Name: Tiffany Pedersen
Title of planning sequence and grade level: Poetry, Prose and Appealing Poets – Grade 6
Statement of Main Purpose:
The main purpose of this unit plan is to teach poetry to the students in grade six. They will learn about the most common forms of poetry, including acrostic, cinquains, couplets, and haikus. The students will learn how to use hyperboles, similes, metaphors, and onomatopoeia in their writing. Throughout the poetry unit, students will gain experience and knowledge in reading, writing poetry, and performing poetry. Students will review, reflect, and respond to one another’s poetry with verbal and written responses that will be done via class based discussions and poetry journals.
Statement of Rationale:
The rationale for teaching poetry to grade six is that poetry is one of the oldest forms of writing and performance in our history. The poetry experience and knowledge that the grade six students will develop throughout the duration of this poetry unit will build on previous poetry and writing background knowledge and experience from earlier grades. It will challenge each students own knowledge, giving them advanced knowledge and experience suited to their grade level and expertise. This poetry unit will engage students in their own creative process, giving students the power of choice by learning about their favourite poet, favourite poems, and creating their own poetry with the skills that they will learn throughout the various poetry workshops that will be held throughout the unit. By the end of the unit, all students will have developed their own poetry portfolio which will include poetry that they have written using all the forms and figures of speech that they have learned about. Students will have interacted, engaged, created and produced a variety of poetry once this unit has been completed.
Sequence of Poetry Unit:
Introduce poetry unit by reading from a variety of children’s poetry books, such as Shel Silverstein. Have these books available in the classroom throughout the unit. The sequence is suggested to be taught switching between popular poetry forms and figures of speech: acrostic, alliteration & onomatopoeia, cinquain, hyperbole & personification, haiku, simile & metaphor, and couplet. There are a total of seven lessons that make up this unit, although it can be expanded to include more forms of poetry and greater exploration and performance of poems. Major activity would be the final performance of a poetry reading of choice using their performing skills that they have learned about and practiced throughout the unit, using their voice, pacing, gestures and facial expressions to convey meaning to their poetry audience.
Annotated Bibliography
Bosch, N. (2008). Poetry. What Rhymes with Squirrel? Online Poetry Activities. Retrieved December 4th, 2008, from http://www.adifferentplace.org/poetry.htm
This is a great website that has a variety of online poetry activities that your students can use throughout your poetry unit. This site can be a great source for teachers and provides many useful links to other poetry websites that both students and teachers can use and learn from.
De Spirt, D. (2007, March). Teaching Poetry to Children: A Poetry Lesson Plan. Retrieved December 9th, 2008, from http://classroom-activities.suite101.com/article.cfm/teaching_poetry_to_children
This website contains valuable information on poetry in an article type format that teachers can understand and use before starting their poetry unit. Use as a resource for information on poem selection, reading a poem, questions to ask an audience before reading a poem and a link to more poetry activities.
Glaister, B. (2006). Teaching Ideas Showcase: Starred Ideas for Teaching Poetry. Retrieved December 9th, 2008, from http://www.uleth.ca/edu/currlab/handouts/poetry_ideas.html
Another great website is here, which was created by a curriculum lab that has a plethora of information that will be extremely useful for all teachers throughout their poetry unit. This site has information on poetry centres, how to teach poetry, poetry tools and a list of poetry books for children. You will also find links on poetry lessons online and resources to get your students ready to write poetry.
Lipson, G. (1998). Poetry Writing Handbook: Definitions, Examples, Lessons (Gr. 4-6). Dayton: Teaching and Learning Company.
The Poetry Writing Handbook is the best book resource that I have found useful for this poetry unit. It includes poetry examples, pages to copy for your students, poetry writing tips and prompts and a poetic license to give to students upon completion of their poetry unit.
Meadowbrook Press. (2004). Poetry Teachers. Retrieved December 5, 2008, from http://www.poetryteachers.com/index.html
Poetry Teacher.com is a website that can be used by teachers and students. It includes information on poetry theatre, poetry fun activities, poems, a catalogue and a book list that you may find helpful in the teaching of your poetry unit.
Millcrest Academy. (1999). Fun Poetry Activities. Retrieved December 4th, 2008, from http://www.mca.k12.nf.ca/subpro13.htm
These fun activities are just a part of what you can gain from using this website throughout your unit that includes a link to a children’s poetry website that your students can use. This website has information on poetry vocabulary, activities, devices, kinds of poetry, practice activities and information on poets.
Pro Teacher. (2008) Poetry. Pro Teacher Directory. Retrieved December 5th, 2008, from http://www.proteacher.com/070034.shtml
The directory on this website has so much information that you will definitely want to keep it as a favourite on your computer at school. There are many useful links and information on poetry ideas, centres, weekly poetry, poetry projects, poem of the day, and poetry notebooks.
Pro Teacher. (2008). Poetry is fun. Retrieved December 5th, 2008, from http://www.proteacher.org/a/32354_poetry_is_fun.html
This is an article written by a teacher on her experiences on teaching a poetry unit to her third grade class and what she has learned from it. The article doesn’t have much for activities, but it does give a teacher much to think about when starting their poetry unit.
Rivenbark, K. (2006). Poetry and Prose Prompts: A Quick Guide for Teaching Writing Style. San Francisco : Jossey-Bass
Poetry and Prose Prompts was a good resource for a teacher to get started on their poetry unit as it includes much information on poetry and how to incorporate it into your classroom. There are a few pages that are good for copying for student handouts, but best used as a motivational read and idea starter.
The League of Canadian Poets. (2008). Links for Poetry Teachers. Retrieved December 9th, 2008, from http://www.youngpoets.ca/links_for_teaching_poetry
Exactly as the title states, this website includes links for teachers to use as a resource in teaching poetry. The links vary from resources, teaching tips, lesson plans, poetry websites and curriculum ideas and suggestions.
Sunday, January 4, 2009
Friday, December 19, 2008
Assignments on Monday
Your "Planning and Teaching Sequence" assignments will be available for pick up on Monday. If you gave me an address with the assignment, I'll mail them out then. They have been really interesting to read, and I'm hopeful that you will get to teach some aspect or all of your plan when you do APT. Let me know if this happens.
It's been a true pleasure to meet and get to know all of you in 408. I wish you all the best for your teaching careers--it's hard work but the most creative, interesting, and valuable work in the world! For now, I'll wish you a happy holiday and lots of R&R.
...Jill
It's been a true pleasure to meet and get to know all of you in 408. I wish you all the best for your teaching careers--it's hard work but the most creative, interesting, and valuable work in the world! For now, I'll wish you a happy holiday and lots of R&R.
...Jill
Wednesday, December 17, 2008
Ashley K and Robyn's plan
We are going to start this Grade Four Language Arts by re-reading the story of Little Red Riding Hood. This will make sure that every student is familiarized with the story. The second lesson will be used to introduce the idea of persuasive writing. We will model examples to help illustrate what the expectations are of the assignment. We will use a triangle outline (See example) to organize the main focus to which the students have to convince another party. This should take one class period. Our main example will be to convince one’s caregiver why they should buy them an iPod for Christmas. The third lesson will entail dividing the class into groups of four where they will brainstorm and write descriptions of the characters in the story. This will be useful with the exploratory and expressive language they will want to use in their Reader’s Theatre scripts (This concept they are already familiar with). This will take approximately a period and a half. Hopefully, by the fourth day the groups will be starting to write their rough draft. We will be giving the students a second class; however they will be working in a computer lab to finalize their script and to make any necessary corrections with spelling and grammar. This will be handed in at the end of the performance. The sixth day will be rehearsal where the students are allowed to bring in props and possible costume pieces that are appropriate for their characters. In the next physical education class the students will work with their scripts and be given the opportunity to physically and vocally create their characters. This will benefit the type of tone and dynamics they will use in their voice on the final presentation. The final lesson will allow the students to rehearse and make final touches to their play. Therefore, the last half of the class will be used to perform their Reader’s Theatre and for the teacher to videotape it. Overall this should take approximately nine days.
