Third line- three actions of the subject. Here, schoolchildren often have problems, especially when it comes to syncwines devoted to abstract concepts. But it must be borne in mind that actions are not only actions that an object produces by itself, but also what happens to it and what effect it has on others. For example, soap can not just lie in a soap dish and smell, it can slip out of your hands and fall, and if it gets into your eyes, it can make you cry, and most importantly, you wash yourself with it. What else can soap do? Recall, and in the end we will choose three verbs. For example, like this: "It smells, washes, bubbles."

Fourth line- the author's personal attitude to the topic of syncwine. Here, too, sometimes problems arise - what kind of personal attitude can there be to soap if you are not a fan of cleanliness, who loves to wash very much or not, who hates soap. But in this case, personal attitude does not mean only the emotions experienced by the author. These can be associations, and something that, according to the author, is the main thing in this subject, and some facts from the biography related to the topic of syncwine. For example, the author once slipped on soap and broke his knee. Or try making your own soap. Or he associates soap with the need to wash his hands without fail before eating. All this can become the basis for the fourth line, the main thing is to put your thought into three to five words. For example: "Wash your hands before eating." Or, if the author ever tried to lick deliciously scented soap as a child and was disappointed, the fourth line could be: "Smell, taste nasty."

And finally last line- a summary in one or two words. Here you can re-read the resulting poem, think about the emerging image of the subject and try to express your feelings in one word. Or ask yourself the question - why do you need this item at all? What is the purpose of its existence? What is its main property? And the meaning of the last line depends heavily on what has already been said before. If the fourth line of the syncwine is about washing hands before eating, the logical conclusion would be “cleanliness” or “hygiene”. And if the memories of the bad experience of eating soap - "disappointment" or "deception."

What happened in the end? An example of a classic didactic syncwine of a strict form.

Soap.

Transparent, strawberry.

Washes, smells, bubbles.

The smell is sweet, the taste is disgusting.

Disappointment.

A small but amusing poem in which all children who have ever tasted soap will recognize themselves. And in the process of writing, we also remembered the properties and functions of soap.

Having practiced on simple subjects, you can move on to more complex, but well-known topics. For training, you can try to compose a syncwine on the theme “family” or a syncwine on the theme “class”, poems dedicated to the seasons, and so on. And a cinquain on the theme “mother”, composed by elementary school students, can be a good basis for a postcard in honor of the March 8 holiday. And the texts of syncwines written by students on the same topic can form the basis for any class-wide projects. For example, for Victory Day or the New Year, schoolchildren can make a poster or a newspaper with a selection of their own written thematic poems.

Why compose syncwine at school

Compiling a syncwine is a rather exciting and creative activity that, for all its simplicity, helps children of all ages develop systemic thinking and analytical skills, isolate the main thing, formulate their thoughts, and expand their active vocabulary.

In order to write a cinquain, one must have knowledge and understanding of the subject - and this, in addition to everything, makes composing poems an effective form of testing knowledge in almost any subject of the school curriculum. Moreover, writing a syncwine in biology or chemistry will take less time than a full-fledged test. And a syncwine in literature, dedicated to any of the literary heroes or a literary genre, will require the same intense work of thought as writing a detailed essay - but the result will be more creative and original, fast (to write a syncwine for children who have mastered the form well, it is enough 5-10 minutes) and indicative.

Sinkwine - examples in various subjects

Sincwine in the Russian language can be devoted to various topics, in particular, you can try to describe parts of speech in this way.

An example of a syncwine on the topic "verb":

Verb.

Reversible, perfect.

Describes the action, conjugates, commands.

In a sentence, it is usually a predicate.

Part of speech.

In order to write such a syncwine, I had to remember what forms the verb has, how it changes, what role it plays in the sentence. The description turned out to be incomplete, but nevertheless, it shows that the author remembers something about verbs and understands what they are.

In biology, students can write syncwines dedicated to certain types of animals or plants. Moreover, in some cases, to write a syncwine in biology, it will be enough to master the content of one paragraph, which allows you to use the syncwine to test the knowledge gained during the lesson.

An example of a syncwine on the theme "frog":

Frog.

Amphibian, chordate.

Jumping, spawning, catching flies.

He only sees what is moving.

Slippery.

Synquains in history and social science allow students not only to systematize their knowledge on the topic, but also to feel the topic more deeply, “pass” it through themselves, and formulate their personal attitude through creativity.

For example, cinquain on the theme "war" could be like this:

War.

Terrible, inhuman.

Kills, destroys, burns.

My great-grandfather died in the war.

Memory.

Thus, cinquain can be used as part of the study of any subject of the school curriculum. For schoolchildren, the composition of thematic poems can become a kind of “creative pause”, introducing a pleasant variety into the lesson. And the teacher, after analyzing the creativity of students, can not only assess their knowledge and understanding of the subject of the lesson, but also feel the attitude of students to the topic, understand what interested them most. And, perhaps, to make adjustments to the plans for further classes.

Compiling syncwines - short, non-rhyming poems - has recently become a very popular type of creative task. It is faced by schoolchildren, and students of advanced training courses, and participants in various trainings. As a rule, teachers are asked to come up with a syncwine on a given topic - to a specific word or phrase. How to do it?

Rules for writing syncwine

Sinkwine consists of five lines and, despite the fact that it is considered a kind of poem, the usual components of a poetic text (the presence of rhymes and a certain rhythm) are not mandatory for it. But the number of words in each line is strictly regulated. In addition, when compiling a syncwine, certain parts of speech must be used.

