Writing Mini­lesson Learning Goals (objectives) w/link to CCSS Learning Goal(s): Students will demonstrate understanding of alliteration by choosing 2 things on their heart map to start writing 2 alliteration poems Key lesson activities: ∙ Alliteration is Actually All Around Us! ∙ Alliteration: Poets play by using words with the same starting sounds ∙ Happy: “Like a room without a roof” ∙ Read Picture Puzzle Piece; point out examples of alliteration ∙ Model writing alliteration, have students add to this poem ∙ Students will choose 2 things from their heart maps to write into their alliteration poems ∙ Students will write their alliteration poems ∙ Students will share their alliteration poems with the class Time Frame 45 mins Materials Picture Puzzle Piece, by Shel Silverstein (with copies) Springfield Calendar Sequence of instruction Scripted Steps Describing Key Features of What the Teacher and Students Will Do Notes and Reminders (including management considerations) Launch/Intr
o 3 minutes I want everyone to sit in three rows here on the carpet, with your bottom on the line. Sitting cross cross with your eyes on me will help you to be engaged in this work. We have an important job to do – we have to get this CD published so that we can give it to our mothers or other people we love. But we can’t do that unless we have poems that we can put on our CD. Show my CD. This is a calendar from my school in Indonesia. See the teachers and Providing visual aids and having a heart map close by, magneted to the board along with written definition. Teacher models his or her CD as a mentor text students on these pages above the month? We are going to put the poetry we write on those pages instead. I’m so excited because of all the poetry you have been able to write so far. I have great news for you all today. We are going to learn how to write another kind of poem today! Anyone hear a teacher get your attention by saying Monsters, Monkeys, Mammals? Remember when the principal says things like, “Welcome to Fantastic Friday!”? Poets – these things that you hear, these things that you know – that’s alliteration! Alliteration is actually all around us. Alliteration happens when poets play by using words with the same starting sounds. They do it to help readers to see the world in a fresh and unusual way. Are there any examples of alliteration that you already know? (Turn and Talk: Buddy share) Turn and talk to someone next to you about alliterations that you may already know about. (Take a few responses.) I’m going to show you another example of alliteration that I bet you didn’t know you already knew: Show slide of first verse and lyrics for “Happy”: It might seem crazy what I'm about to say Sunshine she's here, you can take away I'm a hot air balloon, I could go to space With the air, like I don't care baby by the way Clap along if you feel like a room without a roof Sunshine, she’s here – Pharell used the “sh” sound for alliteration here. Do you see another example here of alliteration that he uses? Have children point it out. Activating background knowledge about alliterations. Giving definition and building knowledge about alliteration. Buddy sharing­students get to reinforce ideas about alliteration. Use of visual aids. Repetition of main ideas or themes. Have this line as a click­in on the slide Circle the examples Click slide to show next line. Where’s the example of alliteration that you see here in the chorus? Room without a roof! I bet you didn’t even know that you were singing examples of personification, simile, and alliteration all in one! I’m going to show us another example of alliteration so that we can come up with our own ideas. Steps (including some scripted language) 25 minutes Often, this will be in an I do/We do/You do structure Show Shel Silverstein’s Picture Puzzle Piece. I’m going to read you this poem by Shel Silverstein and I want you to pay attention to where he uses words with the same starting sounds to give poetry music and fun! Read poem. Picture Puzzle Piece – poets, that’s alliteration. I loved how he talked about the big bouncy belly of Bobo the bear. Gosh, he used so much alliteration in just that one sentence. What did you love about how he used alliteration in this poem? (Turn and talk: Buddy share) Turn and talk to someone next to you. (Take up responses) Take shares. Couldn’t you just see that picture puzzle piece in the rain? We’re going to start writing alliteration poems this morning with things we wrote into our heart maps. I actually started one yesterday after we read Alison’s Zinnia. I loved the alliteration examples in there. And, I loved how each child was giving or doing something for someone else – they were “filling up someone’s bucket,” like a student said yesterday during Reading Workshop. We’re all going to do the same Providing students with mentor texts. Referring back to the visual aid of the heart map. Use of visual aids. thing that those children did. We are going to fill up the buckets of people we love with our poetry! I looked at my heart map and I knew that I wrote about an ice cream cone from the summer, and then we wrote about birdsong from the spring, and so I was thinking hmmm… I should choose something from a season I haven’t written about yet – so I chose winter. I also haven’t