Bibliography
Bearne, E., & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman Publishing.
Improvisation with Favorite Tales. Integrating Drama into the Reading/Writing Classroom. Heinemann Educational Books, Portsmouth, NH. 1992.
This book offers several ideas for drama games and activities revolving around the story of Little Red Riding Hood. Most of the games are improvisational and use Transformation and Narrative Pantomime acting games to develop the characters in the story. There are small group, partner, and solo activities that could be used in a gym or larger playing space.
Janeczko, P. (2003). Scholastic Guides: Writing Winning Reports and
Essays . New York, NY: Scholastic Inc.
This book offers students/teachers a chance to see qualities of good Persuasive Writing. It also included information on how to improve essays and reports. It was well-organized and each type of writing had enough information about for one to grasp an understanding of what it should look like.
Little Red Riding Hood. Retold and Illustrated by Trina Schart Hyman.
Holiday, 1983.Ruth Beall Heinig.
This is a book based on the original story by the Grimms brothers. The illustrations are very detailed and enhance the text in several ways. The age group specified for this particular book is 8-12 years of age.
Nelson, (1999). Language Arts 3: Hand in Hand. Scarborough, Ontario:
Mark Cobham.
This book offered very little to no information on persuasive writing or Reader’s Theatre. It was more effective as a step by step book to help develop the stages of learning for an elementary classroom.
Bibliography
Bearne, E., & Wolstencroft, H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman Publishing.
Improvisation with Favorite Tales. Integrating Drama into the Reading/Writing Classroom. Heinemann Educational Books, Portsmouth, NH. 1992.
This book offers several ideas for drama games and activities revolving around the story of Little Red Riding Hood. Most of the games are improvisational and use Transformation and Narrative Pantomime acting games to develop the characters in the story. There are small group, partner, and solo activities that could be used in a gym or larger playing space.
Janeczko, P. (2003). Scholastic Guides: Writing Winning Reports and
Essays . New York, NY: Scholastic Inc.
This book offers students/teachers a chance to see qualities of good Persuasive Writing. It also included information on how to improve essays and reports. It was well-organized and each type of writing had enough information about for one to grasp an understanding of what it should look like.
Little Red Riding Hood. Retold and Illustrated by Trina Schart Hyman.
Holiday, 1983.Ruth Beall Heinig.
This is a book based on the original story by the Grimms brothers. The illustrations are very detailed and enhance the text in several ways. The age group specified for this particular book is 8-12 years of age.
Nelson, (1999). Language Arts 3: Hand in Hand. Scarborough, Ontario:
Mark Cobham.
This book offered very little to no information on persuasive writing or Reader’s Theatre. It was more effective as a step by step book to help develop the stages of learning for an elementary classroom.
Tuesday, December 16, 2008
Allison's plan
Name: Allison Scott
Title: Literature Circle Blog Sequencing Plan
Grade: 5
Main purpose for teaching this sequence is to:
o Introduce blogging to students and to build on their previous knowledge
o Encourage students to use technology when writing
o Encourage student collaboration
o Explore deeper meaning behind text when looking at theme and plot
Rationale: This sequence allows students to experience technology that may be new to them, through the use of blogging, using video cameras, and personal computers. In this writing sequence students have an opportunity to work individually and as groups. Blogs allow for collaborative effort because students can post comments, giving constructive criticism and positive reinforcement.
Overview: The main activity in this lesson sequence is for each student to build a blog, including a short video clip.
1) Familiarity with text type:
Assumption: Students have read the books already and students understand how literature circles work
o Student will complete survey of understanding (for blogs)
o Show how different modes combine to create meaning
o Class discussion on blogs, personal experiences, thoughts etc.
o Show students example of completed blog (similar to model we will create)
o Explain how design, layout and organization of texts create effect
2) Capture Ideas: (note and develop)
o Students choose a character from their novel, make brief notes and rationalize why they choose to blog about that character
o Record through drawings, story maps, and notes
o Use information collected from the previous blogs (things they liked, things they didn’t)
3) Plan (develop, record and structure ideas)
o From the book choose 5-6 situations that you would like to write about from the point of view of your character
o Teacher models designing layouts and model creating a blog
o Students make a collection of photos and images that will help enhance thier writing
4) Draft (develop ideas to structured text)
o Teacher models how to start a blog
o Write a rough draft of introduction and 1 day (out of the 5) in the life of your character, include as much detail as possible
o Students will build their blogs and put the first draft of the writing on the blog
o Other students in the class will be expected to comment, politely and constructively, on the writing (what they liked, what needed work, clarifications)
o This stage may take a while because it should be repeated for each “day” in the life of the character
5) Revise (alter and improve the draft)
o Look back at original blog examples
o Adding and removing elements of the blog entry
o Students will use the comments of their literature circle groups to aid in the changes being made to their blogs (focus should be on providing feedback for communication)
o Finally, students from other literature circles will be asked to comment on areas that need clarification for people who have not read the book yet
6) Proof Read (check design, layout spelling etc.)
o The other members of the literature circles will be given an opportunity to read their group members blogs and then comment on potential changes
o Teacher will model talking about decisions about adding, removing and re-organizing elements of the blog
o Students will work with lit. circle partners to make decisions about the effective use of elements in the text
o Students will apply understanding of design and text construction to clarify meaning
7) Present (final copy prepared and presented)
o Talk through decisions about the final presentation
o Students video tape themselves reading the blog entry from what they decide is their favorite entry (read the day as the character)
o The whole class will all watch the video post and comment on it (positive comments, constructive criticism)
o Conclusion – after the video post each student will write a summary post using feedback from classmates to comment about: what I learned, want to do more, etc.
Annotated Resources:
Ball. (2008). Grade Six. Retrieved November 20, 2008 from
• A “no frills” basic, well-done blog designed by a teacher for his grade six class. The blog is updated daily about classroom activities, includes links to relevant websites.
Byars, B. (1981). The Midnight Fox. New York: Puffin Books.
• A novel about an average boy who gets caught up in a fox’s life while visiting his aunt and uncle’s farm. Ideal for grades 4 to 6.
Camilleri, M et.al. (2007). Blogs: web journals in language education. Austria: Council of Europe Publishing.
• This short book was originally written for English Language Learners, however all of the information is applicable to a classroom with English speaking children as well. Short and to the point, it highlights the benefits of blogs along with information that would be beneficial to a teacher just learning how to teach blogging.
Kuroneko. (2008, June 8). How to Start an Educational Blog for your Classroom. Retrieved November 3, 2008, from
• A website outlining how to start classroom blogs in a step-by-step format. The website also links to additional information such as: 6 Reasons to get your students blogging, and Locking down your EduBlog to prevent unauthorized access.
Norton, M. (1953). The Borrowers. Orlando, Florida: Harcourt Books.
• Miniature people who live in an old country house by borrowing from the humans are forced to emigrate from their home under the clock. This book is good for students in grades three to five.
Poulin. (2007). Mrs. Poulin’s Blog. Word Press: Engine. Retrieved November 20, 2008 from
• This blog is one of the best ones that I have seen. It is designed by a teacher, for her students and includes video footage of some of the students in her class.
