Amanda Weller Writing Unit CI 476

Kindergarten Poetry Unit

Date: April 17-20, 2012 Context of Lessons: 23 kindergarten students in general education classroom in Danville, IL 2 ELL students, one Chinese- and one Spanish-speaking Several AAVE speakers Remaining students are Native English Speakers Part of a 4 week poetry unit to introduce poetry reading and writing to kindergarteners Whole group lessons, taught in a writers workshop

Describing an Object (Lesson #7)

Date: April 17th, 2012 Grade Level/Subject: Kindergarten Writing Approximate Time: 30 minutes Prerequisite Knowledge: The students will know how to use words to describe an object orally. They will have some understanding of the objects placed in front of them and asked to describe. Student Objectives: The students will listen to a poem, which describes an object, or objects. The students will demonstrate their ability to describe an object by writing descriptive words about the presented objects. Common Core Standards: CC.K.R.L.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. CC.K.R.L. 12 With prompting and support, identify the main topic and retell key details in a text. CC.K.L.5.c Identify real-life connections between words and their use. Materials: Caterpillar, by Christina Rossetti Trees, by Sarah Coleridge Brand New Shoes, by Kenn Nesbitt Object graphic organizer for each student Pencil for each student A feather, rock, and leaf for each student in a plastic bag

Amanda Weller Writing Unit CI 476

Whiteboard and/or document reader

Implementation: Opening: Bring students to carpet area for class reading and discussion. Hold up any object and have students give words that describe it. Allow several students to answer. If necessary or desired, repeat with a second and third object. Tell students that some authors use poetry to describe objects that are important to them, or interested in. Tell students that they are going to be reading some poetry that describes objects. Begin reading Caterpillar, without giving the title. Lesson: Read Caterpillar. Brown and furry Caterpillar in a hurry Take your walk To the shady leaf, or stalk, Or what not, Which may be the chosen spot. No toad spy you, Hovering bird of prey pass by you; Spin and die, To live again a butterfly. After reading the poem, ask students to guess what the poem is about. Then, give the poem a name, which students should probably come up with Caterpillar for the title. Repeat with each remaining poem. Trees The Oak is called the king of trees, The Aspen quivers in the breeze, The Poplar grows up straight and tall, The Peach tree spreads along the wall, The Sycamore gives pleasant shade, The Willow droops in watery glade, The Fir tree useful in timber gives, The Beech amid the forest lives. Brand New Shoes I bought a brand new pair of shoes. You simply have to see. They're purple, pink, and pretty. They're as lovely as can be. They're topped with silver sparkles, so they shimmer in the sun. They're awesome when I'm walking and they're stunning when I run. The laces look like rainbows and the backs have flashing lights. The sides are lined with lightning bolts. They're such amazing sights.

Amanda Weller Writing Unit CI 476

But now my friends avoid me when they see me on the street. Indeed, my shoes are pretty but they smell like stinky feet. After reading all poems, tell students that they are going to practice describing objects on their desks. First, model how to use the graphic organizer. Put up the graphic organizer on the document reader, or create one on the whiteboard. Hold up one of the objects from the bag. Think aloud to students on what you are thinking about the object and begin to write down words in the corresponding box. Then, have students give a few words. Repeat with one or two additional objects. Leaving the sample for students to see, give each student their own bag and organizer. Tell students to go their desks and begin writing about each of the objects. It is okay for students to quietly talk about what they are thinking with one another. Give students about 15 minutes to describe the objects in their bags. Students are required to write the entire 15 minutes. During this time, walk around the classroom to monitor student progress and understanding. Discuss with individual students about their thoughts and the words that they are coming up with. Assist any struggling students by giving some hints or leads. Remind students that spelling is not a major part of the assignment. After time is up, tell students that students may share their descriptive words about one object they described. Closing: Allow 2-4 children (depending on time) to read their descriptions to the class. When time is up, tell students to put this organizer in their poetry folder and put the folder in the basket. Assessment: Students will be assessed based on observation during reading and discussion time at the carpet. Also, students understanding of word descriptions will be assessed using their graphic organizer. English Language Learner Adaptations: Content Objectives: o Students will listen to a poem, which describes an object, or objects. o Students will demonstrate their ability to describe an object by writing descriptive words about the presented objects. Language Objectives: o Students will translate their thoughts about an object into written English words. o Students will listen to a poem, which describes an object, or objects. Instructional Features o When describing the objects, hold up additional similar objects for students to use as a visual reference. For example, do not just hold up one rock, but several. When the objects are grouped, students will be more likely to make a connection between the object and the word. o Allow students to work in partner to describe the physical objects. This will allow the ELL student to actively think aloud about their thoughts of the physical object. o While the class is independently describing the objects at their desks, return to the ELL students desk to remodel the describing method, if necessary. o Hang the poem in the front of the classroom, or under the document camera so that students can follow along with the words during the poetry reading at the beginning of the lesson. o After students have determined the object in each of the read poems, hold up a visual and/or physical object that correlates with each poem. Students will be able to identify the specific features of the object from the poem on the real object.

