GL.OL.1 Minilesson Stare Standard LAl.2.1 | oF Topic: Lesson 1 Launching: Beginning the workshop (For the full lesson see Calkins. Book 1. Session I. pages 1-10) Mode: | Trait Personal Narrative | __ Objective: Writers will begin to learn the routines of writing workshop. 5 to 10 Minutes Materials: writing tools (pencils), writing paper (preferably with a headline, midline | ‘and baseline), chart paper and marker for modeling purposes Many first grade teachers begin the year with pencils. They avoid the use of crayons and markers in order to promote writing, rather than illustrations. At the end of each unit children choose their best piece and fancy-it-up. They add details to their pictures and spend time adding color to their drawings. Children have found this to be an enjoyable process. Teachers hve found it has greatly promoted writing and is easier than taking the colors/markers away later. A Note About Paper: The Kindergarten curriculum has ended the year with booklets. Decide if you want to offer single pages or booklets. We will formally review 3 page books beginning in lesson 7. Whatever paper you choose, the most important goal for these first few days is to build efficient routines and procedures, and e successful independent writing time. _ Connection: Put the lesson in context of students’ ongoing work. Explicitly name what will be taught toda © State the goal for today © “Today I will show how we will start every writing workshop. We will meet here everyday for a short meeting cailed a minilesson. Everyday I will teach you what you can do as a writer. You will all be authors this year!” ‘Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, guided practice. inquiry or exploration, © “During this part of the minilesson, your job will be to sit on your tug spot and be a listener.” © “Writers, watch what I do as | write.” Pretend to be thinking of a topic. Tell them that you could write about rainbows. Quickly dismiss that idea as a bad one, telling them you never did anything with a rainbow. “I need to write about something | did or something that happened to me.” ©. Tell them about a story from your life (a small, ordinary event) that you will write about such as spilling juice on your clothes that morning, losing your keys. ete © Quickly and simply sketch your story as you say it in a couple of sentences. | Think out loud about what should be in your picture as you draw. (“There was a big spot on my shirt.”) © Repeat each sentence as you write it under your drawing. Active gagement: Briefly practice the strategy or concept presented Lincoln Public Schools, 2010‘© “Writers, close your eyes and think of a story from your life, something that you | did or that happened to you. that you can write about.” Afier a moment, tell them j to open their eyes and (ell the person beside them what they might write about | Walk around and listen in, encouraging them to talk to each other. © After a minute or two, get their attention. Link: Restate the teaching point using key phrases or ideas and encourage student 10 apply this new learning today © Restate the main point of the lesson. | © “Writers, today and everyday this is how we will begin writing workshop. with a | minilesson that will show you how to be a writer. And then we will go to our seats to write, Now you may begin those good story ideas you just talked about. Fora few days you might hand out paper and pencils and send them to their seats to write. Independent Writing Students: | Teacher: Conferences with individual students w Independent | framework or working with small strategy groups. student writing on | Many teachers call these early conferences butterfly conferences. self-selected | Teachers move around the room visiting 1-2 children at a table in order 10 topics keep their presence in all parts of the room. sing the conferring Briefly get down beside each child, taking a chair with you if necessary | to encourage each one to sketch and write about their story. Celebrate and | lavishly praise their efforts ~ make a “big deal” about children that keep drawing/writing, g = Ask open-ended questions (o elicit information about their story. “What | is happening in your picture?” “What did you do first?” “Tell me more | about this.” Avoid spelling words for students so they become independent writers ~ freeing you to confer with students. How to spell words independently | will be addressed in lessons 4 & 5. For now say. “Do the best you can | | and keep going.” Sharing: Writing share closes the workshop. It can be an echo of the minilesson. | Have students bring their writing to the rug. sitting ina circle. On the count of three. have them hold up their writing so everyone can admire what each has done today. Be excited and interested in what you see. Highlight a few that show what you want to see happen again. Collect their writing. (We will introduce writing folders later this week.) Lincoln Public Schools, 2010G1. 