Richardson, W. (2006). Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms. Thousand Oaks, California: Sage Publications Ltd.
• An excellent resource for blogs as well as other technology (wiki, podcasts, etc.). So detailed (safety, ways to use it, software to use and so on) that this would be the only book that one would need if they wanted to start a classroom blog.
Rylant, C. (1995). The Van Gogh Café. New York: Scholastic.
• Ideal for students in grades 4 through 6, this book follows a little girl, and all the magical happenings at the café her father owns.
Rowling, J. K.(1998). Harry Potter and the Sorcerers Stone. New York: Scholastic Press.
• The first in the Harry Potter series, this book introduces the miraculous world of Hogwarts and the other main characters. The book is good for students in grade four to seven.
Sanborn. (2005). Super Students Blog. Retrieved November 20, 2008 from
• This is an older, simpler blog that demonstrates a use of images and shows how each child in a class could contribute to a blog.
Title: Literature Circle Blog Sequencing Plan
Grade: 5
Main purpose for teaching this sequence is to:
o Introduce blogging to students and to build on their previous knowledge
o Encourage students to use technology when writing
o Encourage student collaboration
o Explore deeper meaning behind text when looking at theme and plot
Rationale: This sequence allows students to experience technology that may be new to them, through the use of blogging, using video cameras, and personal computers. In this writing sequence students have an opportunity to work individually and as groups. Blogs allow for collaborative effort because students can post comments, giving constructive criticism and positive reinforcement.
Overview: The main activity in this lesson sequence is for each student to build a blog, including a short video clip.
1) Familiarity with text type:
Assumption: Students have read the books already and students understand how literature circles work
o Student will complete survey of understanding (for blogs)
o Show how different modes combine to create meaning
o Class discussion on blogs, personal experiences, thoughts etc.
o Show students example of completed blog (similar to model we will create)
o Explain how design, layout and organization of texts create effect
2) Capture Ideas: (note and develop)
o Students choose a character from their novel, make brief notes and rationalize why they choose to blog about that character
o Record through drawings, story maps, and notes
o Use information collected from the previous blogs (things they liked, things they didn’t)
3) Plan (develop, record and structure ideas)
o From the book choose 5-6 situations that you would like to write about from the point of view of your character
o Teacher models designing layouts and model creating a blog
o Students make a collection of photos and images that will help enhance thier writing
4) Draft (develop ideas to structured text)
o Teacher models how to start a blog
o Write a rough draft of introduction and 1 day (out of the 5) in the life of your character, include as much detail as possible
o Students will build their blogs and put the first draft of the writing on the blog
o Other students in the class will be expected to comment, politely and constructively, on the writing (what they liked, what needed work, clarifications)
o This stage may take a while because it should be repeated for each “day” in the life of the character
5) Revise (alter and improve the draft)
o Look back at original blog examples
o Adding and removing elements of the blog entry
o Students will use the comments of their literature circle groups to aid in the changes being made to their blogs (focus should be on providing feedback for communication)
o Finally, students from other literature circles will be asked to comment on areas that need clarification for people who have not read the book yet
6) Proof Read (check design, layout spelling etc.)
o The other members of the literature circles will be given an opportunity to read their group members blogs and then comment on potential changes
o Teacher will model talking about decisions about adding, removing and re-organizing elements of the blog
o Students will work with lit. circle partners to make decisions about the effective use of elements in the text
o Students will apply understanding of design and text construction to clarify meaning
7) Present (final copy prepared and presented)
o Talk through decisions about the final presentation
o Students video tape themselves reading the blog entry from what they decide is their favorite entry (read the day as the character)
o The whole class will all watch the video post and comment on it (positive comments, constructive criticism)
o Conclusion – after the video post each student will write a summary post using feedback from classmates to comment about: what I learned, want to do more, etc.
Annotated Resources:
Ball. (2008). Grade Six. Retrieved November 20, 2008 from
• A “no frills” basic, well-done blog designed by a teacher for his grade six class. The blog is updated daily about classroom activities, includes links to relevant websites.
Byars, B. (1981). The Midnight Fox. New York: Puffin Books.
• A novel about an average boy who gets caught up in a fox’s life while visiting his aunt and uncle’s farm. Ideal for grades 4 to 6.
Camilleri, M et.al. (2007). Blogs: web journals in language education. Austria: Council of Europe Publishing.
• This short book was originally written for English Language Learners, however all of the information is applicable to a classroom with English speaking children as well. Short and to the point, it highlights the benefits of blogs along with information that would be beneficial to a teacher just learning how to teach blogging.
Kuroneko. (2008, June 8). How to Start an Educational Blog for your Classroom. Retrieved November 3, 2008, from
• A website outlining how to start classroom blogs in a step-by-step format. The website also links to additional information such as: 6 Reasons to get your students blogging, and Locking down your EduBlog to prevent unauthorized access.
Norton, M. (1953). The Borrowers. Orlando, Florida: Harcourt Books.
• Miniature people who live in an old country house by borrowing from the humans are forced to emigrate from their home under the clock. This book is good for students in grades three to five.
Poulin. (2007). Mrs. Poulin’s Blog. Word Press: Engine. Retrieved November 20, 2008 from
• This blog is one of the best ones that I have seen. It is designed by a teacher, for her students and includes video footage of some of the students in her class.
Richardson, W. (2006). Blogs, Wikis, Podcasts, and other Powerful Web Tools for Classrooms. Thousand Oaks, California: Sage Publications Ltd.
• An excellent resource for blogs as well as other technology (wiki, podcasts, etc.). So detailed (safety, ways to use it, software to use and so on) that this would be the only book that one would need if they wanted to start a classroom blog.
Rylant, C. (1995). The Van Gogh Café. New York: Scholastic.
• Ideal for students in grades 4 through 6, this book follows a little girl, and all the magical happenings at the café her father owns.
Rowling, J. K.(1998). Harry Potter and the Sorcerers Stone. New York: Scholastic Press.
• The first in the Harry Potter series, this book introduces the miraculous world of Hogwarts and the other main characters. The book is good for students in grade four to seven.
Sanborn. (2005). Super Students Blog. Retrieved November 20, 2008 from
• This is an older, simpler blog that demonstrates a use of images and shows how each child in a class could contribute to a blog.
Rhea's plan
Name: Rhea Wilson
Topic: Legends of the First Nations People of Canada
Grade: 4
Main Purpose
Students will be familiar with a variety of text types once they have reached the Grade 4 level. By introducing First Nations legends, children can discover a new genre of writing while learning about the rich history of oral traditions within many cultures of Canada. Students will write their own legend and perform the story for an audience.
Rationale
In English Language Arts, it is important to ensure that children have many opportunities for writing and to allow for choice and creativity within their projects. The style of storytelling associated with legends can be utilized to create different multimodal texts and provides students with a range of learning opportunities. The topic of legends can be integrated with the Social Studies curriculum which investigates the history of First Nations people in Canada, the Art curriculum which includes printmaking and painting, the Music curriculum in which students use musical instruments to enhance a story and even the Physical Education curriculum which includes creative movement that might be incorporated with storytelling projects.
Major Activity
Students will write their own legends and then perform the story for the class.
