Lesson Plan 1: Literacy Writing a List Poem (60 minutes)

Essential Understanding Sound is manipulated in many ways, such as volume, to affect the mood of the listener(s). Objectives SWBAT understand the characteristics of writing poetry. SWBAT read and respond to poems and music as a model for writing. SWBAT write a draft of a list poem and demonstrate effective word choice in writing. Standards CCSS ELA Grade 2 Reading Standard Lit 4: Describe how words and phrases (e.g. regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song. CCSS ELA Writing 2.5 Production and Distribution of Writing. With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing. Materials and Preparation Favorite lines recorded from Zin! Zin! Zin! a Violin by Lloyd Moss, characteristics of writing a poem chart, pencils, journals for student responses, The Orchestra CD, CD player, draft paper Classroom Arrangement and Management Issues Students will be in their seats for the majority of the lesson following their return from lunch. As most of our writing lessons occur at the students desks so this practice is standard. Students will have the journals already returned to their respective desks. The draft paper will be distributed to each table at the appropriate time. For students who are distracting themselves or classmates they will have their desks turned (so they cannot fiddle with items inside it) or be moved to a seat on the periphery of the classroom. Positive behavior will also be rewarded through the class star chart. Students self identifying or teacher recommended needing additional support can move to the carpet with their materials during the independent writing time. This should help minimize off task behavior distracting the whole class during quiet writing time. Also the norm will be reinforced that for a given time students must be quiet writing and the timer will be set with a 2 minute warning. The Hook (8 minutes): 1. Review students favorite lines from the mornings Read Aloud text, Zin! Zin! Zin! a Violin by Lloyd Moss. Have students identify their favorite words from these lines. From each line only one can be selected. 2. Emphasize how writers choose words that help the reader hear the sounds. What word is most important in this line for the reader to understand the sound? Students write these responses in their journals. Read aloud the class list of selected words that describe the texts subject. The Body of the Lesson: Work and Explore (45 minutes): 1. Introduce that we can turn the list of words into poetry that explains sounds heard from the read aloud text. Review the characteristics writing poetry:

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A poem tells a writers feelings about a topic A poem may be rhymed or unrhymed A poem uses colorful words and details to help the reader see, feel, or hear what the writer is telling about. A poem includes a title Have students identify these characteristics in the class word list so far. a. What words help the reader to hear what the writer is expressing or trying to say? b. Do any of the words rhyme with each other? i. Are there other words we could add that would rhyme and be about same subject? c. How could we arrange the words so the poems message is clearer to the reader? i. Do any need to be taken out because they do not fit the subject or are repeating the same word/idea? d. What cold be a good title that tells the reader what that summarizes what poem is about or motivates the reader to continue reading? Share that we are writing a list poem about musical sounds that need only one word per line. Model re-arranging the words for stronger expression, adding an additional word(s, if possible) for rhyming, and a poem title. Transition to guided practice with writing list poems. Share how writers need a subject to write about that inspires them and we will be using music as our inspiration. Shared listening to one music selection from the CD The Orchestra, Music is Everywhere, which describes with both narration and music how sounds are all around us. Ask for students one word responses from the recording either of words directly spoken in the piece or what they think in response to the topic. Record these responses on the board and in the individual student journals. Then have students practice re-arranging the words for stronger expression, adding an additional word(s, if possible) for rhyming, and poem title. Read aloud a teacher selected and/or volunteered examples. Next as a class students listen to two more selections from The Orchestra, Music Conveys a Feeling and Music Tells a Story. As the tracks are played they select words from the narration or sounds to record for their list poems. Direct student to write at least 4 words per track. After the track one minute is given for students to write words as their response to the listening selection about music. Then students use these words to write a draft list poem following the characteristics of writing poetry. The two tracks are replayed as students are quietly working. Small group gathered on the carpet for additional writing support from the teacher.

Closure: (7 minutes): 1. Finally a few student volunteers are selected to read aloud their list poem drafts and share their inspiration the words/title selected. The other students are invited to ask the authors two followup questions about their poetry inspiration. Assessment of Objectives: Assessment of students understanding the characteristics of poetry will be how they apply this knowledge to give evidence of these characteristics in the list poems modeled for the class and created during guided practice. Evidence of understanding these characteristics will also be assessed in students individual drafts of a list poem. Then students willingness and

flexibility to use both the text poem and music as varied formats for writing prompts will be assessed. Finally students list poem drafts will be assessed by how coherently they convey the writers feelings about a subject through strong words selected or added. Considerations 1. Anticipating students responses and my possible responses a. Some students could become off-task during the lesson and the suggestion of moving the student or their desk were discussed in the classroom arrangement section. While the teacher is working with the small group for more writing support other students remaining at their desks could begin to talk. Having the recording re-playing during this time should minimize that distraction. b. Many students should find the subject of their poem writing fun and enjoy listening to the audio recording. Students are most likely to struggle with how to select a word that summarizes their reaction to the music selection. For students who do, this piece does not have to be a requirement but rather an addition. Other students could be concerned with how to spell a word or sound. Remind students to try their best with the spelling and use the class resources. For the sound spelling, there is opportunity with the authors who share to demonstrate how their reading of the poem still creates the same sound regardless of spelling. Use the read aloud text as a resource for the spelling of sounds as well. 2. Accommodations a. For the students who find the material too challenging they can focus on writing a list poem from the words selected during the guided practice responding to Music is Everywhere selection. For students who need more time with writing they can focus on completing the same objectives with words recorded from and in response to just one of the music tracks played during independent practice. Both of theses groups of students are gathered to the carpet for additional support. b. For students who need an additional challenge they can try to include 2 sets of rhyming pairs in their list poem, which then they would most likely need to add additional words that maintain the same expression. Students who finish early can work previous writing either publishing A Paragraph that Explains or drafting A Paragraph that Describes.