Mcoatt Lesson Plans

8/13/2019 Mcoatt Lesson Plans

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Catherine Vaughn Experimenting with Poetry

Writers Workshop Unit Plan Project

Sequence of Lessons

Lesson 1: Seeing with Poets Eyes

Objective:To introduce students to poetry and encourage them to think like a poet

Standards: W.AT.02.01 Students will !e enthusiastic a!out writing and learning to write

W.GN.02.02 approximate poetry !ased on reading a wide "ariety o# grade$appropriate poetry

Materias Needed:

% poetry #older #or each student

&!jects #or poetry museum

Paper and pencils #or each student

Copies o# example poems to read

Chart paper or a white !oard

Antici!ator" Set:'ead the students the poem ()ear in There* !y Shel Sil"erstein and ha"ethem imagine a picture in their minds o# what is happening in the poem

#rocedure:

+ %nnounce to students that they are !eginning a unit on poetry %lso explain that at theend o# the unit they will create their own poems and !e gi"en the chance to present them

to the class

, %lso tell students that at the end o# the unit they will !e creating a project on thecomputer program- Garage Band- which they will use to record a poem and create

!ackground sounds and rhythm to go along with it. Explain that in order to write good poems oursel"es- we will study the work o# other

poets and that the #irst way we can go a!out thinking like a poet is !y looking at the

world in a poetic way %sk students to listen care#ully while / read a poem 0o not gi"e

them any context clues or !ackground in#ormation on the poem and ask them to imaginein their heads what is going on in the poem %#ter reading- discuss the "arious ways in

which the author ga"e interesting descriptions and told a story without saying exactly

what he meant

1 2ext discuss ways to descri!e the pencil sharpener in ordinary ways 'ead the poem(Pencil Sharpener* to the class and discuss the ways the poet descri!es the pencil

sharpener in uni3ue ways4 ways that we dont usually think a!out 5a"e this poem

written on chart paper so that "isual learners will ha"e a chance to connect with the textExplain that the author could ha"e descri!ed in ordinary ways- !ut chose to use these

interesting #orms o# language

6 0iscuss the di##erence !etween scienti#ic o!ser"ations and poetic o!ser"ations and makea !rie# T$chart comparing the two

7 2ext help students practice looking at their world in a di##erent lens Tell them to put on

their imaginary poet glasses and look at o!jects in a creati"e way Together we will write

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a #ew descripti"e notes a!out the ceiling 8ake a list o# students o!ser"ations on the

!oard Encourage students to descri!e the ceiling in uni3ue ways

9 2ext show them a poem that :oe 'yder White wrote a!out the ceiling on chart paper andread that short poem together

; ather the students on the #loor in the #ront o# the classroom and discuss some o# theo!ser"ations students ha"e made Talk a!out how poets o#ten descri!e normal things in

uni3ue and interesting ways 5a"e the students look at their hands and think o# ways

they can descri!e their hands 5a"e them tell their partner what they see /n"ite a #ewstudents to share their work with the class

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Lesson 2:?istening #or ?ine )reaks

Objective:To teach students a!out the di##erent #orms poetry can take on and how poets designline !reaks within their poems so that they can !est speak to their audiences

Standards: Students will@

L.'N.02.01 understand- restate and #ollow three$ and #our$step directions

L.'N.02.0( listen to or "iew knowledgea!ly while demonstrating appropriate social skills o# audience

!eha"iors Aeg- eye contact- attenti"e- supporti"eB in small and large group settings4 listen to the comments

o# peers and respond on topic adding a connected idea

L.)#.02.01 listen to or "iew knowledgea!ly and discuss a "ariety o# genre

Materias Needed:



Chart paper or a white !oard

Poem written in prose and with line !reaks

Antici!ator" Set:?earn a jump$rope chant and sing it while we swing the jump$rope A('ope'hyme* #rom 5oney- / ?o"e and other lo"e poems !y Eloise >reen#ieldB

#rocedure:

+ Talk with students a!out the #act that poems ha"e rhythm and #low in certain ways

depending on how the poet has written them

, 5a"e students #irst #eel the rhythm o# the jump rope !y ha"ing two students spin the ropeat a steady pace #or the class 2ext read ('ope 'hyme*and clap the rhythm as it is read


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Assess$ent:

; Walk around the classroom and o!ser"e and con#erence with students a!out their poems

Try to gi"e the students who you know will struggle with writing and descri!ing moreattention ?ook #or line !reaks in poems and make notes a!out how well students are

understanding this concept in general 0ecide i# this is something you will need to re"isit

in one o# the upcoming lessons /# some o# the speedier students say that they are#inished- encourage them to turn one o# their other o!ject o!ser"ations into a poem with

line !reaks /# they ha"e already done this #or all o# the o!jects they o!ser"ed- encourage

them to take notes on another o!ject and turn those into a poem= 8ake notes o# students that you want to !e sure to work with in the next #ew days

Wra!%&!:

+ >ather the students on the #loor in the #ront o# the classroom and ha"e a #ew studentsshare the poems they ha"e written Point out aspects o# the lesson to which you were

hoping they would catch on

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Lesson (: 5earing the 8usic in Poetry

Objective:Show students how closely related songs and poems are and that poems can !e and

o#ten are turned into songs

Standards: S.*S.02.01 engage in su!stanti"e con"ersations- remaining #ocused on su!ject matter- with interchanges

!uilding on prior responses in !ook discussions- peer con#erencing- or other interactions

S.*S.02.0( respond to multiple text types !y re#lecting- making connections- taking a position- andFor

showing understanding



Materias Needed:



Chart paper- white !oard- or computer and projector

Poem written in prose and with line !reaks

Antici!ator" Set: ?earn and sing (Silly )illy*

#rocedure:

+ )egin !y talking a!out how closely related poetry is to music 'ead parts o# ?o"e youreen#ield. Then the children will split up into pairs and practice reading poems to one another

Students should !e made aware that poetry reading will sound di##erent than regularreading and should !e done with #eeling and expression

1 Send students !ack to their seats to continue working on the poems they started the #irst

two days o# the unit /nstruct them to try to add a rhythm to at least one o# their poems sothat it will !e read in an e##ecti"e manner Tell them that they will !e sharing their work

at the end o# class- so they can practice reading it out loud so#tly i# that will help them

#igure out good line !reaks and rhythm /nstruct them to read their poems 3uietly out

loud to themsel"es at least #i"e times in order to hear the rhythm in their own poems

Assess$ent:6 Walk around the classroom and o!ser"e and con#erence with students a!out their poems

Try to gi"e students who / know will struggle with writing and descri!ing more attention

Work with students on adding e##ecti"e line !reaks and rhythm to their poems 5old

con#erences with students who are still struggling with getting started on their poems orstudents who ha"e !een a!sent Work with those students you ha"e wanted to work with

!ased on notes #rom pre"ious lessons

7 8ake notes o# students who you want to !e sure to work with in the next #ew days

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9 8ake arrangements to study students writing samples closely at the end o# this lesson so

that you can take a more in$depth look at student progress 8ake a class assessment

chart so that you can group students !ased on current needs

Wra!%&!:

; >ather the students on the #loor in the #ront o# the classroom and draw sticks to ha"e 6$+students share their poems Point out the rhythm you notice in each o# them and

encourage the listening students to listen #or the #low and rhythm as the reader reads and

speaks

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Lesson +:Putting Power#ul Thoughts in Tiny Packages

Objective:To introduce students to di##erent types o# poetry topics a!out which they can writeStudents will !egin to experiment with di##erent poetic themes

Standards:Students will@

W.#S.02.01 de"elop personal style in oral- written- and "isual messages in !oth narrati"e Aeg- descripti"e

language- use o# imagination- "arying sentence !eginningsB and in#ormational writing Aeg- #acts- e##ecti"e

conclusionsB

W.#).02.0+ write in #irst and third person !ased on genre type and purpose

Materias:

Chart paper

Paper and pencil #or each student

Antici!ator" Set:0emonstrate a small moment and ha"e students descri!e aloud what they seeThese small moments could !e things like kicking a soccer !all- !lowing !u!!les- sneeing-

laughing- taking the #irst !ite o# a delicious piece o# #ood- taking a sip o# water- swinging on aswing- etc

#rocedure:

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They did a "ery good jo!

