Date of lesson: March 28, 2013 Standard: CCSS.ELA-Literacy.L.7.

3a Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. CSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others ideas and expressing their own clearly. Objective: Students will be able formulate a student led discussion and use the appropriate language to express their ideas in order to construct a collaborative poem. Rationale: During the poetry unit we have learned about various poems and the styles, formats, and techniques of those poems. You have had the opportunity to write your poems that express your own interests and beliefs. Today, however, we are going to be doing something a little different. Today, we are going to be using the Smart Norebook to write a collaborative poem. So why do you think is the purpose of writing a poem together as a class? Writing something collaboratively allows you to learn from each other as you go through the process of hearing each others ideas and seeing the transformations that occur in the writing process. For example, some of you may put a word down and may have a specific vision for the poem, but that doesnt mean that someone else has an entirely different idea or interpretation as to where the poem should go next. Therefore, by listening to each others ideas, helping each other make grammatical changes and altering sentence structure, you are learning from each other and becoming better thinkers, learners, and writers. Lesson: Time 2 minutes Student Students come into class, fill out their planner with the daily agenda, and begin working on their daily bell ringer question (Define alliteration and give an example of it). Listen to rationale and answer questions. Activity Daily warmup Teacher Have bell ringer question up on the overhead as part of the daily agenda; Define alliteration and give an example of it. Provide students with the rationale for the lesson and give specific details as to the expectations of writing a collaborative poem. Open up the Smart Notebook where there will be a variety of words, conjunctions, s to make words plural, ly to make words adverbs, ful to add to the end of words, and punctuation such as periods, commas, and semicolons.

5 minutes

Lesson Rationale

8 minutes

20 minutes

5 minutes

Instructions: Inform students that in order to get individual credit for the poem, each student must add at least one word to the poem and make one correction or add at least two words to the poem. Look at the word list and come Think/Pair/Share As part of the daily agenda Google up with a list of 3-5 words they doc presentation, have a slide would like to use in the poem colored red and have THINK at or use the word list to write a the top of the page. Below have 4-word phrase. After time is directions for individual student given, share with table partner think time (Look at the word list ideas and help each other and come up with a list of 3-5 expand upon those ideas. words they would like to use in the poem or use the word list to write a 4 word phrase). Go back to word list for individual student think time. Give students approximately 3 minutes. Then, go back to the slideshow and move to the next slide, in yellow with PAIR at the top of the page. Below have directions for table partner pairs to share their ideas with one another and expand on those ideas. Go back to word list. Give students approximately 3 minutes. Use words and phrases Think/Pair/Share Go to the board and demonstrate to Student-Led students how to use the Smart Discussion Notebook wand to move the typed words on the board to form their poem. Have one set of table partners come up to the board and take with them the words or phrase that they came up with. During the first round of students coming to the board inform students to observe what words their classmates are choosing and decide how they can effectively and coherently continue the poem. Give partners 2 minutes at the most at the board and then move onto the next table partners. Students will reflect on what Student Provide prompt and walk around the class has written so far for Reflection/ the room to check student

the poem and think about what should be included next and what grammatical revisions need to be made. Write on a separate sheet of paper. (Students who are finished may work on the poem from the day before). Students who need to go up to the board will continue the process. Students will discuss the poem and collaborate to make writing decisions.

Individual Work Time

responses.

12 minutes

Student-Led Discussion

2 minutes

Listen and wait for the teacher to excuse.

Closure

Do not tell students what to change in the poem and allow for students to engage in a conversation about the writing process by using the Smart Notebook to manipulate the words into a poem. (Higher Level Thinking Ask students to include figurative language in the poem). Go over poem and the techniques the class used to demonstrate how they effectively worked together to transform individual words into a poem with a particular mood, punctuation, and structure.

Assessment: Students will write a collaborative poem using the Smart Notebook and will revise their poem collaboratively before incorporating the poem into their final poetry project. _______________________________________________________________________ Reflection: If a Smart Notebook is unavailable, copying list of words onto magnet paper and then cutting out the words so students could manipulate the words to create a poem would also work. While I originally thought this lesson would help students collaborate on ideas, I was not anticipating students having a student led discussion on punctuation and sentence structure which led the class to their final draft. Make sure to have a second day to allow students to revise the poem collaboratively. In classes I was able to do allow a second day for revision students were actively engaged in the revision process making suggestions for altering the sentence structure and determining necessary places for punctuation.