ECED 4300 C Dr. Tonja Root Spring nd grade Concrete Poetry: Lauren Roberts Brittany Brown

Lauren Roberts Prewriting: Concrete Poetry ELA2LSV1 The student uses oral and visual strategies to communicate. The student b. Begins to use oral language for different purposes: to inform, to persuade, and to entertain. 2 nd grade GPS: 2 nd grade PLO: Students will orally participate in the creation of an entertaining and informative concrete poem. Students will provide at least one descriptive detail to add to the poem.

Brittany Brown Editing: 2 nd grade GPS: ELA2W1 The student demonstrates competency in the writing process. The student: i. Uses planning ideas to produce a rough draft. j. Rereads writing to self and others, revises to add details, and edits to make corrections. 2 nd grade PlO: A. Students will be able to make a rough draft. B. Students will be able to revise their own papers and edit mechanical errors.

Concrete poetry is a type of poetry where we use words to describe a concrete object. This form of poetry is extra special because the words play another role and physically model the object described. Concrete Poetry:

Detailed words including the reaction of all 5 senses as deemed appropriate Ranges from simple words to complex sentences All words/sentences are centered on same universal topic What makes Concrete Poetry?

Where to Start? Prewriting Prewriting is the time to get all ideas together to develop the best possible product. Prewriting is a crucial step and starts all forms of writing. When doing prewriting the author must consider: what to write about (topic) what graphic organizer to use Who the audience is The purpose the piece is to serve

The Final Touches: Editing Editing is when you put the final touches on your writing piece. Remember there is not any such thing as a perfect paper. Some requirements for editing: Adding or edits unnecessary information, Correcting punctuation errors, Capitalizing important words Correct spelling

Grandits, John (2007). Blue Lipstick. New York: Clarion Books.

Finley, Sherry. (2004) Ice-Cream.

Guided Practice Activity Everyone flip to the graphic organizer and teacher will pass out Ziplocs. (Do not open until instructed) Start off by finding out what students already know about fish, write these on the descriptions on the board. As a group use all 5 of the human senses to describe the goldfish crackers. As you go along fill in the graphic organizer.

Use your senses What do they look like? How do they feel? Do they have a distinct smell? What flavor/s do you taste? Do they make a sound when you bite them?

It’s Your Turn!!! Now, we are going to make a draft by writing the adjectives or describing words inside of the fish. Lastly, read word-for-word and check for any mechanical or grammatical errors such as periods, commas, capitalization, etc.