Planning Process Summary
Familiarity with text type: Develop understanding of multimodal texts
• Learn how legends were told using an oral storytelling format
• Read samples from different First Nations groups of Canada
Capture ideas: Note and develop initial ideas
• Use a character sketch template to create characters, including a trickster figure
• Review the handout outlining elements of a legend and make notes
Plan: Develop, record and structure initial ideas
• Plan the legend
• Keep in mind the performance which will be mapped out using a storyboard
Draft: Develop ideas from the plan into a structured text
• Write the legend
• Begin the storyboard
Revise: Alter and improve the draft
• Use peer conferencing for some feedback
Proof read: Check design and layout, spelling and punctuation
• Edit the final draft of the legend
• Complete the storyboard and work out details for the performance
Present: Prepare and present a final copy to a reader/audience
• Perform the legend for an audience
Student Resources
Enrico, John. (1984). Raven and the Moon and Oystercatcher: Two Haida Legends. Vancouver: Wedge.
This book contains two legends of the Haida people from the West coast of Canada.
McLellan, Joseph. (2006). Nanabosho and Porcupine. Winnipeg; Pemmican Publications.
McLellan, Joseph. (2000). Nanabosho Grants a Wish. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1994). Nanabosho: How the Turtle Got Its Shell. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1990). Nanabosho Steals Fire. Winnipeg; Pemmican Publications.
Nanabosho is a popular character in Ojibwe legends used to depict the trickster figure. Joseph McLellan has written several books using Nanabosho as the central figure.
Steptoe, John. (1984). The Story of Jumping Mouse : a Native American Legend. New York: Lothrop, Lee & Shepard Books.
The gifts of Magic Frog and his own hopeful and unselfish spirit bring Jumping Mouse finally to the Far-Off Land where no mouse goes hungry.
Aboriginal Canada Portal. Traditional Way of Living: Legends. Retrieved December 9, 2008, from http://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao04580.html
An excellent website with several diverse samples of legends of the First Nations people of Canada.
Teacher Resources
Ahenakew, F., Gardipy, B. & Lafond, B. (1995). Voices of the First Nations: Teacher’s Guide. Toronto: McGraw-Hill Ryerson.
A guide which may be used in conjunction with readings and is useful for a unit on First Nations people.
Bearne, E. & Wolstencroft H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman.
A writing textbook that focuses on multimodal texts and the relationship between texts and images.
Sundmark, Janice. (1992). Using Native Legends in Elementary Language Arts: a Resource Manual for Teachers. Edmonton: University of Alberta.
A teacher’s resource for using native legends in conjunction with elemenary Language Arts.
VideoX Blogspot. Storyboards & Templates. Retrieved December 9, 2008, from
http://www.utopian.flipbrothers.com/resource/widescreentemplate.jpg
A website with several storyboard templates available for use which assist with “solving logistical and continuity problems before they occur”.
Voices in the Wind [videorecording]. Dir. Chris Tiffio. Regina: Partners in Motion. 2000.
A documentary special exploring the oral history and traditions of the First nations of the Plains. Approved for use in Alberta schools.
Topic: Legends of the First Nations People of Canada
Grade: 4
Main Purpose
Students will be familiar with a variety of text types once they have reached the Grade 4 level. By introducing First Nations legends, children can discover a new genre of writing while learning about the rich history of oral traditions within many cultures of Canada. Students will write their own legend and perform the story for an audience.
Rationale
In English Language Arts, it is important to ensure that children have many opportunities for writing and to allow for choice and creativity within their projects. The style of storytelling associated with legends can be utilized to create different multimodal texts and provides students with a range of learning opportunities. The topic of legends can be integrated with the Social Studies curriculum which investigates the history of First Nations people in Canada, the Art curriculum which includes printmaking and painting, the Music curriculum in which students use musical instruments to enhance a story and even the Physical Education curriculum which includes creative movement that might be incorporated with storytelling projects.
Major Activity
Students will write their own legends and then perform the story for the class.
Planning Process Summary
Familiarity with text type: Develop understanding of multimodal texts
• Learn how legends were told using an oral storytelling format
• Read samples from different First Nations groups of Canada
Capture ideas: Note and develop initial ideas
• Use a character sketch template to create characters, including a trickster figure
• Review the handout outlining elements of a legend and make notes
Plan: Develop, record and structure initial ideas
• Plan the legend
• Keep in mind the performance which will be mapped out using a storyboard
Draft: Develop ideas from the plan into a structured text
• Write the legend
• Begin the storyboard
Revise: Alter and improve the draft
• Use peer conferencing for some feedback
Proof read: Check design and layout, spelling and punctuation
• Edit the final draft of the legend
• Complete the storyboard and work out details for the performance
Present: Prepare and present a final copy to a reader/audience
• Perform the legend for an audience
Student Resources
Enrico, John. (1984). Raven and the Moon and Oystercatcher: Two Haida Legends. Vancouver: Wedge.
This book contains two legends of the Haida people from the West coast of Canada.
McLellan, Joseph. (2006). Nanabosho and Porcupine. Winnipeg; Pemmican Publications.
McLellan, Joseph. (2000). Nanabosho Grants a Wish. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1994). Nanabosho: How the Turtle Got Its Shell. Winnipeg; Pemmican Publications.
McLellan, Joseph. (1990). Nanabosho Steals Fire. Winnipeg; Pemmican Publications.
Nanabosho is a popular character in Ojibwe legends used to depict the trickster figure. Joseph McLellan has written several books using Nanabosho as the central figure.
Steptoe, John. (1984). The Story of Jumping Mouse : a Native American Legend. New York: Lothrop, Lee & Shepard Books.
The gifts of Magic Frog and his own hopeful and unselfish spirit bring Jumping Mouse finally to the Far-Off Land where no mouse goes hungry.
Aboriginal Canada Portal. Traditional Way of Living: Legends. Retrieved December 9, 2008, from http://www.aboriginalcanada.gc.ca/acp/site.nsf/en/ao04580.html
An excellent website with several diverse samples of legends of the First Nations people of Canada.
Teacher Resources
Ahenakew, F., Gardipy, B. & Lafond, B. (1995). Voices of the First Nations: Teacher’s Guide. Toronto: McGraw-Hill Ryerson.
A guide which may be used in conjunction with readings and is useful for a unit on First Nations people.
Bearne, E. & Wolstencroft H. (2007). Visual Approaches to Teaching Writing. London: Paul Chapman.
A writing textbook that focuses on multimodal texts and the relationship between texts and images.
Sundmark, Janice. (1992). Using Native Legends in Elementary Language Arts: a Resource Manual for Teachers. Edmonton: University of Alberta.
A teacher’s resource for using native legends in conjunction with elemenary Language Arts.
VideoX Blogspot. Storyboards & Templates. Retrieved December 9, 2008, from
http://www.utopian.flipbrothers.com/resource/widescreentemplate.jpg
A website with several storyboard templates available for use which assist with “solving logistical and continuity problems before they occur”.
Voices in the Wind [videorecording]. Dir. Chris Tiffio. Regina: Partners in Motion. 2000.
A documentary special exploring the oral history and traditions of the First nations of the Plains. Approved for use in Alberta schools.
Stephanie's plan
Stephanie Lindstrom
Teaching Sequence: Picture Books with Voice
Grade Three
Purpose(s):
Through the use of picture books students will learn about the concept of voice. Voice is one of the six traits of writing. For the focus of the unit the students will make a picture book that portrays their voice.
Rationale:
Picture books are often used in elementary classrooms to teach a variety of lessons. Most children like picture books, it interests them. They can use their imaginations to create the pictures or make the picture come alive. The use of picture books allows students to examine how meaning is constructed though both visual and written language. With that in mind I intend to use picture books to teach grade 3’s about the concept of voice. Therefore in this unit the students will be looking at the portrayal of voice in stories specifically picture books. Students will compose their own picture books in so doing portraying their voice in their work.