1.2 Minilesson State Standard LA1.2.1 5 to 10 Minutes m done! (For the full lesson see Calkins, Book 1, Trai Personal Narrative Ideas ‘Objective: Students will learn that when they're done, they ve just begun! They can add to the picture, words, or start a new piece. Materials: = “When You Are Finished” anchor chart (Calkins, Book 1, page 14), child’s piece who both drew and wrote about an experience. and writing you did in the previous lesson, paper and peneils for each table Connection: Put the lesson in context of students” ongoing work Explicithy name what will be taught today © Remind students of what you have worked on recently to become better writers, (©. State the goal for today. © "Writers, yesterday you thought of something in your life, got a picture in your mind, and then you drew and wrote about it (give student writing, examples from conferring with students yesterday). You all did the same things ~ you thought. you drew, you wrote, and then....we had a problem! Do you know what it was? Afier you thought and drew and wrote, 2 lot of you came fo me and said. ‘I'm done.” Writers have a saying. “When you are done, you've just begun.” Today I'm going to teach you what I do, and writers do, when we're done.” ‘© Reveal the “When I'm Done” anchor chart © Add to the pictures. © Add to the words. © Start a new piece. ‘Teaching: Present a new tool. strategy or concept through demonstration, explicit examples. guided practice, inquiry or exploration. © “Remember my story I wrote yesterday? Pretend it is yesterday and 1 am just now finishing my story. Watch what I do when | am done with my writing.” (Using your writing from yesterday, model adding words, adding more to your picture. and getting a new piece of writing paper). Tell students what you are doing as you do each step. © Ask students to turn to a neighbor and name what you do when you think you are done. Lincoln Public Schools, 2010Active Engagement: Briefly practice the strategy or concep! presented “Writers, | want you to close your eyes and imagine you are just finishing your | writing. You think... fam done. Whew, Done. But then you remember this minilesson and you imagine yourself pulling in again. close to the page. You look at your writing and think... Can I add more to my picture? To my words? Or should I get more paper and start a new piece?” ‘Link: Restate the teaching point using key phrases or ideas and encourage student 10 ‘apply this new learning today © “So today, none of you will need to come to me and say, ‘I'm done!" because when you are done. you will have just begun! I can’t wait to see you following our new chart - Independent Writing _ | Independent | framework or working with small strategy groups. “onferences with individual students using the conferring ‘Students: Teacher: student In order to eliminate movement and encourage writing you may want to writing on | have a large supply of paper and extra pencils on each table. Later we self-selected | will teach a routine for children to get more paper and pencils. topics. 2 Mid-Workshop Share € You may want to stop mid-workshop to call everyone's attention to a = child or children who are adding to their picture, adding to their words or | 2 beginning a new piece. Lucy Calkins calls these whole class pauses in a | writing a Mid-Workshop Share. Many teachers teach children to | stop what they are doing when they hear, “Writers, your eyes.” This may be a good time to teach this procedure, For the first few days, keep the writing time short to insure success. ‘You will increase the writing time as they hecome more productive. [Sharing _ _ Sharing: Writing share closes the workshop. It can be an echo of the minilesson. & | Assimple, yet effective way to share today’s work can be to have everyone sit in a circle € | and on the count of three hold up the page where they were “done”, but they had just = | begun. Admire additions children made to their pictures, words and pages. Le — _ | Lincoln Public Schools. 2010[G1.Q2.1 Minilesson State fandard LAI.2.1 - |Topie: Lesson 1 Writing for Readers: Inspiring children to write for readers (For the full lesson see Calkins, Book 3. Session 1. pages 1-8) Mode: Trait Personal Narrative Objective: Students will be inspired to work harder and in new ways so that others can read their writing. Materials: invented-spelling story in a booklet with the first 3 pages readable and the final pages indecipherable ~ make it a cliff-hanger (make the last pages of your writing sloppy \with an intermixing of capitals and lowercase letters. do not use spaces) Connection: Put ihe lesson in context of students’ ongoing work. Explicitly name what will be taught today: © Remind students of what you have worked on recently to become better writers. © State the goal for today. © “Today we are going to continue to write Small Moment stories. And we are going to begin a new unit that will help us make our Small Moment stories even better.” Teaching: Present a new tool, strategy or concept through demonsiration. explicit examples, guided practice, inquiry or exploration. © Take the time to paint a scene, to recreate the image of you. snuggling down to read your children’s work. Your longing to read what your children have written will become the force behind this whole unit. © Play up your involvement in the first section of this story so that your children empathize when you encounter difficulties and can’t read on. Reenact snuggling down to read your children’s stories, Then ‘start reading the story in front of the class. Talk about how you can’t wait to see what happens next. Then continue to read until you get to the exciting part of the story, stop reading and look very confused. Talk about what a good story this was and how you want to know what happened next. Go back and reread it again this time letting the intonation show the rising suspense. Then talk about how the writer has left you hanging. © Step back out of the role playing, and talk about how you had to stop reading this great story because you couldn't read it. Talk about how sad you were that the author hadn't written in a way that let you read the whole story. © Tell the class that it can be a really sad thing to not be able to read a story. and that’s true if it’s our own story or someone else’s story. 5 to 10 Minutes Active Engagement: Briefly practice the strategy or concept presented. © Tell children to turn to their partner and tell them what made that last page so difficult to read, ten in on their conversations to cite one example of the sort of thing that you hear | them saying. Hopeflly they will be talking about how the writing is all smooshed together and hard to read. ‘They will notice how sloppy the letters are formed and that there is an intermixing of capitals and lowercase letters within words. © Then talk with the class about what you heard them say about why the last page was so difficult to read _ Link: Restate the teaching point using key phrases or ideas and encourage student fo apply 5 Lincoln Public Schools, 2010this new learning today ‘© Restate the main point of the lesson, | © “Writers, as you go off to write today and for the next few weeks. try really hard to keep me in your mind. T want you to remember that | am at home, dying to get to the end of your amazing stories. and | am hoping that your writing has given me the help I need to get to the end. Your writing is so. so much better than TV... and I can’t bear to have to stop halfway through it Independent Writing _ students: Independent | Teacher: Conferences with individual students using the | student writing on self | conferring framework or working with small strategy groups. selected topies Look for children who know that their writing is not as readable as it could be. Celebrate this awareness. Your goal will be for g them to want to write so that others can read it. and to be willing 3 to work toward this goal. 2 Some of your conferences may still be helping writers record % sounds for certain words. Remember to start scaffolding your a amount of support. Can the child stretch the ward independently? Use the ABC chart to find the letter sound? Her a part they know? It is important that the writer learn to be independent while recording sounds in their w1 Sharing Shaving: Writing share closes the workshop. It can be an echo of the minilesson. g_| Have the authors lay out their writing for the day on their writing folder and do a museum | share. A museum share is where you pretend to unlock the museum and you and your E | students walk around the room quietly looking at other authors’ work. Today you could 2 | ask the children to look and see if the authors were using their best writing so that others “ | could read it. Lt Lincoln Publie Schools, 2010G1.Q1.2_ Minilesson State Standard LAI.2. _ - | | Topie: Lesson 2 Writing for Readers: Examining readable and unreadable writing (For the full lesson see Calkins. Book 3. Session 2, pages 9-18) | Mede: Trait: | Personal Narrative Conventions | Objective: Students will examine their writing and come up with a list of what makes readable writing with the teacher (spaces, neat, letter for every sound in every word. word _wall words spelled correctly. ete). _ _ Materials: chart paper. writing tool, student's quarter | writing Pat the lesson in context of students” ongoing work. Explicitly name what will ight today: © Remind students of what you have worked on recently to become better writers, © State the goal for today. © “Authors, I had the most fun night last night! [ took your writing home, and | | read the work you did yesterday in class, and I could see that most of you tried really hard to make it easier for me to read your stories, For the next | few weeks, we are all going to work extra hard to make our writing casier to read. Authors. I want you to know that I'm not the only one who'll be trying to read your writing, You will be trying to read your stories too, We'll ask this question — “Can you read this?” to ourselves as well as to me. ‘Teaching: Present a new tool. straiegy or concept through demonstration, explicit examples, guided practice, inquiry or exploration. © Tell the children that they are going to try really hard to read their own writing from the last unit. IFit is easy for them to read they are going to put it in one pile and if it | is hard for them to read they ate going to put it in another pile, Then ask them to observe you while you show them what you did at home last i night. Then role-play sitting down to read a stack of stories from an author who has some hard-to-read writing, | ©. Take one child’s writing and start to look at it. Don’t show the piece to the class but | | hold it in your lap