Best Book I Have Not Read

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Happy 4th Grade Poetry Writing June 2, 2010

Filed under: Poetry,writing workshop — bestbookihavenotread @ 6:50 am
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“Did you even know you had it inside of you?” a fourth grade teacher asks a few of her boys during a recent writing conference.”

“They love poetry. They have been my most reluctant writers all year and today they didn’t even realize they worked right through snack time!”

What happy Writer’s Workshop quotes to end the year.

 

Poetry Unit of Study Reading Lesson 5 Grade 5 April 3, 2010

Filed under: Poetry,reading workshop,units of study — bestbookihavenotread @ 5:32 am
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Reading Lesson 5: How to Read Poetry Aloud—Paying Attention to Line Breaks and White Space

Materials

• Poetry anthologies and copies of poems at a variety of reading levels for independent reading (see Reading Resources in Unit at a Glance)

• Student copies of three short poems they are not familiar with and one of the poems cut into word strips and arranged in pocket chart with wording in order, but different line breaks and white space

Intended Learning

Students hear and read poetry aloud to learn how line breaks and white space determine poems’ meanings, rhythms, and sounds.

Big Ideas

• Understand poetry elements, including word choice, rhythm, rhyme, imagery, metaphor, and visual design.

• Create mental images to understand literary language and deepen comprehension.

Mini-Lesson

Connection

Looking at the class chart “What Is Poetry?” point out how students already realize that white space and line breaks are essential poetry elements. Tell them line breaks and white spaces are as basic to poems as paragraphs are to prose. Discuss how many poems are arranged in lines and how poets decide on line lengths.

Today we look deeper at the power of line breaks and white space. Remind students what they learn today will help them become better poetry writers.

Teaching and Active Engagement

With the poem’s words in original order, direct students’ attention to the poem in the pocket chart. Ask volunteers to read the poem aloud, thinking of possible meaning and rhythms they hear. Then, with the poem’s words remaining in original order, ask for student input on rearranging the line breaks.

Ask volunteers to read the poem again with the new arrangement. Discuss how line breaks affect the poem’s meaning. Repeat the process with new line breaks, then read and discuss how the new line breaks affected the poem. Finally, show students the poet’s version of the poem and read aloud. Talk about how poets decide line lengths to influence meaning and sounds.

However, by using appropriate language-level poems and taking time learners to experience the effects of different poetry arrangements, this lesson can be very effective in developing the “ears” of budding poets and poetry readers.

Link

Students experiment with line breaks for at least one of the two other poems you chose. Direct them to first read the poem aloud, softly to themselves, to hear the poem’s sound and rhythm. Next, ask them to rewrite the poem with line breaks and white space that make sense to them.

Independent and Small Group Time

• Students read from poetry books and/or teacher-selected poems.

• Confer with individual students and/or provide small group instruction.

Sharing/Closure

• Group students who worked on the same poems in pairs or small groups.

• Ask them to show and read their poems and explain their thinking about the line breaks and white space.

 

Poetry UOS-Grade 5-Writing Lesson 5

Filed under: Poetry,units of study,writing workshop — bestbookihavenotread @ 5:21 am
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Writing Lesson 3: Collecting Seeds—Writing About Important Topics

Materials

• Mentor poems about personal experiences or mentor poets who have written about personal experiences or important things in their lives, such as “Mexican Dummy Time,” page 21, “T-Shirt,” page 24, or “The Photograph,” page 19, in My Name Is Jorge: On Both Sides of the River by Jane Medina; “Autumn Thoughts” or “Aunt Sue’s Stories” in The Dream Keeper and Other Poems by Langston Hughes; or “Weeding With Dad,” page 52, or “Faking It,” page 75, in Baseball, Snakes, and Summer Squash: Poems About Growing Up by Donald Graves

• Overhead of teacher-created poem about interesting or important topic

• Chart paper to create “Where Poets Get Their Ideas” chart

Intended Learning

• Students write poems about important events, people, or places in their lives to gain understanding of where poets get topics for their writing.

Big Ideas

• Develop awareness of sounds of words and rhythm of phrases.

