Kaley Ford & Mandy HamptonDr. Tonja Root ECED4300 A

Fall 20085th Grade

PREWRITING: MANDY HAMPTON

• 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 studenta. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

• PLO: The students will complete a graphic organizer for color poetry.

• The form of writing is Color Poetry. • When constructing a Color Poem students are

asked to think about what colors taste, feel, sound, look, and smell like.

• The students use their five senses to guide them in writing the poem.

• We will begin with the Prewriting stage of the writing process.

• In this stage, we organize our thoughts and prepare ourselves to write. We will use a graphic organizer to help organize our thoughts appropriately.

Color Poetry Graphic Organizer

• ReadWriteThink.org. (2004). Color poetry: Green. Newark, DE: International Reading Association, Inc.

Green Green is apples, markers, and cool. Green is the taste of vegetables. Green smells like grass and rain. Green makes me feel envious. Green is the sound of a lawnmower and a sigh. Green is a garden, forest, and a swamp. Green is renewal. Green is beginning again. Green is spring. This published piece is from readthinkwrite.org. Do you notice how the

writer focuses on the color green? The writer talks about things that are the color green. Do you see how the author uses one color and picks out things that remind her of that one color. She eventually puts all those ideas in a poem.

This published piece is from readthinkwrite.org. Do you notice how the writer focuses on the color green? The writer talks about things that are the color green. Do you see how the author uses one color and picks out things that remind her of that one color. She eventually puts all those ideas in a poem.

• Practice activity: Class collaboration model

• As a class, we will use the shared pen technique with the Lumens document feeder to complete a graphic organizer for the color black. Encourage all students to participate and allow volunteers to fill in the appropriate boxes.

• Assessment Activity:

• Give each student a copy of the graphic organizer. Allow them to choose a color to focus their poem on. Do not allow the students to use the colors we have already discussed in the lesson. Students should fill out each section of the graphic organizer before they are ready to write their color poem.

DRAFTING:KALEY FORD

• GPS: ELA5W4. The student consistently uses a writing process to develop, revise, and evaluate writing; the studenta. Plans and drafts independently and

resourcefully.• PLO: : The student will use their graphic

organizers to draft a poem in the form of color poetry.

• Color Poetry is a form of poetry in which the students describe a color in terms of their five senses. Color poetry should address these questions:

What do you think of when you envision this color?How does the color sounds?How does the color look?How does the color taste?How does the color smell?How does the color feel? (touch)How does the color make you feel? (emotional)

We will now be writing in the Drafting stage of the writing process. In this stage you will put your ideas from the graphic organizer together into a rough draft. Your aim is to quickly capture your ideas. It is okay to make mechanicals errors or be messy, because you will fix those errors later in the writing process.

We will now be writing in the Drafting stage of the writing process. In this stage you will put your ideas from the graphic organizer together into a rough draft. Your aim is to quickly capture your ideas. It is okay to make mechanicals errors or be messy, because you will fix those errors later in the writing process.

• O’Neill, M. (1961). Hailstones and Halibut Bones. New York, NY: Doubleday.What Is Red?

Red is a sunsetBlazy and bright.Read is a feeling braveWith all your mightRed is a sunburnSpot on your nose, sometimes redIs a red, red, rose.Red squiggles outWhen you cut your hand.Red is a brick and a rubber band.Read is a hotnessYou get insideWhen you’re embarrassedAnd want to hide.Firecracker, fire engineFire-flicker red---

And when you’re angryRed runs through your head.Red is an Indian,A Valentine heart,The trimming onA circus cart.Red is a lipstick,Red is a shout,Red is a signalThat says: “Watch out!”Red is a great bigRubber ball.Red is the giant-estColor of all.Red is a show-offNo doubt about it----But can you imagineLiving without it

This published piece is from the book Hailstones and Halibut Bones by Mary O’Neill. Notice in the poem how the author focuses on the color red. She shows all the many things that come to her mind when she thinks of the color red. She also uses her five senses to describe color in detail.

Practice Activity:

• Practice Activity: As a class we will create a rough draft for our color poem using the graphic organizer we completed for the color black. We will do this using the shared pen technique and the document feeder or overhead projector.

Assessment:• Each student will create a rough

draft of a color poem from his or her graphic organizers. The students should be sure to include elements from all five senses in their drafts.References:O’Neill, M. (1961). Hailstones and Halibut Bones. New York, NY: Doubleday.ReadWriteThink.org. (2004). Color poetry: Green. Newark, DE: International Reading Association, Inc.