/ #elt "ery proud

/nstead- / could write a!out a small moment that had a !ig #eeling@

8y heart leapt #or joy

%s the pens !egan to dance%nd the minds !egan to sing

8y poets were at work

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Lesson ,:


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Assess$ent:

7 Walk around the classroom and o!ser"e and con#erence with students a!out their poetrywriting- looking #or those !ig #eelings in small moments

9 8ake notes o# students that you want to !e sure to work with in the next #ew days

Wra!%&!:

; >ather the students on the #loor in the #ront o# the classroom and in"ite 6$+ students to

share pieces that are a!out something that the student has !ig #eelings a!out Point outstrengths to the rest o# the class

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Lesson -:Showing- 2ot Telling

Objective: We will re"iew the concept o# showing what one means when writing rather than

telling We will practice writing in ways that con"ey strong #eelings

Standards:

Students will@ L.)#.02.01 listen to or "iew knowledgea!ly and discuss a "ariety o# genre

W.#S.02.01 de"elop personal style in oral- written- and "isual messages in !oth narrati"e Aeg- descripti"e

language- use o# imagination- "arying sentence !eginningsB and in#ormational writing Aeg- #acts- e##ecti"econclusionsB

Materias:

Chart paper


/ts SnowingD /ts SnowingD )y Hack Prelutsky

Antici!ator" Set: Show students a #ew acting examples o# showing- not telling and ha"estudents try a #ew o# these #or the class

#rocedure:

+ >ather students on the rug and ask them to !ring their writing #olders with them

, Explain that although we ha"e talked !e#ore a!out showing- not telling when writing

stories- we also ha"e to do the same thing when writing poems /n #act it is moreimportant to show- not tell #or poetry !ecause poems are so shortD This means that the

words chosen must !e the !est words possi!le that will say the 8&ST to readersD

. 2ext share with them a good example o# a poet who really shows instead o# telling P 9in Hack Prelutskys /ts SnowingD /ts SnowingD 'emind students that they must always!e thinking o# their audience o# readers and a!out how they can keep them entertained

1 >i"e examples o# telling statements on the !oard and ha"e students work with a partner

to think o# ways they could make that statement more o# a showing statement 'e"iewthese statements as a class and discuss how they can !e impro"ed upon

6 2ext students will look at one o# their poems and choose one line in their poem that they

could turn into more o# a showing statement7 They will share with their partner an idea o# how they can make it !etter Their partner

will share with them one idea o# how T5EJ think it could !e e"en !etter

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ha"e students sort some o# the phrases in their poems into Kshowing and Ktelling

categories They then would ha"e to work on impro"ing any Ktelling phrases

= 8ake notes o# students you want to !e sure to work with in the next #ew days

Wra!%&!:

+ >ather the students on the #loor in the #ront o# the classroom and in"ite 6$+ students toshare lines #rom their poems that show rather than tell Point out strengths to the rest o#

the class

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Lesson :5earing the Voices o# Poetry

Objective:Students will work on trans#orming their poems #rom ones written in ordinary "oices

to ones written in di##erent thematic poetic "oices that express #eelings

Standards:

Students will@ W.#).02.0, dra#t a coherent piece with appropriate grammar- usage- mechanics- and temporary spellings

L.'N.02.01 understand- restate and #ollow three$ and #our$step directions

Student generates- dra#ts- re"ises- edits and pu!lishes di##erent #orms o# written expression

Materias:

Chart paper or computer projector


#rocedure:

