April-May+plans+(poetry)

=Poetry Week of May 11, 2009= = = =Week of May 17, 2009= =Week of May 26, 2009=

Week of June 8, 2009
=Other poetry lessons=

poems to use for alliteration: Poems to use for rhythm / rhyme / beat: poems to use for beginnings / endings:
 * Rain
 * recitations from Steven
 * Harlem Hopscotch by Maya Angelou
 * Books by Eloise Greenfield
 * Mohammed Ali
 * Rapper's Delight (Sugarhill Gang)
 * listen, children

Read-Alouds
Each week we will read a poem or two during read-aloud time. Students should practice different tasks related to the poem. After they master several tasks, we will start assigning small groups to be in charge of one task. In other words, we will teach each task in isolation. Once the whole groups has done it, we will split the class and some will do one comprehension and others will do another. This will make some nice poetry displays.


 * 1) Questions: good readers ask questions about what they read. You might want to think of questions for the author, if you could talk to him or her. After you brainstorm some questions, see which ones you can infer the answers to.
 * 2) Visualizing: students draw pictures of one part of the poem on large index cards.
 * 3) Powerful words: students collect the most powerful words from the poem, writing them on index cards and illustrating them.
 * 4) Inferring: students respond to a prompt to infer something about the poem
 * 5) Synthesizing: students write what they think this poem is really about. What does the poet want you to think about or learn?
 * 6) Connections: students make text-to-self; text-to-text; and text-to-world connections about the poem
 * 7) Structure: talk about line breaks, rhythm, rhyme, metaphor, etc.

Link to Actual Poems and Lesson Attached

= Center Work =

Shared Reading
//Each Reader's Workshop will start with a shared reading. Students will practice reading the poems chorally. The focus on the discussion will change from week to week. But after each reading the following should be discussed://
 * //What do you visualize?//
 * //What do you think the author's message is? (Using this specific language is important).//
 * //What connections do you have to this poem? (As students become more and more familiar with poems we should see them making more connections to other poems and poets).//
 * //What are the strong words in this poem? What kinds of words are they emotionally. On your own start text coding these words for the group - I'm not exactly sure how this looks but I am thinking about it a lot. So let's thing about this as a group as we go through it.//

Visualizing Poems Center
//In this center students will read a poem and draw a picture to show how they visualized it.// "It's Dark in Here" by Shel Silverstein: [|dark.doc] Monday, April 27 "Wish" by Eloise Greenfield: [|wish2.doc] Tuesday, April 28 "My People" by Langston Hughes: [|my people2.doc] Wednesday, April 29 "Eighteen Flavors" by Shel Silverstein: [|18flavors.doc] Thursday, April 30 "Quiet" by Myra Cohn Livingston: [|quiet.doc]

Listening Center
//I have a number of tapes of poems that students can listen to through a listening center. They should draw what they visualize from these poems. Paper should be cut smaller (into fours) for students to visualize. This makes it easier to hang up and display.// //We can create more poems online and on CD if we need to.//

Reading Poetry
//In this center students should be reading a ton of poetry. A ton of poetry books should be available. Students should chose a poem that they like before they leave the center. They can bookmark it or copy it on paper. Lined paper should be available at this center.// //Students should have bookmarks with their names on them to mark text that they are interested in. **Week One** Monday - Thursday // __**Shared Reading**:__
 * Ask the following questions:
 * //What do you visualize?//
 * //What do you think the author's message is? (Using this specific language is important).//
 * //What connections do you have to this poem? (As students become more and more familiar with poems we should see them making more connections to other poems and poets).//
 * //What are the strong words in this poem? What kinds of words are they emotionally. On your own start text coding these words for the group - I'm not exactly sure how this looks but I am thinking about it a lot. So let's thing about this as a group as we go through it.//

__**Practice New Routine**:__ //Show students the Listening Center Routine//. //Show them how they will allow the next group of four to listen to the poem.//

__**Independent Work**:__ //Students// work on visualizing a poem and answering questions about that poem.

//  Monday - Thursday
 * __Independent Reading:__** Students chose a poem from the rug and read it independently. They can bookmark poems they like or copy them on lined paper.
 * Week Two**

Students are working on fluency. We are building excitement around being fluent readers so that we can sound professional during the radio program. We also need to talk about how fluency helps you with your learning.
 * Goal for the week:**

// __**Shared Reading**:__
 * Sharing**: Students share their favorite poem from today with a partner.