Melissa and Haley Smith ECED 4300 B Dr. Tonja Root Fall th grade Concrete Poetry

Georgia Performance Standard Prewriting and Publishing  ELA4W2 The student demonstrates competence in a variety of genres. The student produces a response to literature that:  a. Engages the reader by establishing a context, creating a speaker’s voice, and otherwise developing reader interest. Haley and Melissa Smith, B,

Primary Learning Outcome  Prewriting The students will complete a graphic organizer describing a given topic about the fall season. The students will complete a graphic organizer describing a given topic about the fall season.  Publishing Students will create a concrete poem about a given topic. Students will create a concrete poem about a given topic. Haley and Melissa Smith, B,

Concrete Poetry  Today we are going to write poems about the fall season.  We are going to write using a specific form of poetry called concrete poetry.  Concrete poetry may or may not rhyme. It may be a list of words, phrases, or sentences.  There are many types of concrete poetry. Haley and Melissa Smith, B,

Concrete Poetry cont’d  In the type that we are going to use, the poem will take the shape of the object it describes.  Here are a few examples of this type of concrete poetry. Haley and Melissa Smith, B,

Prewriting  During the prewriting stage, all ideas are written on paper.  Do not worry about correct spelling, neatness, or punctuation.  Choose a topic and purpose to write about.  Use a graphic organizer to help organize thoughts and ideas. Haley and Melissa Smith, B,

Publishing  Publishing is the stage of writing where everything is put into final form.  Sometimes, the piece needs to be rewritten and visuals added.  The work is also shared with others during this stage. Haley and Melissa Smith, B,

APA Citation  APA citation of books: Burg, Brad. (2002). Poetry at Play: Outside the Lines. New York, NY: G.P. Putnam’s Sons. Burg, Brad. (2002). Poetry at Play: Outside the Lines. New York, NY: G.P. Putnam’s Sons. Janeczko, Paul B. (2001). A Poke in the I. Cambridge, MA: Candlewick Press. Janeczko, Paul B. (2001). A Poke in the I. Cambridge, MA: Candlewick Press. Haley and Melissa Smith, B,

 Poetry at Play: Outside the Lines written by Brad Burg and illustrated by Rebecca Gibbon  Using the book: The teacher will read the book to the students and discuss the different types of concrete poetry. The teacher will read the book to the students and discuss the different types of concrete poetry. The teacher will focus on the specific pages that show the type of concrete poetry that the students will be creating. (pgs. 11, 16, and 17) The teacher will focus on the specific pages that show the type of concrete poetry that the students will be creating. (pgs. 11, 16, and 17) Haley and Melissa Smith, B,

 A Poke in the I written by Paul B. Janeczko and illustrated by Chris Raschka  Using the book: The teacher will read the book to the students and discuss the different types of concrete poetry. The teacher will read the book to the students and discuss the different types of concrete poetry. The teacher will focus on the specific pages that show the type of concrete poetry that the students will be creating. (pgs. 2, 16, 17 and 24) The teacher will focus on the specific pages that show the type of concrete poetry that the students will be creating. (pgs. 2, 16, 17 and 24) Haley and Melissa Smith, B,

Modeling Prewriting  A football 1. Complete graphic organizer 2. Write a poem about a football ( throwing, brown, spinning, leather, cold) 3. Draw a picture of a football Haley and Melissa Smith, B,

Modeling Publishing  A football 1. Take the poem and form the words to shape the outline of the football picture. 2. Lightly color the picture. Be sure not to shade too darkly because the words will not be visible. 3. Write your name at the bottom right-hand corner of the paper. Haley and Melissa Smith, B,

Practice for Prewriting  As a class, students will discuss various objects pertaining to fall. (e.g. pumpkin, leaf, football)  Next, the class will choose a topic and complete a graphic organizer about the topic that was chosen.  Each student will have their own graphic organizer to complete. Haley and Melissa Smith, B,

Practice for Prewriting Cont’d  Together, students will write a short poem using the ideas from the graphic organizer.  Each student will draw a sketch of the object on a separate sheet of paper. Haley and Melissa Smith, B,

Assessment for Prewriting  The students will turn in their graphic organizers for a grade.  The teacher will use a rubric to evaluate the students’ success on completion of the graphic organizer.  The students must have 7 of the 9 items completed on the graphic organizer in order to receive a satisfactory score. Haley and Melissa Smith, B,

Practice for Publishing  Students will take the class poem and form the words around/ throughout the object they have drawn.  Next, they will color their picture and put their name in the bottom right- hand corner. Haley and Melissa Smith, B,

Assessment for Publishing  The students will share their concrete poems with the class.  The teacher will use anecdotal notes while observing the students’ presentations. Haley and Melissa Smith, B,

References  Star: g g g  Lollipop:  Dove: Haley and Melissa Smith, B,

THE END!!!! Haley and Melissa Smith, B,