and then visibly pull it closer to look at. ‘Then talk about what | you see in the illustration and point at it. Then talk about something in the picture that you are not sure what itis. You might even want to try and take a guess at what | you think itis, Then ask the class to think in their minds what you just did. 0 Then wy to read the words. If you want you can write this up on the easel so that they can watch what you do as you try and tead it, Place your finger under the words as you read them, If you come toa tricky word look at it carefully and ty to make it make sense. Once you think you have figured out the word then you can go back and reread to make sure it makes sense in the sentence. Also, you can point to the illustration and comment on how it matches your sentence. © Then ask your class what they noticed you doing when you really wanted to read the story. Hopefully they will notice that you used the illustration to help you and you pointed under the words and read with an “I bet | can figure this out” attitude. Then talk about how you were able to read that one so you are going to put itin the _| 5 to 10 Minutes ° ° Lincoln Publie Schools, 2010“readable” pile. Then tell them if you get one that you can't read, even when you ty | as hard as you just did, then you will put it in the “unreadable” pile. { Active Engagement: Briefly practice the strategy or concept presented. © Have children open their folders and reread the writing that is in it. Remind them to do their best, hard-work-reading, Also remind them to make two piles. like you did ~ one for the readable writing and one for the unreadable writing. ‘9. Tell them not to be embarrassed if they come to some writing that has no words or that is hard to read, just put those pieces into the unreadable pile. ‘Tell them not to feel bad about their unreadable pile because it will teach us some important lessons about writing, Remind them that we are at the start of our unit and soon we'll all be writing so people ean read our writing. © While children are sorting their writing you can be circulating. listening, and coaching. © Once children have sorted their writing into two piles, have them talk to their partner about what makes the unreadable pile so hard to read and what makes the readable pile easier to read. Let them know they will be sharing their thoughts whole group ina few minutes. © Signal for the class to come back together. As a class. generate a short list of features that make some writing easier to read. (Here are some examples of easy= to-read writing... has spaces, is neat, and has a lot of letters in every word.) ° ‘Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today © Restate the main point of the lesson. | o “Today when you go off to write your Small Moment, make sure you are remembering to go back and ty to read your story. And today, and from this day on, let's all try hard to write stories that could go in our readable pile.” Independent Writing Students: Independent Teacher: Conferences with individual students using the student writing on self: ‘conferring framework or working with small strategy selected topics. groups. Praise! Praise! Praise! Give children lots of positive feedback for making the spaces between their letters and | words just right. Note children beginning and continuing to | keep their writing on the left side of the paper. Celebrate | letter formation, ease, and proportion. At the same time, give lots of praise tor true stories told with details, 25-30 Minutes Lincoln Public Schools. 2010Sharing - _ Sharing: Writing share closes the workshop. It can he an echo of the minilesson Tell the class about a writer who reread and realized they needed to fix up part of their | writing, ‘Then have them share whole group. jen vou could ask the children to try to read their writing and decide if it goes in the ‘adable or unreadable pile. Lo 5 Minutes Student writing folders can now be cleaned out and stored until the end of the first semester or the end of the year. Lincoln Public Schools, 2010G1.Q3.1 Minilesson_LA/. 5 to 10 Minutes tion ~ Research: Choosing a research topic that interests you Topie: Lesson 1 Noni Mode: Trait: Nonfiction _ Objective: Students will choose a topic (an animal) to research that interests them. mn animal books at your students” reading levels Materials: a variety of nonfi Connection: Put the lesson in context of students ongoing work Explicitly name what will | be taught today. ‘© Remind students of what you have worked on recently to become better writers, © State the goal for today. © “Today we will be choosing an animal that we want to learn more about and teach each other about. We will be going to the media center today to choose a topic that we want to investigate further.” Teaching: Present a new tool, strategy or concepl through demonstration, explicit examples, guided practice, inguiry or exploration. © You will need to meet with your media specialist, if available, before you bring your students to the media center. If you do not have a media specialist available, ‘you will need to prepare before this lesson by gathering nonfiction books on animals. © When meeting with your media specialist, or when planning