Writing+-+Literary+Text+Poems


 * Assessments: **
 * __Non-negotiable Products__**
 * Short Poems
 * Reader’s response entries
 * Put short poems or books of poems in an area for "Read to Self" or "Buddy Reading" and have students respond to the poems.
 * [[file:Response.docx]]
 * __Continued Writing__**
 * Personal stories with a beginning, middle, and end
 * __Ongoing Assessments__**
 * Monitoring notes from reading conferences
 * __Individual Writing Conferences__– Teachers conduct individual conferences to keep track of student progress and to decide if a mini-lesson is required for a skill not being met for the whole class or small groups or individuals.
 * Monitoring notes from writing conferences
 * [[file:Assessment Checklist.pdf]]
 * Analyze student’s personal experience and poetry using 6+1 Writing Rubric

**Writing TEKS/SEs** 1.17 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (A-E) 1.18 Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write brief stories that include a beginning, middle, and end; (B) write short poems that convey sensory details. 1.19 Students write expository texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (C) write brief comments on literary texts
 * Daily: Writing Process**
 * Unit: Literary Text**
 * Unit: Expository/Procedural Text**

1.6 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to: (E) alphabetize a series of words to the first or second letter and  use a dictionary to find words.   
 * Vocabulary**

**Teaching Point:**
 * Literary Texts**
 * Writers use mentor texts to study how authors write poems.
 * Writers use their ideas to write poems.
 * Writers reread their work to make sure the words on the page match the words coming out of the reader’s mouth.

When sharing poetry with students, teachers are helping students to develop a deeper awareness of the sounds of language. As children begin to attend to print, they begin to see that words that sound similar (rhyme) often have parts that are spelled the same (e.g., c-at/m-at; tr-ee/b-ee).
 * Teaching point: **
 * Poetry**


 * Students also learn that there are times when parts of words sound alike, but look different (e.g., s-eat/m-eet).
 * Alliteration in poetry occurs when the same initial sound is repeated throughout a section of poetry. It is important to note that it would be rare for every single word to start with the same sound. Poems in which every word starts with the same sound fall under the category of tongue twister. In the majority of poems where alliteration is used, smaller words that do not begin with the same sound usually fall between the words that do start with the same sound. Although the words begin with the same __sound__, these sounds are not always spelled the same way.
 * ** Teachers need to model the writing of poetry on a regular basis. **
 * **Students need to be shown how mentor texts can inspire writers to create poems of their own.**
 * Poems that follow a particular rhythmic pattern, but do not necessarily rhyme, are easier for children to begin writing.


 * Literary Text**
 * **In the context of this unit, students write literary texts to express their ideas in the form of short poems that convey sensory details**.
 * **Students can continue crafting personal stories with a beginning, middle, and end during writing workshop.**


 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Essential Questions: **
 * Literary Texts**
 * How do writers use the poems they read to improve their own writing?
 * Where do writers find ideas to write poems?
 * How do writers make sure that what has been written makes sense?
 * What techniques does a writer use to improve his /her writing?


 * Expository/Procedural Texts**
 * Why do writers record their thoughts and feelings as they are reading?
 * How does writing about what you are reading help you to understand texts better?
 * <span style="font-family: 'Arial','sans-serif'; font-size: 13px;">Which elements of poetry are your favorite and why? [Do you like poems that rhyme? Poems that are tongue twisters/poems where most of the words start with the same sounds? Poems that have a good rhythm for clapping or stomping?]

<span style="font-family: 'Comic Sans MS',cursive; font-size: 24px;">Lesson Plans & Needed Resources:

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of October 3rd**


 * Suggested Pacing:**
 * Reading **** : ** Mini-lessons include: structure of poetry – create an anchor chart of “Characteristics of Poetry”: short lines, not all sentences, shape of poem; the role of rhythm in poetry (add rhythm to chart), what is rhythm, sensory language in poetry; Read aloud poetry with clear rhythm – have students discuss the rhythm (being able to clap, make it a song)

//Focus on using senses to see objects differently//
 * Writing: ** Mini-lessons include the teacher modeling: poems and reader’s responses to poems; have examples of poems that have a distinct rhythm so students can model their poems after the mentor poems
 * Lucy Calkins: Poetry: Powerful Thoughs in Tiny Packages **
 * Session 1: Seeing with Poets' Eyes**

