Teacher Candidate: Ginna Weatherford Subject/Grade: 2nd grade/Writing

Lesson # 6 Date and Time of Lesson: 4/9/2014 1:35 pm

Learning Objective: The student will be able to write a poem by creating a story using what they see, what they love, and something they worry about. Alignment with Standards: Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. Developmental Appropriateness or Cross-curricular connections: Creating a poem using feeling and expression is appropriate for second grade students because it is a part of the common core standards. It allows them to use their imagination and create a story using a poem. Assessment(s) of the Objectives: What assessment(s) will you use to determine student learning (pre, during, post)? Each objective should be aligned with an assessment. Lesson Objective(s) Assessment of the Objective (Informal) Use of Formative Assessment:

The student will be able to write a poem by taking a big idea and finding a smaller detail that is meaningful to them.

1.Pre-Assessment: With teacher observation the students will first write down three ideas about a big detail they saw throughout the day that could possibly mean something to them. Then after the teacher shows the model and can write down two more examples. 2. During Assessment: Monitor the students as they talk with their partners about how their big ideas can become smaller ideas with specific details. 3. After Assessment: Through teacher observation and by reviewing the poems after they are finished.

At the end of the poetry unit the students will be able to pick out their favorite poem and share in the poetry writing celebration. At this point the teacher will be able to assess how well the students did through the poetry unit.

Accommodations: I will first accommodate students who are struggling to find the idea that works best to write with a specific detail. I will do this by conferencing with the students who are struggling and redirect them into the right track and move to the next students. Early finishers will be encouraged to write another poem from their topic ideas. Materials: Multiple sticky notes Clipboard per student Pencils

Model examples of topic ideas Poetry paper

Procedures: 1. Class today we are going to jot down three quick ideas of anything you have seen today that was being meaningful to you. There are no limitations to this, but I only want you to tell me three for now! 2. Give the students 1-2 minutes to write down some ideas and allow them to share with their partner 3. Show the students the ideas, my dog was slurping up his water this morning, I love pizza, & A flower is growing out of the crack in the sidewalk. 4. Now that you have seen what I am going to try to write about, you can come up with some more meaningful ideas from things you have noticed throughout the day! Allow the students to them share their new ideas. 5. I had so much fun listening to the ideas you collected on your sticky notes. SHARE SOME IDEAS FROM DIFFERENT STUDENTS. These ideas have me thinking that our ideas can be treasure or trash depending on how you look at it. This afternoon, sifting through ideas youd collected, many of you asked me and each other, is this a good idea for a poem? Thats a wise question. Today and often in your life, youll need to sift through observations and notes and think okay, is something here waiting to become a great poem? Im going to show you how you can read through your notes and make that decision for yourself, instead of asking me. 6. Remember when we talked about a few things that go into making a poem? First, poets look at ordinary things in fresh new ways and finds words to capture what they see. Second, poets decide how their poems should sound when they are read aloud; they lay the words out on the page to capture the sound and music with line breaks and white spaces. And yesterday I told you that when poets want to come up with topics for a poem, they let their hearts and minds be filled with a big feeling or idea. Then they think about what small thing holds that big feeling, that meaning. Let me say it in another way. The subject of a poem has to matter to the poet. It has to give the poet a strong feeling. Also, the poem needs to be about a specific moment, object or memory that holds that big feeling. 7. Poems are everywhere, and you have started doing the wonderful work of paying attention and jotting notes to yourselves to help you remember when a poem has gone flying by. Now its time to make use of those jottings! 8. Today I want to teach you that before starting a new poem, poets often review their jotted poem ideas, asking themselves, Does this idea contain both strong feelings and specific details? and then they start new poems based on ideas that contain both of those elements. 9. Reveal the Strategies for Writing a Poem: a. Poets find a big topic that gives them a big feeling. b. Poets find a small moment, detail, or object that holds the big feeling. c. Poets look with poet eyes and see this ordinary thing in a new way. d. Poets write about it, experimenting with line breaks. 10. Right now Im going to focus on the first two of these as I reread the jottings in my notes. 11. Our notes can be like a gold mine, filled with treasure. I know there is gold in my notes , but not everything here is gold. Let me show how I can mine my notes, looking for the treasure of an idea that could become a poem. Okay, here on this page it says My dog was slurping up the water this morning. Now Im going to ask those two questions. Does this give me a strong feeling? Well no, it doesnt. Not today, anyway. Maybe it will another day, but not today. I dont even have to ask the second question, since the answer to the first one was no.

12. okay, here is another. I love pizza so much! If I ask the first question again, the answer is definitely yes so now I should ask the second question. Have I found a specific moment or detail or object that holds that feeling for me? hmmno, I really havent have I? This is just a big ol f eeling with no image! Okay, let me keep mining. Wow! Its not easy to find treasure! 13. Okay, here we go. A flower is growing out of the crack in the sidewalk. I do have a strong feeling about this, because Im so amazed by how such a delicate little flo wer pushes itself up through the dirty, hard sidewalk. Let me check in with the second questionyep, this is a specific moment or detail or object that holds that feeling for me. Now, I have mined my notes and found an idea that could become a poem. Im going to put a big circle around it. 14. You just saw me read through my notes, mining it for idea that could become poems. I did this by asking two important questions about each idea I had jotted down in there. If the answer is yes to both questions I know it is an idea that could become a poem. 15. Now its your turn to try it. Go ahead and open your notes to the ideas you just wrote. Look at what you wrote, and ask yourself Does this give me a big, strong feeling? If it does, then ask, Have I found a sma ll object or small moment or detail that holds the feeling? I gave them a moment to read and think. Tell your partner what you wrote, and talk over if it is big idea and small enough to make a poem. After giving students a few minutes to turn and talk, I called the group back together and solicited a few students to share. 16. Great ideas! Show me a thumbs up if you realized that some of your ideas were not ready to become poems, at least not now. Wow, look around at how many people made that important realization! We just tried this quickly with one idea, so now you know how to keep letting these questions guide you as you decide which ideas could become poems. Show me a thumbs up now if you decided that last entry can become a poem. Great! Either way, you now have a strategy for making the decision without having to ask me or anyone else. You are the boss of your own writing, right? 17. I know that today many of you will start by rereading the jotted notes you have been keeping in your notes. As you do, remember that READ THE STRATEGIES CHART- poets find a big topic that gives a big feeling. Poets dont just put these feelings on a paper. Instead, they find a tiny object or detail or moment that holds feeling to them! Off you go writers! Activity Analysis: 1. 2. 3. The first activity is using sticky notes allow students to jot down three ideas. Then show your model and add two more ideas. The second activity is introducing the lesson to students and allowing them to work in partners throughout the lesson. The third activity is writing the poem!

Technology: This lesson did not require the use of technology, just a model for poetry and student work. References: Lucy Calkins Writing