Overview:
Through the use of picture books the students will be looking a voice and how it can be portrayed in the stories. In doing so the students will be engaged in some initial activities to familiarized themselves with the text type and concept at hand. They will look at how an author portrays their voice in their writing. After being familiarized with the voice in picture books students will be challenged to create a book of their own that portrays their voice. They will be partnered up in the revising and proof reading stage to work on editing and providing constructive feedback. Over the course of this unit the students will work with a variety of strategies to capture ideas and to plan. They will work to find the one that works best for them.
Learning Outcomes:
From the English Language Arts (K-9) Program of Studies:
2.3 Understand Forms, Elements and Techniques
• Understand Forms of Genres
→ Discuss ways that visual image convey meaning in print and other media texts
2.4 Create Original Text
• Generate Ideas
→ Experiment with ways of generating ideas prior to creating oral, print and other media texts
• Structure Texts
→Add sufficient detail to oral, print and other media texts to tell about setting and character and to sustain plot
3.3 Organize, Record and Evaluate
• Organize information
→ Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing
4.1 Enhance and Improve
• Enhance Artistry
→ Choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral, print and other media texts.
Reference List:
1. Alberta Learning. (2000). English Language Arts (K-9): Program of Studies. Alberta Education.
The program of studies for English Language Arts in Alberta.
2. Bearne, E. and Wolstencroft, H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Paul Chapman Publishing.
This is our textbook. The teaching sequence was taken from here.
3. Cronin, D. (2003). Diary of a Worm. New York: HarperCollins Publishers.
This is a picture book about a worm. It is made in the form of a diary. Each page is an entry in the worm’s diary. It is a good way to look at voice with the students. It is funny and creative and shows the personality of the author. A follow up activity that can be done is to have students write a story with the voice of another animal or person. It can serious or funny depending on the student.
4. Hall, D. (1994). I Am The Dog. I Am The Cat. New York: Dial Books.
This book shows the personalities of a dog and a cat. Before you read the book you could have the students brainstorm qualities of a dog and a cat. Then read excerpts from the book and have the students guess which animal it is. As a following up activity have the students write a two character story.
5. Munsch, R. (1985). Mortimer. Toronto: Annick Press Ltd.
Robert Munsch is a good example of an author who portrays his voice in his writing. He also has really good examples of word placements on the page to add feeling. His illustrators are also really good at conveying emotion in the pictures.
6. Spandel, V. (2001). Books, Lessons, Ideas For Teaching the six Traits: Writing in the Elementary and Middle Grades. Wilmington: Great Source Education Group Inc..
This is a really good book to get ideas to teach any of the six writing traits. This is where I got many of my voice lessons.
Teaching Sequence: Picture Books with Voice
Grade Three
Purpose(s):
Through the use of picture books students will learn about the concept of voice. Voice is one of the six traits of writing. For the focus of the unit the students will make a picture book that portrays their voice.
Rationale:
Picture books are often used in elementary classrooms to teach a variety of lessons. Most children like picture books, it interests them. They can use their imaginations to create the pictures or make the picture come alive. The use of picture books allows students to examine how meaning is constructed though both visual and written language. With that in mind I intend to use picture books to teach grade 3’s about the concept of voice. Therefore in this unit the students will be looking at the portrayal of voice in stories specifically picture books. Students will compose their own picture books in so doing portraying their voice in their work.
Overview:
Through the use of picture books the students will be looking a voice and how it can be portrayed in the stories. In doing so the students will be engaged in some initial activities to familiarized themselves with the text type and concept at hand. They will look at how an author portrays their voice in their writing. After being familiarized with the voice in picture books students will be challenged to create a book of their own that portrays their voice. They will be partnered up in the revising and proof reading stage to work on editing and providing constructive feedback. Over the course of this unit the students will work with a variety of strategies to capture ideas and to plan. They will work to find the one that works best for them.
Learning Outcomes:
From the English Language Arts (K-9) Program of Studies:
2.3 Understand Forms, Elements and Techniques
• Understand Forms of Genres
→ Discuss ways that visual image convey meaning in print and other media texts
2.4 Create Original Text
• Generate Ideas
→ Experiment with ways of generating ideas prior to creating oral, print and other media texts
• Structure Texts
→Add sufficient detail to oral, print and other media texts to tell about setting and character and to sustain plot
3.3 Organize, Record and Evaluate
• Organize information
→ Organize ideas and information using a variety of strategies, such as clustering, categorizing and sequencing
4.1 Enhance and Improve
• Enhance Artistry
→ Choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral, print and other media texts.
Reference List:
1. Alberta Learning. (2000). English Language Arts (K-9): Program of Studies. Alberta Education.
The program of studies for English Language Arts in Alberta.
2. Bearne, E. and Wolstencroft, H. (2007). Visual Approaches to Teaching Writing: Multimodal Literacy 5-11. London: Paul Chapman Publishing.
This is our textbook. The teaching sequence was taken from here.
3. Cronin, D. (2003). Diary of a Worm. New York: HarperCollins Publishers.
This is a picture book about a worm. It is made in the form of a diary. Each page is an entry in the worm’s diary. It is a good way to look at voice with the students. It is funny and creative and shows the personality of the author. A follow up activity that can be done is to have students write a story with the voice of another animal or person. It can serious or funny depending on the student.
4. Hall, D. (1994). I Am The Dog. I Am The Cat. New York: Dial Books.
This book shows the personalities of a dog and a cat. Before you read the book you could have the students brainstorm qualities of a dog and a cat. Then read excerpts from the book and have the students guess which animal it is. As a following up activity have the students write a two character story.
5. Munsch, R. (1985). Mortimer. Toronto: Annick Press Ltd.
Robert Munsch is a good example of an author who portrays his voice in his writing. He also has really good examples of word placements on the page to add feeling. His illustrators are also really good at conveying emotion in the pictures.
6. Spandel, V. (2001). Books, Lessons, Ideas For Teaching the six Traits: Writing in the Elementary and Middle Grades. Wilmington: Great Source Education Group Inc..
This is a really good book to get ideas to teach any of the six writing traits. This is where I got many of my voice lessons.
Kristin and Cheryl L's plan
Names: Kristin Schlamp and Cheryl Law
Title and Grade Level: Free Verse Poetry, Grade 3
Purpose: Our main purpose for this planning sequence is to engage children in reading and writing poetry while emphasizing the free verse form. Our second purpose is to ensure that students have a positive, enjoyable experience with poetry. We have found that poetry is often viewed from a negative perspective and believe this needs to change!
Rationale: Poetry is a genre that effectively addresses many outcomes from the LA Program of Studies, as students are engaged with manipulating language, sounds, rhythm and ideas while writing. As this sequence will be used as an introduction to poetry, we chose to emphasize the free-verse form. The free-verse poem is accessible to all students as it lacks rigid structure and rules; the possibilities for writing are wide open.
Overview:
Activity 1: Familiarity with Text Type: The teacher will conduct a whole-class discussion in which students will compare and contrast 3 poems of varying forms. Students should notice point such as: some poems rhyme while others don’t, some poems are silly while others are serious etc. Working in pairs, students will find a poem that they think is interesting to share with the class, along with an explanation for their selection. As students share, the teacher will create a chart titled “What We Know About Poetry.”
Activity 2: Familiarize students with Free Verse Poetry: Working in groups of 3-4, students will read, then compare and contrast a variety of free verse poems. Students will share their thoughts in a whole-class discussion, and the teacher will create a chart titled “What We Know About Free Verse Poems”. This will help students recognize what makes a free verse poem unique, and that the options when writing this type of poem are endless!