Amanda Weller Writing Unit CI 476 Line Breaks (Lesson #8)

Date: April 18th, 2012 Grade Level/Subject: Kindergarten Writing Approximate Time: 30 minutes Prerequisite Knowledge: Students will be able to identify the basic form of poem aurally. Students will also be able to use words to make meaning. Student Objectives: Students will listen to three poems and rearrange the parts of the sentence to practice line breaks in poetry. Students will rearrange existing poems by cutting and gluing phrases independently. Common Core Standards: CC.K.R.L5 Recognize common types of texts (e.g. storybook, poems) CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. CC.K.R.F.1 - Demonstrate understanding of the organization and basic features of print. CC.K.R.F.1.c - Understand that words are separated by spaces in print. Materials: Sentence strips to write the parts of each poem with Copy of one poem for students to cut out and rearrange, out of order Pencil for each student Pocket chart Any three poems to be separated and broken Construction paper and glue for students Implementation: Opening: Bring students to carpet area for a class discussion and learning. Tell students that we are going to continue to learn about details in poems and that we are going to be learning about line breaks. Have students repeat the words back to you. Ask students to guess what line breaks might be, based on how it sounds. Allow a few students to respond and guide students to the correct answer. Lesson: Tell students that we are going to be reading a few poems, and then arrange the words based on what we are hearing in each poem. Read each poem to the students. Then, hold up each phrase of the poem, in order for students to see. Have students help you decide where to put each phrase, emphasizing to students the importance of starting a new line where there are important words. Student volunteers can take turns placing the phrases in the determined locations on the pocket chart. In general, there is no wrong way for students to put the poem together on the pocket chart. Reread the poem to students to have students check their line breaks/placement. Repeat this process with the remaining poems. After all poems have been assembled in the pocket chart, tell students that they will be practicing creating their own lines of a poem. Explain to students that they will be cutting out one phrase at time, when instructed to do so, and gluing it in the desired location on a piece of construction paper. Review rules and

Amanda Weller Writing Unit CI 476

expectations of cutting and gluing. Pass out a copy of poem and piece of construction paper to each student as they return to their desks. When students have returned to their desks, tell students to get out their scissors and glue. Then, read the first phrase to students and have them cut and glue the first phrase near the top of their construction paper. Now, read the second phrase to students and have them cut out the phrase. Tell students to determine if the phrase should start a new line or continue on the same. Remind students that it is their decision, so there is no wrong answer. Repeat with the remaining phrases. After all phrases are cut and glued, tell students that a few volunteers may show the class how they arranged their poem. Allow a few students to share with the class. Closing: After a few students have shared their arrangement, tell students to put their poems in their poetry folders. Students should turn their poetry folder into the front basket. Assessment: Students will be assessed at the carpet area by observation, based on behavior and participation. Students will also be assessed using their cut-out pieces for understanding and participation.

Similes (Lesson #9)

Date: April 19, 2012 Grade Level/Subject: Kindergarten Writing Approximate Time: 30 minutes Prerequisite Knowledge: The students will be able to describe an object both orally and in writing. Students will also be able to express their thoughts about a topic. Student Objectives: The students will listen to poems and correctly identify similes. The students will use a graphic organizer to practice writing their own similes about familiar topics. Common Core Standards: CC.K.R.L.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. CC.K.SL.4 Describe familiar people, places, things, events and, with prompting and support, provide additional detail.