yourself, there are @ few things to consider; your students’ reading ability, students’ interests, materials available, and if any other classes are going to be doing research at the same time © “Today we will be choosing a topie to learn more about. We may not get our first choice but there are so many wonderful animals to learn about. I know you will be excited with whatever animal you choose.” © It may help to have the animal books displayed around an area so students can see all books that will be available. I divide the books into at least two tables so that | can place lower and higher reading levels accordingly. Randomly draw about 4 hhames at a time and send these students to the appropriate table for their reading level. Have students choose an animal book to learn more about. © Non readers or very low readers may require some creativity. Does your school have a bookroom with a nonfiction guided reading text that would be appropriate? Could you use a Ranger Rick magazine with more limited text? Do you have any books on tape that the student could listen to and gather their facts? 1 have also | placed 2 students of a very low reading group to work with the same text if necessary, This way I can meet with them together to help them read. However, I require a written report/product from each child 5 Lincoln Public Schools, 2009Active Engagement: Briefly practice the strategy or concept presented. ‘© “Twill draw a name out and that person will choose his/her animal they wish to Jearn more about.” To avoid any problems make sure to have more than enough choices for your students. Many teachers prefer that each child choose a different animal, or ideas and encourage student to apply Links Restate the reaching point using key prc this new learning today. ©. Restate the main point of the lesson. 6 “Today we have chosen our animal that we will become an expert on. lam so excited for you to learn more about your topic so you can teach your classmates and me all about it!” Independent Writing | Students: Independent | student writing on self- conferring framework or working with small strategy E | selected topies groups. z ‘You may need to help a student make @ good choice for = him/herself. It will be important to have materials available iS that your students will be able to read somewhat 4 independently, Give students time to browse through their books and become familiar with them. Sharing Sharing: Writing share closes the workshop. It can be an echo of the minilesson 8 | To get students excited for their upcoming research have them tell their small group which 2 ip s group E | animal they chose and one thing they would like to learn. = é Lincoln Public Schools, 2009G1.Q3.2 Minilesson 141.2] _ - Z __ | | Topic: Lesson 2 Nonfiction — Research: How to locate information you need to gather facts Mode: Trait: Nonfiction Objective: Students will lean how to find the information needed to gather facts for their research. Materials: Seahorses, by Sylvia James (big book), a longer nonfiction book with several headings per chapter _ Connection: Put the lesson in context of students ongoing work. Explicilly name what will be taught today. © Remind students of what you have worked on recently to become better writers, © State the goal for today. © “Today I am going to show you how to find the information you will need to gather the facts for your research.” Teaching: Present a new tool, strategy or concept through demonstration, explicit examples, guided practice, inquiry or exploration. © “Who can tell me what they remember about the parts of a nonfiction book?” ‘This should have been taught beforehand. Draw students out to list: table of contents, index, glossary, maps, diagrams, captions, photographs, ete. © “Today, 1 am going to show you how knowing all of those parts of a non-fiction book are going to help you find your facts.” 5 to 10 Minutes Active Engagement: Briefly practice the strategy or concepl presented. © Read the table of contents to your students. Ask how this can help them gather facts. Tell students that the table of contents shows how a nonfiction book is organized by topics. We will use pockets to help us organize and make a table of contents. © Ask the children, “What are the big ideas this author used to organize his/her book?” © Look at the index together. Help students conclude that the major topics and page ‘numbers will be there. Ask, “Who can tell me on which page I can find out about baby seahorses?” © Next model how information can be found through headings. (In shorter books | these often match the title of the chapter ~ you may want to show a longer book, in which there are several headings per chapter.) Link: Restate the teaching point using key phrases or ideas and encourage student to apply this new learning today: © Restate the main point of the lesson. © “Today. we learned some helpful “shortcuts” on how to find the information we will want to use. I want you to look at your books and see if' you can find some of the places where you are going to go to gather your facts. 