09.14.2015
Happy Monday!!! Today is a library day!!! Let's all show respect and proper behavior as we explore our interests in the school library!
Tuesday, 09/15/2015
I: Launch: Pick up the marshmallow or candy
on your desk. DO NOT EAT IT
on your desk. DO NOT EAT IT
YET! Open up your journal to a fresh page.
In your notebooks, we will SILENTLY write
our observations about the candy. Using
SENSORY DETAILS, describe the size, color,
texture, sound (if there is one).
NOW, put the candy in your mouth. Do not
GOBBLE it. Instead, savor it and describe the
taste in your journal.
Turn to your elbow partner and shared what
you wrote.
As a class, let's write a poem about the candy
using some of the sensory details we chose.
See if we can use words that evoke a reaction
in the reader of our poem. We will call this
poem "Ode to ________."
II. Poetry writing workshop:
Remember poem needs to be:
4+ stanzas
use sensory language and very detailed
language
use metaphor, similes, other figurative
language
repeat the phrase "I'm from... "
at least start and end your poem with these
two phrases.
when you perform:
when you perform:
Practice using gestures, a variety of facial
expressions, a variety of tone/voice.
III. Editing workshop
III. Editing workshop
How this works:
Turn into table group silently
Table group editing protocol during our
poetry workshop:
1. Fill out page one independently and
silently.
What do you want help on from your table
group today?
Poetry Writing Group Agenda
1. Poet’s Introduction. Poet explains what s/he would like help with.
2. Read Draft. Poet reads draft aloud. Peers read along and take notes in the space below.
3. Peer Discussion. Peers each share at least one strength of the poem and at least one suggestion for revision (adding, deleting & rearranging). Poet takes notes on “revision plan” handout.
4. Poet’s Plan. Poet explains his/her plan for revision based on what peers said.
5. Thank You. Poet thanks the peers for
feedback. Peers thank the writer for sharing.
Ex Strength: I loved the way you described your
Ex Strength: I loved the way you described your
family, I felt like I could hear them cooking in the
kitchen too.
Ex Suggestion for revision: I think you can add
Ex Suggestion for revision: I think you can add
more sensory language like sight and sounds to
your description of soccer.
3. REPEAT with a new person
IV. Early finishers, independently edit your
3. REPEAT with a new person
IV. Early finishers, independently edit your
poems using your groups feedback
Wednesday, 09/16/15
Do Now:
1. What has been the biggest struggle when writing your "Where I'm From" poem?
2. What has been your biggest victory?
3. How will you prepare for your poetry performance?
Performance techniques
1) voice projection: speaking at a good
volume so everyone can hear
2) articulation: speaking clearly so all
words can be understood
3) timing and rhythm: emphasizing the
rhythm of the lines, respecting punctuation,
not reading too quickly
4) mood: varying tone of voice, volume etc
to suit happy / sad bits of a poem
5) facial expression: using expressions to
suit different parts of the poem
6) gesture/body movement: emphasizing or
echoing the meaning of the poem with hand
gestures and body movement
Writing Period (20 minutes) to work on "Where I'm From" poems.
OPTIONS:
1. Complete your editing protocol with your
table group.
2. Silently work on your poem revisions
3. Silently work on your revision plan
4. Conference with Ms. Mueller
5. Move to the collaboration station to
practice reading your poem aloud alone or
with a partner.
Questions to consider:
1) How many sensory details do you include?
2) How is the imagery and diction in your poem?
3) Is the poem four or more stanzas long?
4) Are you excited about your poem?
Exit: Shout-Outs and Call-Outs
09/17/2015 - 09/18/2015
Have the final draft of your poem and your reading log on your desk.
I. 15 minutes independent reading!
Happy Performance day!!
Come in silently, open your books, and get lost.
Have your copy of your poem in the right corner of your desk. (if you put it in the print folder I have your copy)
II. Audience notetakers
Take out a blank sheet of paper
On the left side put the name of the performer, on the right side put 1-2 shout outs for their performance.
We are silently and attentively listening.
We clap the people in and out to make them feel like home . :)
III. Exit on classroom.
Wednesday, 09/16/15
Do Now:
1. What has been the biggest struggle when writing your "Where I'm From" poem?
2. What has been your biggest victory?
3. How will you prepare for your poetry performance?
Performance techniques
1) voice projection: speaking at a good
volume so everyone can hear
2) articulation: speaking clearly so all
words can be understood
3) timing and rhythm: emphasizing the
rhythm of the lines, respecting punctuation,
not reading too quickly
4) mood: varying tone of voice, volume etc
to suit happy / sad bits of a poem
5) facial expression: using expressions to
suit different parts of the poem
6) gesture/body movement: emphasizing or
echoing the meaning of the poem with hand
gestures and body movement
Writing Period (20 minutes) to work on "Where I'm From" poems.
OPTIONS:
1. Complete your editing protocol with your
table group.
2. Silently work on your poem revisions
3. Silently work on your revision plan
4. Conference with Ms. Mueller
5. Move to the collaboration station to
practice reading your poem aloud alone or
with a partner.
Questions to consider:
1) How many sensory details do you include?
2) How is the imagery and diction in your poem?
3) Is the poem four or more stanzas long?
4) Are you excited about your poem?
Exit: Shout-Outs and Call-Outs
09/17/2015 - 09/18/2015
Have the final draft of your poem and your reading log on your desk.
I. 15 minutes independent reading!
Happy Performance day!!
Come in silently, open your books, and get lost.
Have your copy of your poem in the right corner of your desk. (if you put it in the print folder I have your copy)
II. Audience notetakers
Take out a blank sheet of paper
On the left side put the name of the performer, on the right side put 1-2 shout outs for their performance.
We are silently and attentively listening.
We clap the people in and out to make them feel like home . :)
III. Exit on classroom.
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