Best Book I Have Not Read

Writing, Reading, Teaching, Life, Attempting to Balance it All

Series books April 2, 2010

Filed under: book reviews — bestbookihavenotread @ 7:42 am
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I had to run right out yesterday to get Susan Beth Pfeffer’s newest book, This World We Live In, the third in what is now called The Last Survivors, Book 3. It is hard to put down!


Other books in a series that I look forward to:
Mockingjay-by Suzanne Collins-The last book in the Hunger Games trilogy-release date August 24, 2010

Sabotaged by Margaret Peterson Haddix-The Missing series-release date also August 24, 2010

The Red Pyramid by Rick Riordan-new series-The Kane Chronicles-release date May 4, 2010

The Necromancer by Michael Scott-book 4 in the Nicholas Flamel series-release date May 25, 2010

 

Poetry UOS Grade 5 Day 4 Reading

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.