+ Show children how di##erent the "oice o# poetry is #rom regular writing "oices and #rom

speaking "oice &ne strategy to will explain is how we can write T& a particular o!jectinstead o# writing a!out it


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7 Continue to o!ser"e and con#erence with students )e sure to check that each student is

making an attempt to write in one o# the new ways we ha"e learned a!out today

9 8ake notes o# student progress and o# students you want to work with

Wra!%&!:

; 5a"e students who experimented with these new poetry "oices share their poems with theclass Encourage students to try these types o# writing in the coming days %sk #or a

show o# hands #or how many students already ha"e and want to try each type

+1


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Lesson /: Searching #or 5onest- Precise Words

Objective:Students will practice using e##ecti"e words in their poems that will !e precise and

simple

Standards:

Student@M 8onitors text #or meaning

M


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= 8ake notes o# student progress and continue to make notes o# students you want to work

with more

Lesson 10: Using Comparisons to Con"ey


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1 2ext ask students to think a!out a time recently when they #elt really sad %sk them to

think a!out how they would write a!out how their heart #elt then and what kinds o# things

they might imagine to !e li"ing inside there Then ha"e them tell someone near themhow their heart #elt when they #elt sad without actually saying the word sad- !ut

comparing it to something else in their li"es Encourage them to think o# something

really sad and use that to explain their sadness rather than actually writing that they #eltsad They should use the phrase- (/nside my heart li"esN*

6 5a"e the students repeat the same acti"ity only this time saying something like- (When

/m angry my heart #eels likeNa roaring lion*7 Send students !ack to their seats to work on their poems Tell them that good poets write

with strong #eelings such as the ones we ha"e just discussed /nstruct them that they must

either #ind one new #eeling to add to their poem or #ind one place in one o# their poems

where they could make a #eeling more realistic sounding or impro"e upon their poemThey must change this part o# their poem and share it with the class !e#ore they can mo"e

on to another aspect o# their writing

Wra!%&!:9 0uring indi"idual work- look #or students who are adding #eeling to their poems and tell

these students that they will !e sharing their poems with the class at the end o# the lesson%t the end o# the lesson- ha"e these students share and point out what aspects o# their

poems you really liked

Assess$ent:

; Continue to walk around the classroom and o!ser"e and con#erence with students a!out

their poetry writing

= 8ake notes o# student progress and continue to make notes o# students you want to workwith more

+;


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Lesson 11:Contrasting &rdinary and Poetic ?anguage

Objective:To !uild on and add to the idea o# comparisons that were discussed yesterday

Standards:

Students will@ S.*S.02.0( respond to multiple text types !y re#lecting- making connections- taking a position- andFor

showing understanding

W.#S.02.01 de"elop personal style in oral- written- and "isual messages in !oth narrati"e Aeg- descripti"elanguage- use o# imagination- "arying sentence !eginningsB and in#ormational writing Aeg- #acts- e##ecti"e

conclusionsB

S.*S.02.01 engage in su!stanti"e con"ersations- remaining #ocused on su!ject matter- with interchanges

!uilding on prior responses in !ook discussions- peer con#erencing- or other interactions

Materias:



Pre$made T$chart comparing ordinary and poetic language

#rocedure:

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7 8ake a checklist o# students who ha"e completed the comparison assignment so that they

will not !e !ehind #or the next lesson where they will need to ha"e already created a

comparison /# students are #alling !ehind- take an extra day to allow students to catchup Students who are caught up could write a poem o# their choice using some o# the

3ualities we ha"e learned a!out or could !e gi"en a speci#ic strategy to try using

Lesson 12:Stretching &ut a Comparison ASustaining a 8etaphorB

Objective:Students will take one metaphor or comparison that they ha"e made and stretch it outto se"eral lines or an entire poem

Standards:

Students will@ L.'N.02.01 understand- restate and #ollow three$ and #our$step directions


