Poetry+Week+of+May+11,+2009

==NOTE: Reader's Workshop Notebooks will serve as poetry notebooks for the rest of the year. Any poems that students write should be in their Reader's Workshop/Poetry Notebooks. Teach students to skip a line when writing in these books. This is important for editing their work down the line. ==

[|tongue twisters online]

Monday-May 12th
=Alliteration= Students work on eagle poem.

//Bumblebees://
NOTE: learning targets are in my room!
 * introduce poem without title
 * recite the poem making a big deal about the sounds
 * think about the ends of words like in "and"
 * and the beginning of words
 * teach the word alliteration
 * students go back to their desks to illustrate each line of the poem
 * you go one by one and move them on to the next line - the class stays together
 * sketches with pencil that are about three minutes long each
 * students act out the poem
 * pick one student to really act it out - jump off desk
 * explain that when everyone gets really good at poem they will be able to really preform it
 * students guess what the poem is about
 * teacher reveals it's about an eagle

//Bears://
//To Do://
 * //copy poem on chart paper//
 * //copy the sheet where they visualize each line from the poem//

Learning Target:
 * **I can pronounce all of the sounds in the poem when I recite it.**
 * **I can visualize what the poem is about now that I know the title.**
 * **I can try and write my own poem using alliteration.**

Bursting into bloom Bees and butterflies in flight By the banks of Broome. ||
 * **Read Aloud Time: practice the eagle poem - just reading it**
 * **Stand in a circle and practice acting it out**
 * **Let one student act it out from the desk**
 * **Explain that when we all have the poem memorized that we will preform it in front of an audience**
 * **community meeting**
 * **and act it out on the wall outside for fun**
 * **Show students a new poem using alliteration**
 * Blossoms beautiful and bright


 * Show students how they will write poems in their Reader's Notebooks
 * Students go back to their desk to illustrate each line of poetry [|BlossomsBeautiful.doc]
 * Students try to write their own poems using alliteration in their Poetry Notebooks

Tuesday- May 12th
//To Do://
 * Write the poem "Rain" on chart paper

Learning Target:
 * I can create my own poem using alliteration.

Read Aloud Time:
 * Practice reading the poem about the eagle and about the blossoms
 * Act out
 * Emphasize sounds and push students to really get each sound out

Independent Work time:
 * Students complete two alliteration worksheets to help them think about alliteration in a more scaffolded way:
 * [|AnimalAlliterationWorksheet.doc]
 * [|PeopleAlliterationWorksheet.doc]
 * Students visualize the poem about rain that uses alliteration:
 * [|RainAlliteration.doc]
 * Students work on writing their own poems using alliteration

Wednesday- May 13th
=Launching the Poetry Unit for Writing:= Learning Target:
 * I can explain what I think I know about poetry and what I am wondering about poetry.


 * Independent Work Plan**
 * Students will complete a KWL chart
 * [|KWLPoetry.doc]
 * Students will continue any work from the days previous
 * Students continue writing their own poems using alliteration
 * Students read poems

Thursday- May 14th and Monday - May 18th
=Looking through a Poet's Eyes:= //Students will learn that poet's look at things through new eyes. In some ways it is like they look at things like an alien or a baby would - like they are looking at something for the very first time. They will read two poems, one about a pencil sharpener and one about the ceiling. They will see that the author truly looks at these things as though she is seeing them for the first time. At this time the first poster from the Ingredients of a Poem PDF should be introduced to students.

Learning Target://
 * I can look at regular things around me through a poet's eyes. This means that I can look at the world around me in a new and unique way.

//2-Day Lesson: [|L2poet's eyes.doc]//