Lesson Title:
Telling FIBS
Grade:
Grade 7
Curriculum Area(s):
Mathematics, Language
Prior Knowledge:
Knowledge of other poetry forms such as haiku, diamante,
limerick, etc.
Mathematics: Patterning and Algebra
- represent linear growing patterns, using a variety of tools and strategies
- compare pattern rules that generate a pattern by adding or subtracting a constant,
or multiplying or dividing by a constant, to get the next term with pattern rules that
use the term number to describe the general term
Language: Writing
- 2.1 Write complex texts of different lengths using a wide range of forms
- 2.3 Regularly use vivid and/or figurative language and innovative expressions in
their writing
Grouping:
Individual, Partner
Assessment:
These lessons provide opportunities for teachers and students to gather evidence
through teacher, peer, and self-assessments; and learning goals and success criteria.
See Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools,
Chapter 4 for more information.
Computer Projection device (LCD Projector)
Chart paper
Markers
Coding in Elementary: A Professional Learning Resource for Ontario Educators, TELO
Minds on:
View the video to the class about Aidan Dwyer: ​13 Year-old boy genius who created
revolutionary solar panels
Investigate the Fibonacci Sequence and generate the first few numbers
(0, 1, 1, 2, 3, 5, 8, 13, … the next term is found by adding the two prior
numbers together; 2 = 1+1, 3=2+1, 5=3+2, etc.)
In words and/or through an equation, document the algorithm.
Some poetic forms take a particular structure, such as haiku, diamante, sonnet, limerick
and more. Another form that we can use to write poetry is the FIB.
FIBs are set up like a haiku, with the number of syllables in each line following the
numbers of the Fibonacci Sequence. On the first line, write a one syllable word. Start a
new line, and write a total of 2 syllables, followed by a line with 3 syllables. Decide as a
class how long the ideal FIB should be, and co-create success criteria that relate to the
above curriculum expectations.
Action:
Alone or with a partner, write at least one FIB poem.
Consolidation, Connection, and Reflection:
Each person or pair of writers will exchange their FIB with another person or pair, and will give
each other descriptive feedback. Revise the FIBs.
Share the class set of FIBS through presentations or a gallery walk.
The length of the FIBs can vary, depending on the need for modification.
Based on the initial round of poems, introduce other writing activities to build skills, eg.
more use of figurative language and write another FIB.
Explore other math-based poetic forms, related to growing patterns, and write
more poetry.
Research and document other instances of the Fibonacci sequence in nature or built
forms.
Coding in Elementary: A Professional Learning Resource for Ontario Educators, TELO