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Curriculum Map Worksheet Rosalie Hipple Content
Area August September October November December
Social
Studies
-Class
Constitution,
Olympics
-Pledge of Allegiance Book
-Petroglylph National
Monument Book
Presidential Election Veteran’s Day
New Mexico Christmas
Literacy
Intro. To Daily 5
Vocabulary terms-
community, trust,
independence,
urgency
Read to Self
Being Me -The Mixed-Up Chameleon(Main
Idea)
-Get Up and Go (-ame, -ake)
Helping Hands -The Enormous Turnip
(Sequence)
-Helping Out (Main Idea)
-Mr. Putter and Tabby
the Plane (Common Abbreviations) -Hedgehog Bakes a
Cake (Synonyms)
Our World -Lemonade for Sale (-ar,-arm -ark)
-Johnny Appleseed
(-ear,-eer)
-From Seed to Plant (Reading Diagrams) -The Secret Life of Trees (Fact or Fiction)
Our World -Watermelon Day
(Make Inferences)
-Pumpkin Fiesta
(-s,-es)
Math
1
Numbers to 1,000 1
Numbers to 1,000
2
Addition up to 1,000
3
Subtraction up to 1,000
4
Using Bar Models:
Addition and
Subtraction
5
Multiplication and Division
6
Multiplication Tables of 2,5,
and 10
7
Metric Measurement of
Length
8
Mass
Review and
Catch-Up
Writers
Workshop
Focus on Writers Workshop Procedures
Focus on Ideas Focus on Organization Focus on Voice Focus on Word Choice
Read-
Aloud
Hank the Cowdog Hank the Cowdog
Mouse and the Motorcycle
Mouse and the
Motorcycle
Matilda
Matilda, James and the
Giant Peach The Farolitos of
Christmas, Posadas
Science
-Light
-Energy
1,2,3, 4
-Energy
5,6,7,8
-Hot Air Balloons
-Hot Air Balloons
-Change
1,2,3,4 & 5
-Change 6,7,8 & 9
-Healthy Science (Germs,
Respiratory, Circulatory, Skeletal
and Muscular systems)
1,2
Healthy Science
Christian
Studies
1
Beginnings 2
The Promised Land
3
Bad Times and Good
Times
5
Jesus The Son of God
Las Posadas and
Catch-up
Art
-Bubble gum
collage self-
portraits
-watercolor, wax resist,
groundline
-Impressionists(Cassat,
Renoir, Monet, Degas)
Hot Air Balloon Art -Storyteller dolls
-NM tin art
- Georgia O’Keefe
-Retablos, nacimientos
(nativity scenes)
Monthly
Presentation
-Summer in a Can I’m an Expert At… When I grow up… Family Holiday Traditions
Chriskins
Field Trips Petroglyph National
Monument/Taylor Ranch
Library 9/26 10:15
Balloon Fiesta
Breakfast
10/11
Mariachi Nuevo Mexico
12/14 9:00
Class
Meeting
Class Name
Class Constitution
1 Making Friends
2 Using Kind Words
3 Sharing
4 Feelings
5 Cooperation
5 Listening
6 Conflict Resolution
Curriculum Map Worksheet Rosalie Hipple Content
Area January February March April May
Social
Studies
New Mexico
-State Symbol Book
-State Pledge
-City Government
Biography Studies
-George Washington
-Ben Franklin
-Cesar Chavez
-Rosa Parks
-Black History
-Hispanic History
Maps Geography
Catch-Up and Review
Literacy
Imagine That!
-The Day Jimmy’s Boa Ate
the Wash (Cause and Effect)
-How I Spent My Summer
Vacation (-oi,-oy)
Imagine That! -Dear Mr. Blueberry (making inferences) -Cool Ali (Antonyms)
-The Emperor’s Egg (-ing,-ly)
Neighborhood News -The Pine Park Mystery (Narrative Elements) -Goodbye, Curtis (‘ll,n’t,’s)
-Max Found Two Sticks (Multiple Meaning Words)
Neighborhood
News -Anthony Reynoso: Born to
Rope (-gh, -ph)
-Chinatown (Details)
-Abuela
-Beglnners World Atlas
Catch-Up and Review
Math
9
Volume
10
Mental Math and
Estimation
11
Money
12
Fractions
13
Customary
Measurement
Of Length
14
Time
15
Multiplication Tables
Of 3 and 4
16
Using Bar Models:
Multiplication and
Division
17
Picture Graphs
18
Lines and Surfaces
19
Shapes and Patterns
20
Catch-Up
Writers
Workshop
Focus on Making My Writing Flow (Fluency)
Focus on the Details
Focus on Organizing a Story and Proper
Endings.