Materials: Graphic organizer and pencil for each student Whiteboard and/or document camera (untitled) poem about body, by unknown My Family, by unknown Assorted poetry with similes Implementation: Opening:

Amanda Weller Writing Unit CI 476

Bring students to carpet area for a class discussion and learning. Tell students that we are going to continue to learn about details in poems and that we are going to be learning about what a simile is. Have students repeat the word back to you. Ask students to guess what a simile might be, based on how it sounds. Allow and few students to respond and guide students to the correct answer, if possible. Lesson: Tell students to listen carefully to each of the poems. Read the first poem to the students. (untitled) A hand is like an open basket Waiting for you to put things in A foot is like a walking racket Stomp, step, skip, jump in. A nose is like a high up mound That you an climb and then slide down A mouth is like a funny clown Which makes us laugh and never frown Your eyes are like a fire Burning with desire Your mind is like a climbing wire With every reach you go higher My Family My mom is like a fire. Shes always warm, but sometimes she gets too hot. My brother is like a tornado. He always moves fast and spread destruction wherever he goes. My sister is like a snowstorm Shes pretty to look at and icy at times, but with a little bit of sunshine, that iciness melts. Together we are like a partly cloudy day. We have our moments of darkness and gloom, but the sun always peeks through. Ask students what they heard at the beginning of every sentence. If necessary, reread the poem. Students should explain that each sentence has is like in it. Tell students that this is what a simile is. Also, explain to students that the objects are not the same as one another, but similar. For example, you eyes are not fire, but they can be like fire, etc. After reading the first poem, have students listen for similes in the remaining poems. Repeat the process until all poems are read. After reading the poems, tell students they are going to practice writing their own similes. Put up the graphic organizer so that all students can easily view it, or create your own on the whiteboard. Think aloud with the students to fill in and create the similes. After all similes have been created, give students their own organizer and tell them to begin thinking and writing. Tell students that it all right to softly talk to a neighbor about writing and spelling does not matter. Also, it is probably best to not leave the sample up during writing, because students may be tempted to copy your writing. Give students approximately 15 minutes of writing time, all of which should be used by all students. During this time, walk around the room to monitor student understanding and progress. Assist struggling students by giving suggestions, or modeling the process even further. Ask some of the students about their thoughts; especially to ensure they are transferring their ideas to their paper. After time is up, allow several volunteer students to read their similes to the class. Closing: After students have read their similes to the class, tell students to put their simile organizer in their poetry folder and put in my basket.

Amanda Weller Writing Unit CI 476

Assessment: Students will be assessed at the carpet area by observation, based on behavior and participation. Students will also be assessed using their graphic organizer for understanding and participation.

Metaphors (Lesson #10)

Date: April 20th, 2012 Grade Level/Subject: Kindergarten Writing Approximate Time: 30 minutes Prerequisite Knowledge: The students will be able to describe familiar objects both orally and using words. Students will also have an understanding that authors can use poetry to write about and describe objects. Student Objectives: Students will listen to poems with metaphors to identify the meaning of a metaphor. Students will use a graphic organizer to create their own metaphors. Common Core Standards: CC.K.R.L.1 With prompting and support, ask and answer questions about key details in a text. CC.K.R.L.10 Actively engage in group reading activities with purpose and understanding. CC.K.SL.4 Describe familiar people, places, things, events and, with prompting and support, provide additional detail Materials: Assorted poems that use metaphors Graphic organizer and pencil for each student Whiteboard and/or document reader Implementation: Opening: Bring students to carpet area for a class discussion and learning. Tell students that we are going to continue to learn about details in poems. Ask students to recall their knowledge of similes. Tell students that we are going to be learning about what a metaphor is. Have students repeat the word back to you. Tell students that we are going to be reading poems that contain metaphors and will practice writing them, just like we did with similes. Lesson: Tell students to listen carefully to each poem. Read the first poem to the students. At Sunset The sun is a golden coin Slipping through the bright fingers of day Into the dark pocket of night. Talk to students about the two metaphors in the poem. Explain to and discuss with students that the sun really is not a golden coin and night is not really a pocket. Repeat this process with several more poems until students have a stronger understanding of metaphors.

Amanda Weller Writing Unit CI 476

After reading the poems, tell students they are going to practice writing their own metaphors. Put up the graphic organizer so that all students can easily view it, or create your own on the whiteboard. Think aloud with the students to fill in and create the metaphors. After all metaphors have been created, give students their own organizer and tell them to begin thinking and writing. Tell students that it is all right to softly talk to a neighbor about writing and spelling does not matter. Also, it is probably best to not leave the sample up during writing, because students may be tempted to copy your writing. Give students approximately 15 minutes of writing time, all of which should be used by all students. During this time, walk around the room to monitor student understanding and progress. Assist struggling students by giving suggestions, or modeling the process even further. Ask some of the students about their thoughts; especially to ensure they are transferring their ideas to their paper. After time is up, allow several volunteer students to read their metaphors to the class. Closing: After students have read their metaphor to the class, tell students to put their metaphor organizer in their poetry folder and put in my basket. Assessment: Students will be assessed at the carpet area by observation, based on behavior and participation. Students will also be assessed using their graphic organizer for understanding and participation.