Concrete Poetry
description
Transcript of Concrete Poetry
Concrete Poetry
Alyssa Pekas
Kristina Stites
4300 C~ Dr. Tonya Root
Fall 2008
Grade: 5
Prewriting Kristina Stites
GPS: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent
focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
PLO
Students will complete their graphic organizers meeting the purpose, form, function, and audience of concrete poetry.
Form of Writing:
Concrete Poetry / Narrative
Point of view of object
Stage: Prewriting
Audience: class, teacher, parents, published book
Topic: Brainstorm ideas, may have content-related topics
Purpose: imaginative, informational
Graphic
Organizer:
Reference(2008, November 7). Pacing
charts for proficiency learner outcomes. Retrieved November 8, 2008, from Cleveland Metropolitan School District Web site:
http://www.cmsdnet.net/opd/ELAPacingCharts/Fourth%20Grade%20Graphic%20Organizers.pdf
Modified by Pekas, A. & Stites, K.
Reference
Carrol, L. (2000). Alice in Wonderland. New York, NY: Penguin Putnam Inc.
Reference
Smith, C. (2000, December 26) Court’s concrete creations. Retrieved November 8, 2008 from http://oregonstate.edu/~smithc/poems/boat.html
Practice ActivityInteractive Writing
Select topic from class brainstorm
Students raise hands to provide info and feelings for topic
Teacher fills in graphic organizer
Assessment Activity
Students complete graphic organizer
Topic selection (context)
Stays on topic (coherent focus)
Lists details for five senses according to topic’s point of view
Teacher collects graphic organizers, assesses, and gives feedback prior to drafting
DraftingAlyssa Pekas
GPS: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent
focus throughout, and signals a satisfying closure. The student
a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.
PLO
Students will draft a concrete poem meeting the selected purpose, form, function, and audience.
Form of Writing:
Concrete Poetry / Narrative
Point of view of object
Stage: Drafting
Audience: class, teacher, parents, published book
Topic: Selected topic from graphic organizer
Purpose: Imaginative
Practice Activity
Shared Pen
Review rules of shared pen method
Teacher sets time limit
Teacher selects student with hand raised
Student discusses idea with class
If class agrees, student writes in phrase or idea
If class doesn’t agree, teacher will help class determine where phrase may fit or if it is irrelevant
Conduct Shared Pen method
Check off ideas used on graphic organizer
Review completed poem
Assessment Activity
Students complete draft
Topic selection matches shape (context)
Stays on topic (coherent focus)
Uses relevant information from graphic organizer to engage selected audience
Provides closure
Teacher collects drafts, assesses, and gives feedback prior to revising