//Focus on the format of poems, line breaks, and how to read poems with line breaks//
 * Session 2: Listening for Line Breaks**

//Focus on the language of poetry and reading their poetry as a reader and revising.//
 * Session 3: Hearing the Music in Poetry**

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of October 10th**


 * Suggested Pacing:**
 * Reading: ** Mini-lessons include: structure of poetry – rhyme; the role of rhyme in poetry, what is rhyme, continue with sensory language in poetry; Read aloud poetry with clear rhyming pattern – words that sound the same a the end for students (good place to incorporate phonics and spelling).


 * Writing: ** Mini-lessons include the teacher modeling: rhyming words, a word list of rhyming words poems with rhyming words; have examples of poems with rhyming words so students can model their poems from the mentor texts

//**Each day the mini-lesson will follow the same format as you introduce the students to mentor poems with rhyme and model writing similar rhyming word poems and/or responses to the poems.**//

__**Examples you can use for rhyming poems:**__

__**At this website, these poems can be found and it will read the poems for you! :-)**__ []

This is the book where the poems came from. Please feel free to pick your own rhyming poems as well. These are just a resource! :-)

<span style="background-color: #c0c0c0; color: #800000; font-family: Georgia,serif; font-size: 22px; text-decoration: none; vertical-align: baseline;">**Week of October 17th**


 * Suggested Pacing:**
 * Reading :** Mini-lessons include: structure of poetry - alliteration; the role of alliteration in poetry, what is alliteration, continue with sensory language in poetry; Read aloud poetry with clear alliteration.


 * Writing: ** Mini-lessons include the teacher modeling: alliteration, writing word lists that have alliteration; have examples of poems with alliteration so students can model their poems from the mentor texts

//**Each day the mini-lesson will follow the same format as you introduce the students to mentor poems with rhyme and model writing similar rhyming word poems and/or responses to the poems.**//

__**Examples you can use for alliteration poems:**__



__** Here is the link for the websites where these poems were found: **__

[] []

Find Alliteration in Poems by Shel Silverstein
Where the Sidewalk Ends Silverstein has written hundreds of poems during his career. Three of his compilations, //Where the Sidewalk Ends//, //A Light in the Attic// and //Falling Up// include many examples of alliteration. Silverstein's poetry lines, or stanzas, vary in length. Most of the alliteration found is pairs of words. Examples of the alliteration are listed after the poem title; not all examples from each poem are included.

Where the Sidewalk Ends

 * //Where the Sidewalk Ends//: grass/grow, burns/bright, blows/black, watch/where/white
 * //Sarah Cynthia Sylvia Stout Would Not Take The Garbage Out//: Sarah/Cynthia/Syliva/Stout, pots/pans, screams/shout, brown/bananas, prune/pits/peach/pits/peel, black/burned/buttered, moldy/melons/mustard
 * //Peanut-Butter Sandwich//: sing/silly, you/young, only/one, subjects/silly, royal/rule, sovereign/stuck, courtly/cook, twenty/tears/toil, put/ploughs/pots
 * //The Little Blue Engine//: little/looked, was/weak/whistle/was, started/strain, puffed/pulled, not/now/neared

A Light in the Attic

 * //Picture Puzzle Piece//: picture/puzzle/piece, button/blue, big/bouncy/belly, witch/west
 * //Standing is Stupid//: standing/stupid, crawling/curse, skipping/silly, sitting/senseless, running's/ridiculous
 * //The Sword-Swallower//: sword-swallower/Salomar, sword/swallers, finds/fun/feel

Falling Up

 * //Noise Day//: screech/scream, buzz/buzzer/ball, drill/drive, bounce/bowling/ball, chew/chomp
 * //Mari-Lou's Ride//: swing/swang, seat/sailed, her/heart, crowd/clapped, wailed/wept
 * //Rotten Convention//: gruesome/grace, skill/slimy, headed/holdin'/hands, sudden/sweat-sock, big/barf/bore
 * //Spoiled Brat//: hole/her/hat, spoiled/spat, brat/broke/bike/bat, spoiled/said/sister, onions/oil, bite/brat

__**Shel Silverstein Website:**__ []