Activity 3: Capture Ideas: The teacher should conduct a short discussion about where authors may get ideas for writing poetry. Complete the coloured-paper activity, as conducted in EDEL 408, using the following topics: favourite things, favourite places, experiences or feelings. Students will have started to develop writing territories during previous lessons, so these ideas can be added.
Activities 4 & 5: Planning and Drafting a Free Verse Poem: The teacher and students will discuss ways in which a poem could be planned. Ideas include: completing a concept web, making a list of ideas, drawing a picture, or just begin writing. As a group, the teacher and students will create a concept map with ideas for a poem, and will then write a first draft. Students will then plan and draft their own free verse poems. *Please note: it is important to emphasize that students may use any planning method they are comfortable with. For example, some students’ writing will be stifled by being forced to create a concept map.
Activity 6: Revision: The teacher will model revision by using a think-aloud approach and the poem written by the class. The teacher will then conduct a writing conference, using the whole class as the “conference partner”. Students will then revise their poems individually, and participate in a writing conference to elicit feedback from peers for further revision.
Activity 7: Proofreading: The teacher will model proofreading using the class poem, and will then write a final draft. Students will proofread their own poem, a friend’s poem, and will write their final draft.
Activity 8: Publishing: The teacher will show the students a few publishing techniques used in various poetry collections while explaining that illustrations are purposeful and add to the depth of the poetry. Students will be provided with a variety of art materials and may illustrate/publish their poem in whatever format they feel is appropriate, but must be able to justify their choice.
Resources with Annotation:
(1990). Learner’s Voices: The Book Voyage (M. Banaszkiewicz, Ed.). Ottawa: The Movement for Canadian Literacy.
The authors of this book share their messages about the world through their own personal experience. This book contains stories and poems. The book contains entries from authors in each province and territory.
Alberta Learning. (2000). Program of studies: English language arts (K-9). Alberta: Alberta Learning.
Bagert, B. (2007). Shout!: Little poems that roar. New York: Scholastic, Inc.
A colourful and wonderfully illustrated book of noisy poems.
Barton, R. & Booth, D. (2004). Poetry goes to school: From Mother Goose to Shel Silverstein. Markham, ON: Pembroke Publishers.
This book discusses the importance of poetry and what poetry writing looks like in the classroom. The book explores different poetic forms and discusses rhyme, voice, painting images with words, and discussing the stories in poems.
Bearne, E., Wolstencroft, H. (2007). Visual approaches to teaching writing:
Multimodal literacy 5-11 (1st ed.). London: Paul Chapman Publishing.
This textbook addresses how to teach writing from a multimodal approach.
Burkhardt, R. M. (2006). Using poetry in the classroom: Engaging students in learning. Lanham, MD: Rowman & Littlefield Education.
This book was written by Ross Burkhardt who was a middle school teacher. This book answers questions about teaching poetry.
Cole, J. (1984). A new treasure of children’s poetry: Old favorites and new discoveries. New York: Doubleday.
Joanna Cole has selected over two hundred poems. She has arranged them in sequences. A nice collection to add to a poetry corner.
Davis, J. & Hill, S. (2003). The no-nonsense guide to teaching writing: Strategies, structures and solutions. Portsmouth, NH: Heinemann.
This book discusses teaching writing: goals, tools, structure and organization, writing workshops, helping students become writers, revision, poetry, feature articles, and picture books.
English Language Arts Council. (2008). Alberta Voices, 7(1).
Alberta Voices is published by the ATA for the English Language Arts Council (ELAC). It is a professional news journal for English language arts teachers in Alberta.
English Language Arts Council. (2007). Celebrating Words, 7(1).
Celebrating Words is a supplement to Alberta Voices. It is an annual collection of writing written by Alberta students.
Esbensen, B. J. (1996). Echoes for the eye: Poems to celebrate patterns in nature. New York: HarperCollins Publishers.
This book is a collection of free verse poems written about patterns in nature. The poems are illustrated and could be used as examples for how students could illustrate their poems.
Flint, A. (2008). Literate lives: Teaching reading & writing in elementary classrooms. Hoboken, NJ: John Wiley & Sons, Inc.
A very informative book on teaching reading and writing to elementary students. A good text for learning more about children, reading and writing.
Goldberg, Bonn. (1996). Room to write: Daily invitations to a writer’s life. New York: GP Putnam’s Sons.
This was a handout we received in EDEL 408 when we discussed pantoums.
Grauer, K. (2005). Starting with art: Relating children’s visual and written expression. In K. Grauer & R. Irwin (Eds.), Starting with… (pp. 111 – 117). Toronto: Canadian Society for Education through Art.
This is the textbook from EDEL 302. Chapter 14 discusses the connections between art and language arts and the importance of integrating the two subjects.
Greenfield, E. (2006). The Friendly four. New York: HaperCollins Publishers.
This is a story written in free-verse poems about four children who meet and spend a summer playing and discovering. A nice story to read to your students.
Hemphill, S. (2005). Things left unsaid: A novel in poems. New York: Hyperion Books for Children.
This is a novel written in free verse poems about the complexities of friendship. It tells the tale of a girl who is dealing with her mother, school, friendship and forming her own identity.
Ireson, B. The small ghostie. In Poems go clang!: A collection of noisy verse (pp. 18-19). Cambridge, MA: Candlewick Press.
This collection of poems are illustrated by Debi Gliori. All poems in this book use words that make sounds. This book would be useful for discussing the concept of onomatopoeia.
Janeczko, P.B. (Ed.). Hey, you! Poems to skyscrapers, mosquitoes, and other fun things (1st ed.). New York: HarperCollins Publishers Ltd.
This is a collection of poems written to a variety of “things” such as a bee, a wall, the moon and an astronaut. It also contains very unique illustrations that help bring the poems to life. Children and adults could enjoy this collection.
Lee, D. (2000). Bubblegum delicious. Toronto, ON: Key Porter Books.
This collection contains clever and humorous poetry for children written by Dennis Lee accompanied by silly yet beautiful illustrations by David McPhail.
Lee, D. (1991). The ice cream store (1st ed.). Toronto, ON: HarperCollins Publishers Ltd.
Another collection of Dennis Lee’s humorous poetry for children, accompanied by illustrations by David McPhail.
Lesynski, L. (2006). “I did it because…”: How a poem happens. Toronto: Annick Press.
Loris Lesynski teams up with illustrator Michael Martchenko to present a collection of poems. In amongst the poems are pages that provide useful tips on feeling the beat, sounds and wordplay, picking a topic, and where ideas come from. A great book to read to students in the classroom.
Major, K. (2003). Ann and seamus. Toronto, ON: Douglas & McIntyre.
Ann and Seamus is a poetic retelling of a true story about a young girl from Newfoundland named Ann. Ann helps save the lives of 160 Irish immigrants by showing great courage in the face of a raging ocean storm.
Morley, S. A. (1978). Studying poetry. North Billerica, MA: Curriculum Associates, Inc.
This book is useful for defining literary terminology (i.e. alliteration) and giving examples of how to use techniques in writing poetry (i.e. painting a picture with words, tercet). This book also gives examples of different forms of poems and defines each form (i.e. Haiku, Free-Verse)
Osborn, E.M. (Ed.). (1972). My book of Canadian poems: An anthology of poetry for children. Victoria, BC: Marlowe House Ltd.