completed a poem about fall, so I chose apple picking to write about second. But since I am going to write about winter first, I chose the first snowfall of the year. That’s something that makes me happy! It starts, Snowflakes falling Slowly from the sky. How did I play with words with the same starting sounds here? Highlight starting sounds and circle the letters on the chart paper. Help me to finish this poem. What ideas do you have to help me continue writing my alliteration poem about the first snowfall of the year? Finish poem on chart paper. I totally knew this would be easy peasy lemon squeezy for you! I know you’re so ready to write your own alliteration poems. Turn over your heart maps and think about the seasons you have already written about. Some of you already have your four poems – two simile, two personification. Think about the seasons you haven’t written about. Choose something to write about from those seasons first. Then choose one more thing to write about. YOU are going to be authors of awesome alliteration poems! (Turn and Talk: Buddy share) Turn and talk to a friend about what Use of buddy sharing. Students will practice using the new concept that has been taught. you’re going to write your awesome alliteration poems about. T/T, then share out. What are you going to do when you go back to your tables? Write two awesome alliteration poems about two things from your heart map. Write! Check to see that students are writing alliteration phrases about 4 things from heart map. Assessment
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sition to next activity Come back together at the carpet in rows and have some students share their alliteration poems. Remember friends, when a fellow poet is sharing their work, we listen respectfully by having our eyes on the speaker. They deserve our full attention. Think about how you would like to feel when you have others listening to something you worked so hard on. Listening to these poems shows me that you are going to make some people happy with your poetry! You really did this work of coming up with awesome alliteration poems and seeing how alliteration is actually all around us! Some of you have two poems, some of you have one poem. If you are supposed to have two personification poems, and two simile poems, and now two alliteration poems – how many poems will you have by next Monday when we start revising our poems? You do the math. You’ll have 6 poems that you have written on your own! We’ll have to make some choices about which poems will appear in our CDs, and that’s exciting to think about! If sharing from tables, have students put pencils away and scoot away from their tables It’s time to put away our poetry journals and get ready for free time and lunch! Picture Puzzle Piece by Shel Silverstein One picture puzzle piece Lyin' on the sidewalk, One picture puzzle piece Soakin' in the rain. It might be a button of blue On the coat of the woman Who lived in a shoe. It might be a magical bean, Or a fold in the red Velvet robe of a queen. It might be the one little bite Of the apple her stepmother Gave to Snow White. It might be the veil of a bride Or a bottle with some evil genie inside. It might be a small tuft of hair On the big bouncy belly Of Bobo the Bear. It might be a bit of the cloak Of the Witch of the West As she melted to smoke. It might be a shadowy trace Of a tear that runs down an angel's face. Nothing has more possibilities Than one old wet picture puzzle piece. Takeaways: This lesson and strategies are tools for you to use in your own instruction and may be adapted to fit the needs of the learners in your own classroom. We have listed some strategies below that were highlighted in the lesson plan, just as reminders: ● In this lesson we used the format of “I do, We do, and You do.” ● The “I do” portion of the lesson is in the beginning where the teacher makes his or her thinking visible and serves as a model for the students. Teacher shows her own CD as a mentor text. ● The “We do” portion of the lesson is when the students and the teacher discuss ideas about poetry alliterations. ●
The “You do” portion of the lesson is when the students go and begin creating their own poetry alliterations. Strategies: ● In this lesson we begin the lesson by referring back to our previous heart maps. ● Teacher models her CD as a mentor text. ● Background knowledge: build background knowledge through pictures, videos, and/or objects ● Highlight keywords and points beforehand to draw the eye and make apparent that those are important words to pay attention to (Teacher uses repetition for the term alliteration). Listening: Students listen to each other in small group discussions about alliterations. Buddy sharing Whole group discussions Small group discussions Speaking: Provide sentence starters for helping students to have conversation/discussion starters Buddy sharing during turn and talks Whole group discussion Small group discussion Writing: ELs can use each others’ work to read off of, copy, and iterate in order to learn English Students apply the newly learned knowledge from the lesson Students use the new poetry vocabulary that they have learned during the lesson Students and the teacher create a model text for the class to use when they are writing on their own