Mini-Lesson

Connection

“Look for the poetry that grows under your feet.”

Rainer Marie Rilke

For students to write poems, they need things to write about. Explain that they may be lucky enough to find poem ideas just popping out of their heads—but unfortunately for most of us, it does not work that way.

You could tell students an author you rely on to help you with ideas for teaching students to write is Ralph Fletcher. He advises us to use our memories, reflections, and dreams to spark poems. Tell students you will read a few short poems from authors who did just that.

Teaching

Select poems from mentor texts about personal experiences or mentor poets who have written about personal experiences or important things in their lives. Read aloud a series of poetry and ask students to think about where authors got their ideas for these poems.

Active Engagement

After each poem, have students talk with their partners about where the author most likely got his or her idea for the poem or why they think the author wrote the poem. Begin charting information on a “Where Poets Get Their Ideas” chart.

Link

Tell students you tried writing a poem about something important or interesting in your life. Share your try-it with students.

Explain students’ work today is to write at least one poem about something from their lives. Tell them if they finish their poems before Independent and Small Group Time is over, they can write another, or they can list ideas in their notebooks for other possible poems.

Independent and Small Group Time

• Students write poems about important events, people, or places in their own lives.

Sharing/Closure

• Students share with partners some poems they wrote in their notebooks.

• Several students share out with the whole group.

• For homework, ask students to use what they learned today to write another poem at home tonight.

 

Poetry UOS Grade 5 Day 4 Reading April 2, 2010

Filed under: Poetry,reading workshop,units of study — bestbookihavenotread @ 6:19 am
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Reading Lesson 4: Poetry Read-Aloud—Savoring Sound, Rhythm, and the Music of Words

Materials

• Poetry anthologies and copies of poems at a variety of reading levels for independent reading

• Chart paper, student copies, or overhead of several teacher-selected poems with exceptional word choice,         onomatopoeias, and rhythmic language (read beforehand to consider word choice, rhythm, and language to highlight)

• Students’ writing notebooks

• Class “What Is Poetry?” chart started in Lesson 3 (see end of lesson)

Intended Learning

Students hear and read poetry aloud to experience and appreciate poetic language.

Big Ideas

• Understand poetry elements, including word choice, rhythm, rhyme, imagery, metaphor, and visual design.

• Create mental images to understand literary language and deepen comprehension.

Mini-Lesson

For more tips on reading poetry aloud to students, see Guiding Readers and Writers by Fountas and Pinnell, pages 418-419.

Connection

Explain to students that history tells us poetry was first a way to communicate orally. It is best enjoyed by hearing it read aloud. Today and every day during this study, we will savor poetic language by hearing poetry read aloud, which help us when we read poetry, as well as write poetry.

Teaching

Modeling reading poetry is the first step in helping students read it for themselves. Convey the poem’s rhythm and meaning with your voice and avoid a long explanation or presentation before or after the reading.

Read the first poem you chose without students seeing the words. Read it again and allow students to see the poem on chart paper, overhead, handout. Ask them to listen carefully, paying close attention to elements, such as the sound and music of the words. Briefly allow students to “Turn and Talk” about words or phrases they particularly enjoyed. Point out onomatopoeia and ask students to think about how the author wants those words to sound. Read them again along with any other interesting and powerful words or language.

Active Engagement

Read aloud other poems you chose, following the same steps as above. After the “Turn and Talk,” encourage students to add words they really enjoyed to their writing notebook lists. Ask a few students to share words they found particularly musical.

Link

Today students work in pairs or small groups, reading poems aloud to one another and enjoying poetic language. Ask them to choose one poem they feel has strong poetic language and musical words to read to another group during Sharing.

Independent and Small Group Time

• Students read from poetry books and/or teacher-selected poems.

• Confer with individual students and/or provide small group instruction.

• Circulate to support pairs and groups with their practice.

Sharing/Closure

• Pair groups of students to share selected poems. Add poems “are meant to be read alou • d” to the class “What Is Poetry?” chart (see end of this lesson).

