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