W.#).02.0+ write in #irst and third person !ased on genre type and purpose

W.#).02.0, dra#t a coherent piece with appropriate grammar- usage- mechanics- and temporary spellings

Materias:



#rocedure:

+ )rie#ly re"iew the concept o# a comparison that we discussed in the pre"ious lesson2ext- students will look through their poetry writing samples and will choose one poem

in which they ha"e originally written or added a comparison Awhich they should ha"e

done in the pre"ious lesson- i# not the lesson !e#oreNcatch up a!sent students prior to the

lesson i# possi!leB 5a"e students choose their !est comparison, &nce students ha"e chosen their !est comparison- ha"e them all come to the rug with that

comparison in their hands 0iscuss the #act that o#ten poets write an entire poem !ased

on one simple comparison like the ones they ha"e in their hands / will read an exampleo# a metaphor that has !een stretched A()at* and (8y 8um*B

. Point out how the author kept re#erring to the same concept used in the original metaphor

1 2ext work as a class to stretch out a comparison together into a short poem Use one o#the metaphors the class created yesterday

6 See p == o# ?ucy CalkinsGthe classroom is sleepingGused in e"ery line

7 &nce you #eel that the students #eel com#orta!le with stretching out metaphors- ha"e themgo !ack to their seats and only work on writing an extended metaphor poem #or the rest

o# the class period 'e3uire them to extend one o# their metaphors at least #our lines!e#ore they can mo"e on to another poem

Wra!%&!:

9 /n"ite students to the rug and draw 6$+ sticks to ha"e these students share their extended

metaphor Aor part o# itB with the class

Assess$ent:

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; Continue to walk around the classroom and o!ser"e and con#erence with students a!out

their poetry writing- #ocusing on the extended metaphors 0o not hold indi"idual

con#erences today- !ut circulate and make sure to get to all o# the students to check thatthey are working on extending a metaphor and that they understand this concept

= 8ake notes o# student progress and continue to make notes o# students you want to work

with more+ %lso assess students a!ility to work independently on a gi"en task and how e##iciently

they work when gi"en a speci#ic task as opposed to the usual #reedom gi"en during

writers workshop

,+


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Lesson 1(:


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# The punctuation is correct Aperiods- 3uestion marks- exclamation points- 3uotation

marks- commasB

g Capitaliation is correcth )lends and spelling patterns are spelled correctly

1 5a"e students practice reading their poems out loud to themsel"es- a partner- and to you

This will !e in preparation #or their >arage )and recordings which will take place soon

Wra!%&!:

6 >ather the students attention and ha"e se"eral students share one way they made theirown poem !etter )rie#ly discuss how important re"ision and editing is to the writing

process

Assess$ent:

7 Continue to walk around the classroom and o!ser"e and con#erence with students a!out

their poetry writing

9 8ake notes o# student progress and continue to make notes o# students you want to work

with more

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Lesson 1,: Working on >arage )and Presentation

0ay one@

0ay two@

Lesson 1-:Presenting Poems to the World@ %n %uthors Cele!ration

Objective:To make students #eel proud at what they ha"e accomplished and share their work

with the rest o# the class

*escri!tion:Students will practice reading their poetry with #eeling and emotion and will record

their work on the >arage )and program on computers This will unite with their science unit onsound %t the end o# the science unit- they will create their own song on >arage )and and it will

match the rhythm and #eeling o# their poem They will read and record their poem with the

songFrhythm playing in the !ackground Each child will ha"e a chance to share their work withthe class and we will ha"e a cele!ration at how much the children ha"e accomplished in writing-

learning a!out sound- and in using the computersD

Assess$ent:/ will e"aluate how well students incorporated all o# the many di##erent aspects o#writing into their poems / will look #or metaphors- small moments with !ig #eelings- e"idence

o# re"ision- rhythm- and #low in their poems / will also listen #or #luency in reading their poems

and will try to hear expression- #eeling- and tone i# possi!le / will also assess how well studentswere a!le to connect their poem to the sounds they created on >arage )and

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