Reading Workshop Lesson 4: Poetry Read-Aloud—Savoring Sound, Rhythm, and the Music of Words

What Is Poetry?

• Has line breaks

• Creates images in readers’ minds

• Creates emotion

• Is generally short pieces of writing

• Uses powerful language

• Uses figurative language such as similes and metaphors

• Uses random indentions

• Has different line lengths

• Songs are poems paired with music

• Are meant to be read aloud

 

Poetry UOS Grade 5 Writing lesson 4

Filed under: Poetry,units of study,writing workshop — bestbookihavenotread @ 5:56 am
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Writing Lesson 4: Collecting Seeds—Writing in the Style of Another Poet

Materials

• Mentor poems or poets whose short poems connect to your student’s lives or ones that will be easy and fun to imitate, such as ones from Baseball, Snakes, and Summer Squash: Poems About Growing Up by Donald Graves or all the small poems and fourteen more by Valerie Worth

• Overhead of teacher’s poem

• “What We Notice About ________’s Poetry” chart (see end of lesson)

• Resource: Regie Routman’s Kids Poems

Intended Learning

• Students write poems imitating mentor authors to experience alternative ways to write free verse.

Big Ideas

Develop awareness of sounds of words and rhythm of phrases.

• Clarify and compress ideas so meaning is created with precise words and phrases.

• Select language carefully to create images, mood, and impressions.

Mini-Lesson

This lesson can be repeated more than one day if you want students to mentor themselves after several poets with distinctive styles. Students often find particular styles or forms they especially like when given these opportunities.

Connection

Explain to students that some days during the poetry unit, they have total choice on topics and form, but they can learn much from studying styles and forms of published poets. When they try writing different kinds of poems or imitating different poets, they often find particular styles or forms of poetry that work especially well for them.

Tell students for that reason, today (or over the next several days, if you plan to study more than one poet) they notice things about one particular poet’s style and write their own poems trying to imitate that style.

Teaching

Select poems from your chosen mentor poet. Read aloud several poems and ask students, “What do you notice?” Create a “What We Notice About ________’s Poetry” chart of what your mentor author does as a poet (see sample at the end of this lesson). Regie Routman recommends typing this list later, so student can keep copies in their writing folders.

Active Engagement

After each poem, have students talk with their partners about what they notice about the mentor author’s poetry. Their noticings could be about topic selection, style, form, or other things. Chart this information.

Link

Tell students after thinking about the poet’s topic choices, style, language and so forth, you tried writing a poem imitating this style. Share your try-it with students.

Explain their work today is to write poetry in the mentor poet’s style. Remind them to use the class “What We Notice About ________’s Poetry” chart to help them write in the poet’s style. Use specific examples in your directive, such as “Write about…and use some similes to create images.”

Independent and Small Group Time

• Students write poems in the mentor poet’s style and form.

Sharing/Closure

• Students share with partners some poems they wrote in their notebooks.

• Several students share out with the whole group.

• For homework, ask students to use what they learned today to write additional poems at home tonight.

What We Notice About ________’s Poetry

• Often writes about _______________

• Uses similes to create images

• Uses sound words

• Uses punctuation to emphasize meaning

 

Writing Day 3 Poetry Unit of Study Grade 5

Filed under: Poetry,Uncategorized,units of study,writing workshop — bestbookihavenotread @ 5:27 am
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Writing Lesson 3: Collecting Seeds—Writing About Important Topics

Materials

• Mentor poems about personal experiences or mentor poets who have written about personal experiences or important things in their lives, such as “Mexican Dummy Time,” page 21, “T-Shirt,” page 24, or “The Photograph,” page 19, in My Name Is Jorge: On Both Sides of the River by Jane Medina; “Autumn Thoughts” or “Aunt Sue’s Stories” in The Dream Keeper and Other Poems by Langston Hughes; or “Weeding With Dad,” page 52, or “Faking It,” page 75, in Baseball, Snakes, and Summer Squash: Poems About Growing Up by Donald Graves

• Overhead of teacher-created poem about interesting or important topic

• Chart paper to create “Where Poets Get Their Ideas” chart

Intended Learning

• Students write poems about important events, people, or places in their lives to gain understanding of where poets get topics for their writing.

