Color Poetry Grade: 3 Tiffany Johnson & Erin Crawford ECED 4300 B Dr. Tonja Root

ELA3W1 The student demonstrates competency in the writing process. The student f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect. PLO: The student will brainstorm how to describe a color using their five senses (sight, sound, smell, hear, and taste) before they write their color poem.

Form of writing Many different forms Describe color in interesting ways – Use 5 senses to describe a color Imagine what the color tastes, feels, smells, sounds, and looks like.

 Organize our thoughts about one color  Use Color Poem Web  Use 5 senses to describe a color  How color looks, feels, smells, tastes, and sounds.

Color Poem Web. (2008, July 7). Retrieved April 1, 2009, from

Color Poem Sample. (2008, July 7). Retrieved April 1, 2009, from

O’Neill, M. (1961). Hailstones and Halibut Bones. New York, NY: Doubleday.

Prewriting Practice activity Each student will be given a crayon. The students will be placed into groups according to color of crayon. Each group completes graphic organizer for their color. Each will share their graphic organizer with the class.

Prewriting Assessment Activity Each student will individually complete a graphic organizer for the color they choose. The student must complete the entire graphic organizer. The student must include sensory details. (adjectives) Student may be asked to explain how what they wrote on the organizer is related to the color.

Tiffany Johnson Stage: Drafting

ELA3W1 The student demonstrates competency in the writing process. The student f. Begins to use specific sensory details (e.g., strong verbs, adjectives) to enhance descriptive effect.

The student will draft a color poem using sensory details.

Form Pick a color Use the five senses to describe the color When you think of_______(color) what do your hear, taste, feel, smell, or see. Uses adjectives, similes, metaphors, figurative language and comparisons Teacher Note: if developmentally ready introduce concept of stanzas

 Use the ideas from your graphic organizer  Do not focus on grammar. This is your “sloppy copy”  Remember to use figurative language  Be creative!

Example O’Neill, M. (1961). Hailstones and Halibut Bones. New York, NY: Doubleday.

What Is Red? Red is a sunset Blazy and bright. Read is a feeling brave With all your might Red is a sunburn Spot on your nose, sometimes red Is a red, red, rose. Red squiggles out When you cut your hand. Red is a brick and a rubber band. Read is a hotness You get inside When you’re embarrassed And want to hide. Firecracker, fire engine Fire-flicker red--- And when you’re angry Red runs through your head. Red is an Indian, A Valentine heart, The trimming on A circus cart. Red is a lipstick, Red is a shout, Red is a signal That says: “Watch out!” Red is a great big Rubber ball. Red is the giant-est Color of all. Red is a show-off No doubt about it---- But can you imagine Living without it

P RACTICE A CTIVITY : G UIDED P RACTICE In your groups collaborate with your peers to create a rough draft of color poetry. Use the ideas from your graphic organizer to draft the poem. Be sure to use all five senses to describe the color using adjectives, figurative language, similes, metaphors, and comparisons.

A SSESSMENT A CTIVITY Individual work Use your graphic organizer from prewriting to create a rough draft of a color poem Use the five senses to describe a color Use adjectives, figurative language, similes, metaphors, and comparisons