7 Lincoln Public Schools, 2009Independent Writing ‘Students: Independent Teacher: Conferences with individual students using the student writing on self- ‘conferring framework or working with small strategy | & | selected topies groups. lz Today children are not yet writing, but exploring their |= nonfiction animal books. You may want to give them s sticky notes if you have a particular type of fact you would 4 like them to find. For example, “Boys and girls, | would like you to find facts that tell you what your animal eats.” Sharing | Sharing: Writing share closes the workshop. Ii can be an echo of the minilesson | Bring your nonfiction book to the rug. Show your partner where you found a fact. Tell B | them about the nonfiction feature that helped you to find this fact. = 8 Lincoln Public Schools, 2009G1.Q4.1 Minilesson Stare Standard LAl.22 | Topic: Lesson 1 - Beginning the poetry unit (Based on Regie Rouiman’s book, Kids | Poems: Teaching First Graders 10 Love Writing Poetry) Mode: | Trait: Poetry . | Objective: Students will notice and comment on several elements of poetry in poems | written by other first grade _ | Materials: overhead transparencies of poems written by children (in their own handwriting as well as in published form) Bubbles, My Cars, Mp Bab | and Never Give Up are possible poems to use for this first lesson (All poems for these lessons are found following the Celebration.). poetry paper can be found following the Llesson y Brother, New School | Connection: Pu the lesson in context of students’ ongoing work. Explicitly name what will | be taught today. © “We have been reading and enjoying many poems together all year in first grade. Now, you are going to learn how to write poetry. Iam really excited to see all of ‘you become poets. Today we will start by reading and looking at poems that have been written by first graders just like you. This will give you some ideas and help you get started. 5 to 10 Minutes ‘Teaching: Present a new tool. strategy or concept through demonsiration, explicit | examples, guided practice, inquiry or exploration. © Using the overhead projector. display the poems one at a time and discuss each. First, look at the poems as they are written in the child’s handwriting. This will help the students get the message that they, too, can do this. If it is easier to see the form and layout of the poem in the typed version. then show that after they have looked at the childs handwritten poem. Read the poem a couple of times. ‘Active Engagement: Briefly practice the strategy or concept presented ‘© Ask the class what they notice about each poem. Help them to notice how many words are on a line. repetition, patterning, strong emotions, placement on the page. use of punctuation or lack of, poems about things they love and word choice. © Examples of what to notice and discuss are: “Yes, in Bubbles, there are only one or ‘two words on a line. You are right, bubbles don’t really fly. Why do you think the poet said it that way? 1 like the way the poet said that.” “Yes, in Never Give Up, the poet used a pattern. He started three lines with ‘I do” and then used ‘whew’, It sounded like he wrote a poem about something he was really excited about.” “You are right, in My Raby Brother, you can tell the poet wrote about someone she loves. What kind of words are cry. drink, scratch, twist. laugh and burp? Poets use a lot of good action words.” “In New School, how could you tell she was nervous and scared? Yes, she was showing how nervous and scared she was when she said ‘my heart was beating fast’. Poets choose words carefully to tell exactly how they are feeling.” 3 Lincoln Public Schools, 2009| Link: Restate the leaching point using key phrases or ideas and encourage student to apply this new learning today > “You have noticed what poets do when they write poems. They might repeat words and use a pattern. They might write only a few words ona line. They may not wrile in sentences. They may not use punctuaion. They write about topics that are | important to them. They use good words to show how they feel. Poems do not have to use rhyming words. You might try some of these same things with a poem i you will write today © Have them think of a topie idea for their first poem. Since this minilesson might have been quite long already. do not call on each. but only one or two who you iy think would have a good idea. “Think of a topic that you would love to write a | poem about. Does anyone have an idea already?” | © “OK, poets, let's get started.” [Independent Writing | Students: ‘Teacher: Conferences with individual students us Independent student | framework or working with small strategy groups. writing on self: © You might find students imitating the poems you looked at selected topics. This is OK for now, since it will give them support and structure as they begin this new work For those who are stumped about a topic, use your knowledge of that student—siblings, special interests. etc. for suggestions of atopic. Then get them talking about it in order to elicit good poetry language they could use: “I know you love to play soccer. Could you write a poem about that? Tell me ‘what you have to do when you play’? Could you use those words—run, kick, block? How do you feel when you play? T love how you said, “Sometimes | get hurt, but I love it anyway’. Let's see if we could use that in