writingunit.docx

8/9/2019 WritingUnit.docx

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Writing Unit : Poetry and Word Choice

Grade level : Fourth (but adaptable to other grade levels)

Purpose :

Understand that writers can learn to write a variety of poems from studying mentor texts.

Understand poetry as a unique way to communicate about and describe feelings, sensory images,ideas, or stories.

Understand the difference between poetic language and ordinary language.

(CCL pg. 88)

Common Core standards

:

→ CCSS.ELA-Literacy.CCRA.W.5 Develop and strengthen writing as needed by planning, revising,

editing, rewriting, or trying a new approach.

● With guidance and support from peers and adults, develop and strengthen writing as

needed by planning, revising, and editing. (W.4.5.)

● Write routinely over extended time frames (time for research, reflection, and revision) and

shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks,purposes, and audiences. (W.4.10.)

Continuum of Literacy Learning goals :

Use a rage of descriptive words to enhance the meaning.

Select precise words to reflect the intended message or meaning.

Use figurative language to make comparisons (simile, metaphor).

Use memorable or vivid words (gigantic, desperate).

(CLL pg. 91)

Mentor Texts :

Alarcon, F. X. (2005). Poems to Dream Together/Poemas Para Sonar Juntos. Lee & Low Books Inc.,

New York.

Creech, S. (2001). Love That Dog. Scholastic Inc., New York.

Silverstein, S. (1974). Where the Sidewalk Ends. Evil Eye Music, Inc. New York.

Stockland, P. M. (2004). Recess, Rhyme, and Reason: A Collection of Poems About School . Compass

Point Books, Minneapolis.

Stockland, P. M. (2004). Fur, Fangs, and Footprints: A Collection of Poems About Animals. Compass

Point Books, Minneapolis.


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Day One

Introduction:

“Today we are going to start our Poetry Unit! I know you all have talked about poetry in other

grades so get excited! We will be focusing on word choice for this unit and will be looking at some

different types of poems!”

“To ease us into the unit, I want to start today with reading a few of my favorite poems from somebooks we will be using this week.”

(this will allow the students to get reintroduced to poetry)

Hug O’War by Shel Silverstein (from Whe

re the Sidewalk Ends )

“I will not play at tug o' war.

I'd rather play at hug o' war,

Where everyone hugs

Instead of tugs,

Where everyone giggles

And rolls on the rug,Where everyone kisses,

And everyone grins,

And everyone cuddles,

And everyone wins.”

In My Dreams by Francisco X. Alarcon (from Poems to Dream Together )

“buffaloes roam

free once again

on the plains

whales become

opera singers

of the sea

dolphins are

admired by all for

their smarts and joy

in my dreams

there is no word

for “war”

all humans

and all living

beings

come together

as one big family

of the Earth”


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N ever

G iving up on their dreams.

If students finish that early, task two is to write an acrostic with their names using descriptive

words to describe themselves:

Ms. Bromaghim by Ms. BromaghimM

ighty

Strong

.

B

oisterous

Responsible

Organized

M arvelous

A wesome

G enerous

H appy

I

ntelligentM

essy

Checklist for assessing acrostics:

This lesson was to get them thinking about different words and having to choose ones based on

the structure of the poem. I think it is a good introductory poem, because it gives you a structure

and subject to focus on.


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Day Two

Topic: Identifying Word Choice - Imagery

Resources:

● Poem: In My Dreams by Francisco X. Alarcon

● Highlighters and pencils

● Overhead Document viewer

Teacher Actions:● Talk about word choice and what we have done so far – write ideas down on the board

● Read poems to students

● Identify good word choice together, have students highlight good word choice and words

that produce imagery

Student Actions:

● Respond to questions from the teacher and participate in the discussion of what we know

about word choice and poetry

● Listen to poems

● Identify good word choice

Day Three

Topic: Identifying Word Choice - rhyming

Resources:

● Poem: The 1 st Day or School by Jenny Whitehead

● Poem: The 179 th Day of School by Jenny Whitehead

● Whiteboard or Chart Paper

● Copies of poems for all the students

Teacher Actions:

● Read poems to students● Identify good word choice together, have students highlight good word choice and words

that rhyme – model this on the board/chart paper

Student Actions:

● Listen to poems

● Identify good word choice

Day Four

Topic: Rhyming Word Choice

Resources:

● Poems from yesterday

● Notebooks

● Pens and pencils

Teacher Actions:

● Talk about poems from the day before

● Discussion about rhyming words

● Pick a topic together and brainstorm words that go with that topic and words related that

rhyme


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● Write rhyming poem together

Student Actions:

● Participate in discussion

● Discuss rhyming words

● Contribute to the process of writing a rhyming and pattern poem together

Day Five

Topic: Voice and perspective of poem

Resources:

● Poem: And The Answer Is…? By Carol Diggory Shields

● Chart paper

Teacher Actions:

● Talk about poems from the day before

● Discussion about voice

● Make list of what voice is and what makes it unique/different, etc.

Student Actions:● Participate in discussion

● Discuss voice in example poem

Day Six

Topic: Partner poems with focus on all or any word choice, voice, rhyming pattern or imagery

Resources:

● Pens and pencils

● Notebooks

Teacher Actions:● Review of imagery and rhyming words and how to choose them

● Give directions

● Keep watch over class as they collaborate

● Check in with groups

Student Actions:

● Listen to directions

● Collaborate with a partner and write a poem together, minding the directions and

instructions from teacher


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Rubric for Peer written poem

Day Seven

Topic: Application of poetry knowledge individually

Resources:

● Notebook

● Pen or pencil

Teacher Actions:

● Assign directions of the poem you’d like them to write (open to ended)

● Give them guidelines as to how you will be grading them

● Talk about writers notebook and use of poetry in it – connect to book Love That Dog by

Sharon Creech

Student Actions:● Write own poem using what you’ve learned in class (word choice that pertains to voice,

rhyming, and imagery)

● Work on writers notebooks by incorporating poems (not an assignment, just an occasional

check in)


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Books by Ms. Bromaghim

Libraries are full of books

Ready to pull when you get caught on their hooks

As I work I like to look

And imagine all the ideas that they could cook

So many genres ready for me

To come and have a reading spree

I do enjoy the feeling of glee

When I crack open a new one and flee

Off into a world of imaginative flight

Where I might return when it turns night

I hope that it won’t wake me with fight

When I let my mind go out of sight

Surely, though, it will all be greatTo have a book that is ready for a date

It will have to wait until I fall for its bait

Let’s just hope that I am not too late!

Reflection on writing process:

It was hard to write my own poems! A lot more thought and time needs to be put in than I

was ready for! I did enjoy it though. I felt like a part of my brain had to be dusted off to work on

rhyming words for Books and it was a challenge to come up with good descriptive words that

actually described me and it was hard to keep it teacher and school appropriate and not have it betoo contradictory (I am messy, but in an organized way, which I would probably have to explain to

my students).


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This worksheet will be provided to help them write their poem:


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Assessment:

1 2 3

Word Choice

General or ordinary

words used. Attempts

to use new and

descriptive words,

rhyming, and voice

but has limited

success (words may

be inappropriate, or

limited use).

Attempts to use

descriptive words to

create images. Some

rhyming and a little

voice. Tries to use

descriptive words

and has success with

some, but difficulty

with others.

Uses correct and

original descriptivewords that create

good images, use of

rhyme, and voice in

the poem.

Organization of Ideas

No planning or

organization of ideas

evident.

Some organization

apparent but could

use more before it istruly a final draft.

Well organized with

concise ideas.

Conventions

Poem has many

grammatical and

spelling errors.

Poem has some

grammatical and

spelling errors.

Poem has no

grammatical or

spelling errors.

Differentiation:

This unit offers many opportunities that allow for differentiation. Access to the text of the

poems while it is read aloud will help students of lower levels. It will help students follow along

and understand what is required of them. Having a unit on poetry keeps it pretty open for

creativity and choice of topics. I think this allows advanced learners to stretch their abilities and it

can be catered to individual students’ abilities. Differentiation fits naturally into open-ended tasks

for students. If students continue to struggle with word choice, I will have thesauruses on hand to

use or I will allow them to ask their peers and myself for ideas. I will also have assorted poetry

books around the room to help them with ideas and inspiration.

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