This 36 page anthology contains a varied collection of poems. Teachers may find some poems quite useful, although others will be considered inappropriate for today’s classroom. (ie. One particular poem makes remarks that are now considered racist and stereotypical, yet would have been acceptable at the time of writing.) Teachers should exercise caution with this collection.
Perry, A. Y. (1997). Poetry across the curriculum: An action guide for elementary teachers. Needham Heights, MA: Allyn & Bacon.
This book discusses the steps in conducting poetry lessons and how to use poetry in other curricular areas.
Prelutsky, J. (2000). It’s raining pigs & noodles. New York: Greenwillow Books.
This is a collection of poems by Jack Prelutsky. He writes silly poems that children love to read. He plays with language and usually writes about humorous topics.
Prelutsky, J. (2008). My dog may be a genius. New York: Greenwillow Books.
This is a collection of more than 100 silly poems. The poems are of multiple forms and illustrated.
Routman, R. (2000). Kids’ poems: Teaching third & fourth graders to love writing poetry. New York: Scholastic.
This book, written by teacher Regie Routman, outlines an instructional plan for poetry writing, discusses the merits of free verse poetry, and provides examples of minilessons. Throughout the book there are examples of poems written by students.
Ruurs, M. (2001). The power of poems: Teaching the joy of writing poetry. Gainesville, FL: Maupin House Inc.
This teacher resource seeks to assist teachers with teaching poetry in the classroom. The majority of activities are designed for grades three to eight, but could be modified for other grades if needed. This book addresses the aspects of content and craft when writing poetry, and very closely follows the Multimodal Planning Sequence. An extensive list of resources for teachers is also included.
Silverstein, S. (1996). Falling up. New York, NY: HarperCollins Publishers Ltd.
This book is a quirky collection of poetry for children, written and illustrated by Shel Silverstein. It is sure to be a hit in the elementary classroom!
Tiedt, I.M. (2002). Tiger lilies, toadstools and thunderbolts: Engaging K-8 students with poetry. Newark, DE: International Reading Association.
This teacher resource provides background knowledge and a variety of activity suggestions for teaching poetry to students in Kindergarten to Grade 8. There is an extensive resource list as well as reproducible lesson plans. The author addresses a variety of poetic forms, as well as ideas for cross-curricular connections.
Tompkins, G. (1994). Teaching writing: Balancing process and product. New York: Merrill.
We received a writing conferences handout in class taken from this book. This book by Gail Tompkins is very informative for teaching writing. It discusses the writing process, assessment, and teaching specific forms (i.e. letters, expository writing, narrative writing, descriptive writing, poetry, persuasive writing). It also has special features, which are helpful in addressing the problems of struggling writers. It is a great book for gaining more information for teaching children to write.
Webb, K. (Ed.). (1979). I like this poem. London, England: Puffin Books.
This book provides a varied collection of poems selected by children ages five to fifteen.
Wilson, L. (1994). Write me a poem: Reading, writing and performing poetry (1st ed.). Portsmouth, NH: Heinemann.
Write me a poem is a teacher resource that provides suggestions of how to teach reading, writing and performing poetry in the elementary classroom. The author addresses various forms including free verse, rhyming poems, poems for two voices and noisy poems. Many examples of poems written by children are included.
Title and Grade Level: Free Verse Poetry, Grade 3
Purpose: Our main purpose for this planning sequence is to engage children in reading and writing poetry while emphasizing the free verse form. Our second purpose is to ensure that students have a positive, enjoyable experience with poetry. We have found that poetry is often viewed from a negative perspective and believe this needs to change!
Rationale: Poetry is a genre that effectively addresses many outcomes from the LA Program of Studies, as students are engaged with manipulating language, sounds, rhythm and ideas while writing. As this sequence will be used as an introduction to poetry, we chose to emphasize the free-verse form. The free-verse poem is accessible to all students as it lacks rigid structure and rules; the possibilities for writing are wide open.
Overview:
Activity 1: Familiarity with Text Type: The teacher will conduct a whole-class discussion in which students will compare and contrast 3 poems of varying forms. Students should notice point such as: some poems rhyme while others don’t, some poems are silly while others are serious etc. Working in pairs, students will find a poem that they think is interesting to share with the class, along with an explanation for their selection. As students share, the teacher will create a chart titled “What We Know About Poetry.”
Activity 2: Familiarize students with Free Verse Poetry: Working in groups of 3-4, students will read, then compare and contrast a variety of free verse poems. Students will share their thoughts in a whole-class discussion, and the teacher will create a chart titled “What We Know About Free Verse Poems”. This will help students recognize what makes a free verse poem unique, and that the options when writing this type of poem are endless!
Activity 3: Capture Ideas: The teacher should conduct a short discussion about where authors may get ideas for writing poetry. Complete the coloured-paper activity, as conducted in EDEL 408, using the following topics: favourite things, favourite places, experiences or feelings. Students will have started to develop writing territories during previous lessons, so these ideas can be added.
Activities 4 & 5: Planning and Drafting a Free Verse Poem: The teacher and students will discuss ways in which a poem could be planned. Ideas include: completing a concept web, making a list of ideas, drawing a picture, or just begin writing. As a group, the teacher and students will create a concept map with ideas for a poem, and will then write a first draft. Students will then plan and draft their own free verse poems. *Please note: it is important to emphasize that students may use any planning method they are comfortable with. For example, some students’ writing will be stifled by being forced to create a concept map.
Activity 6: Revision: The teacher will model revision by using a think-aloud approach and the poem written by the class. The teacher will then conduct a writing conference, using the whole class as the “conference partner”. Students will then revise their poems individually, and participate in a writing conference to elicit feedback from peers for further revision.
Activity 7: Proofreading: The teacher will model proofreading using the class poem, and will then write a final draft. Students will proofread their own poem, a friend’s poem, and will write their final draft.
Activity 8: Publishing: The teacher will show the students a few publishing techniques used in various poetry collections while explaining that illustrations are purposeful and add to the depth of the poetry. Students will be provided with a variety of art materials and may illustrate/publish their poem in whatever format they feel is appropriate, but must be able to justify their choice.
Resources with Annotation:
(1990). Learner’s Voices: The Book Voyage (M. Banaszkiewicz, Ed.). Ottawa: The Movement for Canadian Literacy.
The authors of this book share their messages about the world through their own personal experience. This book contains stories and poems. The book contains entries from authors in each province and territory.
Alberta Learning. (2000). Program of studies: English language arts (K-9). Alberta: Alberta Learning.
Bagert, B. (2007). Shout!: Little poems that roar. New York: Scholastic, Inc.
A colourful and wonderfully illustrated book of noisy poems.
Barton, R. & Booth, D. (2004). Poetry goes to school: From Mother Goose to Shel Silverstein. Markham, ON: Pembroke Publishers.
This book discusses the importance of poetry and what poetry writing looks like in the classroom. The book explores different poetic forms and discusses rhyme, voice, painting images with words, and discussing the stories in poems.
Bearne, E., Wolstencroft, H. (2007). Visual approaches to teaching writing:
Multimodal literacy 5-11 (1st ed.). London: Paul Chapman Publishing.
This textbook addresses how to teach writing from a multimodal approach.
Burkhardt, R. M. (2006). Using poetry in the classroom: Engaging students in learning. Lanham, MD: Rowman & Littlefield Education.
This book was written by Ross Burkhardt who was a middle school teacher. This book answers questions about teaching poetry.
Cole, J. (1984). A new treasure of children’s poetry: Old favorites and new discoveries. New York: Doubleday.
Joanna Cole has selected over two hundred poems. She has arranged them in sequences. A nice collection to add to a poetry corner.