your poem.” Proceed to help him use repetition, patterning to turn his ‘words into an easily accessible poem for him to write. You | | might purposely use this conference as a “listening in | conference for others to get ideas. © Be especially encouraging and affirming of their efforts as ' they begin this new craft © Be looking for a couple good first examples to share during | the share. te conferring 25-30 Minutes 4 Lincoln Public Schools, 2009{Sharing - | T Sharing: Writing share closes the workshop. It can be an echo of the minilesson. |g, | During conferencing. ask a couple of students with examples of good. first attempts if you | | can share their poems. Take note of some of the elements you discussed during the | minilesson that they might have used. 5 Minutes 5 Lincoln Public Schools, 2000Trait: Organization Students will learn to use line breaks to make their poetry “sound right ith the child's permission, an overhead of a student-written poem trom yesterday (or use the example provided in this lesson) which used no line breaks: this same | poem written on a sentence strip and cut into individual words: pocket chart for | | manipulating the words from the cut-up poem: a chart titled “Strategies Poets Use" which _you will add to throughout this unit_ ‘Connection: Pur the lesson in context of he taught today. © Tell them how pleased you were that they all worked so hard yesterday writing their | first poems. | 0 “The way poets put their poems on the page makes the poem sound just right Yesterday you noticed that sometimes they put one or two words on a line and | sometimes many more. Today ] will teach you how you can divide your words into | lines and make them sound just right—like poetry.” | i i idents’ ongoing work Explicitly name what will ‘Teaching: Present a new fool, strategy or concept through demonstration, explicit ‘examples. guided practice. inquiry or exploration. © “Joey said we could look at his poem and help him figure out where the line breaks should go. Here is his poem about his dog, Sam: | | “My dog Sam runs and | slobbers. He cl s and barks. too. | j love Sam’.” Read the poem, taking a breath at the end of each line. “When we read poetry. we take a little breath at the end of each line. See if this sounds right when I do that. Is that the way you wanted it to sound. Joey? Let’s work on this together to make this great poem about Sam sound like poetry.” Active Engagement: Briefly practice the strategy or concept presented. (© “Talk with you partner about where you think he should end each fine.” © After a few minutes, try some of their suggestions by putting the words accordingly in the pocket chart. Have the students reread the poem. taking a breath at the end of cach line to see how it sounds. “Poets try different line breaks and then reread it to see if it sounds right just like we are doi | © Ifyou don’t get any helpful responses say, “Let's try this—My dog Sam/runs/and slobbers/He chases’ and barks, too/1 Jove Sam. Does that sound like you wanted it | to sound. Joey? Now, let's try leaving out some of the words we don’t need like vand’, “he” and ‘too’. Let's read, “My dog Sam/runs/slobbers/chases/barks/l love Sam. ‘What do you think. Joey? Does is sound like you wanted it to sound? Do you think this sounds better, class?” | W Lineoin Public Schools, 2009Restate the teaching point using key phrases or ideas and encourage student 10 apply | this new learning today | o. “Poets try different line breaks and reread it to see if it sounds like they want it to } | sound, Ifit doesn’t sound right, try it another way and reread it again. You might | need {o read it to your neighbor to see if they can help you. So. today as you are | writing, think about how you can use line breaks to make your poems sound just right. ~ © “As you get started, I will add “Poets use line breaks to make their poem sound just right’ to our ‘Strategies Poets Use’ chart.” Independent Writing _ | |] Students: “Teacher: Conferences with individual students using the conferring | Independent Framework or working with small strategy groups student writing © As you work with students, help them try out different ways of | | | on selfselected putting their words on the lines. Then read it to them, taking a | | topics: breath at the end of the line. Ask, “Do you like it (this way) or | (that way)? Which way sounds better to you? Let's try ending | the line here.” co Rather than have them erase or write it over, try putting a slash mark where they decide to end the line. but tell them you will pretend the line ends at the slash mark so they don’t have to write itover. Then reread it accordingly. | 0. Draw everyone's attention to those who are trying different ways i ‘of using line breaks. “I love the way *** is rereading his/her j Poem so see iit sounds right.” | | | 2 2 8 4 Sharing: Writing share closes the workshop. It can be an echo of the miniles ‘© Have everyone bring a poem they worked on to the rug. © “Show your writing partner where you were working with your line breaks. Read your poem to your partner and make sure it sounds right.” © Listen in as they talk. Showcase a good example of someone working hard on 5 Minutes 12 Lincoln Public Schools. 2009