The scheme for constructing a syncwine is:

the first line is the theme of syncwine, most often one word, a noun (sometimes two-word phrases, abbreviations, names and surnames can act as a topic);
second line - two adjectives characterizing the topic;
third line - three verbs(actions of an object, person or concept designated as a topic);
fourth line - four words, a complete sentence describing the author's personal attitude to the topic;
fifth line - one word, summing up the syncwine as a whole (conclusion, summary).

Deviations are possible from this rigid scheme: for example, the number of words in the fourth line can vary from four to five, including or not including prepositions; instead of “lonely” adjectives or verbs, phrases with dependent nouns are used, and so on. Usually, the teacher who gives the task to compose a syncwine decides for himself how strictly his wards should adhere to the form.

How to work with the syncwine theme: first and second line

Consider the process of inventing and writing a syncwine using the example of the topic "book". It is this word that is the first line of the future poem. But the book can be completely different, how to characterize it? Therefore, we need to specify the topic, and the second line will help us with this.

The second line is two adjectives. What is the first thing that comes to mind when you think of a book? For example, it could be:

paper or electronic;
luxuriously bound and lavishly illustrated;
interesting, exciting;
boring, difficult to understand, with a bunch of formulas and diagrams;
old, with yellowed pages and ink marks in the margins made by my grandmother, and so on.

The list could be endless. And here it must be borne in mind that there can be no “correct answer” here - everyone has their own associations. From all the options, choose the one that is most interesting to you personally. It can be an image of a specific book (for example, your favorite children's books with bright pictures) or something more abstract (for example, "books of Russian classics").

Now write down two signs specifically for “your” book. For example:

exciting, fantastic;
boring, moralizing;
bright, interesting;
old, faded.

Thus, you already have two lines - and you already quite accurately represent the "character" of the book you are talking about.

How to come up with the third line of a syncwine

The third line is three verbs. Difficulties can also arise here: it would seem, what can a book “do” by itself? To be published, to be sold, to be read, to stand on a shelf… But here one can describe both the impact that the book has on the reader and the goals the author set for himself. A "boring and moralizing" novel, for example, might to enlighten, to moralize, to tire out, to put to sleep etc. "Bright and interesting" book for preschoolers - entertains, motivates, teaches to read. Captivating fantasy story captivates, excites, excites the imagination.

When choosing verbs, the main thing is not to deviate from the image that you outlined in the second line and try to avoid words with the same root. For example, if you described a book as fascinating, and in the third line you wrote that it "captivates" - there will be a feeling that you are "marking time". In this case, it is better to replace one of the words with a similar one in meaning.

We formulate the fourth line: attitude to the topic

The fourth line of the syncwine describes the "personal attitude" to the topic. This causes particular difficulties for schoolchildren, who are used to the fact that attitudes must be formulated directly and unambiguously (for example, “I have a good attitude towards books” or “I find books useful for raising the cultural level”). In fact, the fourth line does not imply evaluativeness and is formulated much more freely.

In fact, here it is necessary to briefly state what is most important to you in the topic. This may be relevant to you personally and your life (for example, " Started reading at age four" or " I have a huge library", or " I can't stand reading"), but this is optional. For example, if you think that the main drawback of books is that they use a lot of paper, for the production of which forests are cut down, you do not need to write “I” and “condemn”. Just write that " paper books - tree graves" or " book production destroys forests”, and your attitude to the topic will be clear enough.

If it’s difficult for you to immediately formulate a short sentence, first put your idea in writing, without thinking about the number of words, and then think about how you can shorten the resulting sentence. As a result, instead of I love fantasy novels so much that I often can't put it down and read them until the morning' might look like this:

I can read until the morning;
I often read all night long;
I saw a book - I say goodbye to sleep.

How to sum up: the fifth line of cinquain

The task of the fifth line is to briefly, in one word, summarize all the creative work on writing a syncwine. Before you do this, rewrite the previous four lines - almost a finished poem - and reread what you have.

For example, you thought about the variety of books, and you came up with the following:

Book.

Artistic, popular science.

Enlightens, entertains, helps.

So different, everyone has their own.

The result of this statement about the infinite variety of books can be the word "library" (a place where many different publications are collected) or "variety".

In order to isolate this "unifying word", you can try to formulate the main idea of the resulting poem - and, most likely, it will contain the "main word". Or, if you are used to writing “conclusions” from essays, first formulate the conclusion in your usual form, and then highlight the main word. For example, instead of " so we see that books are an important part of the culture”, simply write “culture”.

Another common version of the cinquain finale is an appeal to one's own feelings and emotions. For example:

Book.

Fat, dull.

We study, we analyze, we learn.

Classics is a nightmare for every student.

Yearning.

Book.

Fantastic, captivating.

Admires, delays, deprives of a dream.

I want to live in a world of magic.

Dream.

How to learn to quickly write syncwines on any topic

Compiling syncwines is a very exciting activity, but only on condition that the form is well mastered. And the first experiments in this genre are usually difficult - to formulate five short lines, you have to seriously strain yourself.

However, after you have come up with three or four syncwines and mastered the algorithm for writing them, things usually go very easily - and new poems on any topic are invented in two or three minutes.

Therefore, in order to quickly compose syncwines, it is better to work out the form on a relatively simple and well-known material. As a training, you can try to take, for example, your family, home, one of your relatives and friends, a pet.

Having coped with the first syncwine, you can work out a more difficult topic: for example, write a poem dedicated to any of the emotional states (love, boredom, joy), time of day or season (morning, summer, October), your hobby, hometown, and so on. Further.

After you write a few of these “trial” works and learn how to “pack” your knowledge, ideas and emotions into a given form, you can easily and quickly come up with syncwines on any topic.

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