Davis, J. & Hill, S. (2003). The no-nonsense guide to teaching writing: Strategies, structures and solutions. Portsmouth, NH: Heinemann.
This book discusses teaching writing: goals, tools, structure and organization, writing workshops, helping students become writers, revision, poetry, feature articles, and picture books.
English Language Arts Council. (2008). Alberta Voices, 7(1).
Alberta Voices is published by the ATA for the English Language Arts Council (ELAC). It is a professional news journal for English language arts teachers in Alberta.
English Language Arts Council. (2007). Celebrating Words, 7(1).
Celebrating Words is a supplement to Alberta Voices. It is an annual collection of writing written by Alberta students.
Esbensen, B. J. (1996). Echoes for the eye: Poems to celebrate patterns in nature. New York: HarperCollins Publishers.
This book is a collection of free verse poems written about patterns in nature. The poems are illustrated and could be used as examples for how students could illustrate their poems.
Flint, A. (2008). Literate lives: Teaching reading & writing in elementary classrooms. Hoboken, NJ: John Wiley & Sons, Inc.
A very informative book on teaching reading and writing to elementary students. A good text for learning more about children, reading and writing.
Goldberg, Bonn. (1996). Room to write: Daily invitations to a writer’s life. New York: GP Putnam’s Sons.
This was a handout we received in EDEL 408 when we discussed pantoums.
Grauer, K. (2005). Starting with art: Relating children’s visual and written expression. In K. Grauer & R. Irwin (Eds.), Starting with… (pp. 111 – 117). Toronto: Canadian Society for Education through Art.
This is the textbook from EDEL 302. Chapter 14 discusses the connections between art and language arts and the importance of integrating the two subjects.
Greenfield, E. (2006). The Friendly four. New York: HaperCollins Publishers.
This is a story written in free-verse poems about four children who meet and spend a summer playing and discovering. A nice story to read to your students.
Hemphill, S. (2005). Things left unsaid: A novel in poems. New York: Hyperion Books for Children.
This is a novel written in free verse poems about the complexities of friendship. It tells the tale of a girl who is dealing with her mother, school, friendship and forming her own identity.
Ireson, B. The small ghostie. In Poems go clang!: A collection of noisy verse (pp. 18-19). Cambridge, MA: Candlewick Press.
This collection of poems are illustrated by Debi Gliori. All poems in this book use words that make sounds. This book would be useful for discussing the concept of onomatopoeia.
Janeczko, P.B. (Ed.). Hey, you! Poems to skyscrapers, mosquitoes, and other fun things (1st ed.). New York: HarperCollins Publishers Ltd.
This is a collection of poems written to a variety of “things” such as a bee, a wall, the moon and an astronaut. It also contains very unique illustrations that help bring the poems to life. Children and adults could enjoy this collection.
Lee, D. (2000). Bubblegum delicious. Toronto, ON: Key Porter Books.
This collection contains clever and humorous poetry for children written by Dennis Lee accompanied by silly yet beautiful illustrations by David McPhail.
Lee, D. (1991). The ice cream store (1st ed.). Toronto, ON: HarperCollins Publishers Ltd.
Another collection of Dennis Lee’s humorous poetry for children, accompanied by illustrations by David McPhail.
Lesynski, L. (2006). “I did it because…”: How a poem happens. Toronto: Annick Press.
Loris Lesynski teams up with illustrator Michael Martchenko to present a collection of poems. In amongst the poems are pages that provide useful tips on feeling the beat, sounds and wordplay, picking a topic, and where ideas come from. A great book to read to students in the classroom.
Major, K. (2003). Ann and seamus. Toronto, ON: Douglas & McIntyre.
Ann and Seamus is a poetic retelling of a true story about a young girl from Newfoundland named Ann. Ann helps save the lives of 160 Irish immigrants by showing great courage in the face of a raging ocean storm.
Morley, S. A. (1978). Studying poetry. North Billerica, MA: Curriculum Associates, Inc.
This book is useful for defining literary terminology (i.e. alliteration) and giving examples of how to use techniques in writing poetry (i.e. painting a picture with words, tercet). This book also gives examples of different forms of poems and defines each form (i.e. Haiku, Free-Verse)
Osborn, E.M. (Ed.). (1972). My book of Canadian poems: An anthology of poetry for children. Victoria, BC: Marlowe House Ltd.
This 36 page anthology contains a varied collection of poems. Teachers may find some poems quite useful, although others will be considered inappropriate for today’s classroom. (ie. One particular poem makes remarks that are now considered racist and stereotypical, yet would have been acceptable at the time of writing.) Teachers should exercise caution with this collection.
Perry, A. Y. (1997). Poetry across the curriculum: An action guide for elementary teachers. Needham Heights, MA: Allyn & Bacon.
This book discusses the steps in conducting poetry lessons and how to use poetry in other curricular areas.
Prelutsky, J. (2000). It’s raining pigs & noodles. New York: Greenwillow Books.
This is a collection of poems by Jack Prelutsky. He writes silly poems that children love to read. He plays with language and usually writes about humorous topics.
Prelutsky, J. (2008). My dog may be a genius. New York: Greenwillow Books.
This is a collection of more than 100 silly poems. The poems are of multiple forms and illustrated.
Routman, R. (2000). Kids’ poems: Teaching third & fourth graders to love writing poetry. New York: Scholastic.
This book, written by teacher Regie Routman, outlines an instructional plan for poetry writing, discusses the merits of free verse poetry, and provides examples of minilessons. Throughout the book there are examples of poems written by students.
Ruurs, M. (2001). The power of poems: Teaching the joy of writing poetry. Gainesville, FL: Maupin House Inc.
This teacher resource seeks to assist teachers with teaching poetry in the classroom. The majority of activities are designed for grades three to eight, but could be modified for other grades if needed. This book addresses the aspects of content and craft when writing poetry, and very closely follows the Multimodal Planning Sequence. An extensive list of resources for teachers is also included.
Silverstein, S. (1996). Falling up. New York, NY: HarperCollins Publishers Ltd.
This book is a quirky collection of poetry for children, written and illustrated by Shel Silverstein. It is sure to be a hit in the elementary classroom!
Tiedt, I.M. (2002). Tiger lilies, toadstools and thunderbolts: Engaging K-8 students with poetry. Newark, DE: International Reading Association.
This teacher resource provides background knowledge and a variety of activity suggestions for teaching poetry to students in Kindergarten to Grade 8. There is an extensive resource list as well as reproducible lesson plans. The author addresses a variety of poetic forms, as well as ideas for cross-curricular connections.
Tompkins, G. (1994). Teaching writing: Balancing process and product. New York: Merrill.
We received a writing conferences handout in class taken from this book. This book by Gail Tompkins is very informative for teaching writing. It discusses the writing process, assessment, and teaching specific forms (i.e. letters, expository writing, narrative writing, descriptive writing, poetry, persuasive writing). It also has special features, which are helpful in addressing the problems of struggling writers. It is a great book for gaining more information for teaching children to write.
Webb, K. (Ed.). (1979). I like this poem. London, England: Puffin Books.
This book provides a varied collection of poems selected by children ages five to fifteen.
Wilson, L. (1994). Write me a poem: Reading, writing and performing poetry (1st ed.). Portsmouth, NH: Heinemann.
Write me a poem is a teacher resource that provides suggestions of how to teach reading, writing and performing poetry in the elementary classroom. The author addresses various forms including free verse, rhyming poems, poems for two voices and noisy poems. Many examples of poems written by children are included.
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