Big Ideas

• Develop awareness of sounds of words and rhythm of phrases.

Mini-Lesson

Connection

“Look for the poetry that grows under your feet.”

Rainer Marie Rilke

For students to write poems, they need things to write about. Explain that they may be lucky enough to find poem ideas just popping out of their heads—but unfortunately for most of us, it does not work that way.

You could tell students an author you rely on to help you with ideas for teaching students to write is Ralph Fletcher. He advises us to use our memories, reflections, and dreams to spark poems. Tell students you will read a few short poems from authors who did just that.

Teaching

Select poems from mentor texts about personal experiences or mentor poets who have written about personal experiences or important things in their lives. Read aloud a series of poetry and ask students to think about where authors got their ideas for these poems.

Active Engagement

After each poem, have students talk with their partners about where the author most likely got his or her idea for the poem or why they think the author wrote the poem. Begin charting information on a “Where Poets Get Their Ideas” chart.

Link

Tell students you tried writing a poem about something important or interesting in your life. Share your try-it with students.

Explain students’ work today is to write at least one poem about something from their lives. Tell them if they finish their poems before Independent and Small Group Time is over, they can write another, or they can list ideas in their notebooks for other possible poems.

Independent and Small Group Time

• Students write poems about important events, people, or places in their own lives.

Sharing/Closure

• Students share with partners some poems they wrote in their notebooks.

• Several students share out with the whole group.

• For homework, ask students to use what they learned today to write another poem at home tonight.

 

Poetry UOS Grade 5 Reading Lesson 3 April 1, 2010

Filed under: Poetry,reading workshop,units of study — bestbookihavenotread @ 9:57 am
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Reading Lesson 3: Reflecting on What We Know About Poetry

Materials

• “What Is Poetry,” page 410, in Guiding Readers and Writers by Irene Fountas and Gay Su Pinnell (read beforehand)

• Chart paper titled “What Is Poetry?”

• Student copies of a few poetry examples of your choice

• Students’ “Poetry Pass” graphic organizers

• Students’ comparing and contrasting prose and poetry information from Lessons 1-2

Intended Learning

• Students recognize what they already know about poetry elements.

Big Ideas

• Understand elements of poetry, including word choice, rhythm, rhyme, imagery, metaphor, and visual design.

Mini-Lesson

Connection

Tell students that during the past two days, through the “Poetry Pass” and comparing and contrasting prose and poetry, they exposed many important poetry elements. During this lesson, they create a class chart of all those elements and continue to add to it as we learn more throughout the unit.

Teaching

To understand what poetry is and appreciate it, students need to hear and experience a wide variety of poems.

Read aloud a poem you chose to students. The purpose is for pure enjoy-ment of poetic language. No introduction to the poem is necessary. Simply tell students the poem’s title and read it aloud twice.

After the reading, ask students to take a minute to look at their work from the last two days and think about what they know for sure about poetry. Give students another minute to “Turn and Talk” about it with partners.

Active Engagement

Using information gathered from graphic organizers in the past two lessons and conversations heard during “Turn and Talk,” begin a class “What Is Poetry?” chart (see sample at the end of this lesson). Remind students they will add to this chart for the rest of the unit.

Link

Tell students they now know what poetry is. During independent reading, students work in pairs to read poetry aloud to one another. Although the focus is to enjoy poems, encourage them to read to capture poems’ feelings and rhythms. Before students are released to work, read them the section “What is Poetry” p. 410 from Guiding Readers and Writers by Fountas and Pinnell.

Independent and Small Group Time

• Students read independently from poetry books and/or teacher-selected poems.

• Confer with individual students and/or provide small group instruction.

Sharing/Closure

• Partners share poetry they enjoyed today with another pair of students.

What Is Poetry?

• Has line breaks

• Creates images in readers’ minds

• Creates emotion

• Is generally short pieces of writing

• Uses powerful language

• Uses figurative language such as similes and metaphors

• Uses random indentions

• Has different line lengths

• Songs are poems paired with music

 

 
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