Focus on Poetry Focus on Choosing the Strongest, Most Effective Words
Read-Aloud Because of Winn Dixie
Ella Enchanted
Cinderella Study
The Lion the Witch
and the Wardrobe
Josephina
Class favorites
Science
Scientific Process
Science Fair
Biodiversity
1,2,3,4,5 & 6
Biodiversity
7,8 & 9 Soils and Rocks
1, 2, 3, 4, 5,6, 7,8& 9
Catch-Up
& Review
Christian
Studies
5
Jesus The Son of God
6
Miracles of Jesus
6
Miracles of Jesus
7
Jesus’ Ministry
8
Salvation through Jesus 9
Spread the Good
News
Art
Modigliani,
Matisse, Mondrian Audoban,Renoir,
Ukranian Easter Eggs,
Diego Rivera, Frida
Kahlo
Egyptian Art
Monthly
Presentation
Geography Bee
Project
Biographies My Own Service
Project
Student’s choice
Field Trips
2/26 at 9:00
Popejoy
Kidpower Operation
Lunchline
Elena Gallegos Park
Christian Studies Curriculum Map Month Dates Unit Teacher Manual Pages
August 20,21,23,27,28,30 1
The Lord is Faithful
10*,11*,12,13,16,17,
18*,19*,20,21,22*,23*
September 4,6,10,11,13,17
1
The Lord is Faithful
24,25,28,29,32,33,36,37,40,41, Assessment
18,20,24,25,27 2
The Lord has a Plan
44*,45*,46,47,48*,49*,
50,51,54,55
October 1,2,4,8,11,15,16,18 2
The Lord has a Plan
56*,57*,58,59,60*,61*,62,63,
66,67,68*,69*,70,71,72*,73*
22,23,25,29,31 3
Led by the Lord
74,75,78*,79*,80,81,
82*,83*,84,85,
November 1,5,6,8,12,13,19
3
Led by the Lord
88,89,92,93,96,97,
100,101,104,105,
108,109,Assessment
20,26,27,29 4*
Jesus is Coming
112*,113*,114,115
118,119,122,123,126,127
December 3,4,6,10,11,13
4*
Jesus is Coming
130,131,134,135,138,139,
142,143,Assessment
17,18,20 Catch-Up and Review
January 8,10,14,15,17,22,
24,28,29,31
5
Jesus Teaches God’s Grace
146*,147*,148,149,152,153,
154*,155*,156,157,162*,163*,
164,165,166*,167*,168,169,
172,173
February 4, 5
5
Jesus Teaches God’s Grace
176,177, Assessment
7,11,12,14,
19,21,25,26
6
Miracles of Jesus
180*,181*,182,183,186,187,
190,191,194,195,198,199,
202,203,206,207,
March 3,4,6,10,11,13,
17,18,20
7
Jesus Saves Us
210,211,216,217,220,221,
224,225,228,229,230*,231*,
232,233,236,237,238*,239*
April 1,3,7
7
Jesus Saves Us
240,241,244,245, Assessment
8,10, 14,15,
17, 21, 22,24,28,29
8
Jesus is the Way
248*,249*,250,251,254,255,
258,259,260*,261*,262,263,
266,267,268*,269*,270,271,
274,275,278,279
May
1,5,6,8,12,13,15,
19,20,
9
Go Tell about Jesus
284,285,288,289,292,293,296,297,300,301,304,305,
308,309,312,313,
Month Dates Unit Teacher Manual Pages
August 20,21,23,27,28,30 1
The Lord is Faithful
10*,11*,12,13,16,17,
18*,19*,20,21,22*,23*
September 4,6,10,11,13,17
1
The Lord is Faithful
24,25,28,29,32,33,36,37,40,41, Assessment
18,20,24,25,27 2
The Lord has a Plan
44*,45*,46,47,48*,49*,
50,51,54,55
October 1,2,4,8,11,15,16,18 2
The Lord has a Plan
56*,57*,58,59,60*,61*,62,63,
66,67,68*,69*,70,71,72*,73*
22,23,25,29,31 3
Led by the Lord
74,75,78*,79*,80,81,
82*,83*,84,85,
November 1,5,6,8,12,13,19
3
Led by the Lord
88,89,92,93,96,97,
100,101,104,105,
108,109,Assessment
20,26,27,29 4*
Jesus is Coming
112*,113*,114,115
118,119,122,123,126,127
December 3,4,6,10,11,13
4*
Jesus is Coming
130,131,134,135,138,139,
142,143,Assessment
17,18,20 Catch-Up and Review
January 8,10,14,15,17,22,
24,28,29,31
Scientific Process
Science Fair
Bio diversity
February 4, 5
5
Jesus Teaches God’s Grace
176,177, Assessment
7,11,12,14,
19,21,25,26
6
Miracles of Jesus
180*,181*,182,183,186,187,
190,191,194,195,198,199,
202,203,206,207,
March 3,4,6,10,11,13,
17,18,20
7
Jesus Saves Us
210,211,216,217,220,221,
224,225,228,229,230*,231*,
232,233,236,237,238*,239*
April 1,3,7
7
Jesus Saves Us
240,241,244,245, Assessment
8,10, 14,15,
17, 21, 22,24,28,29
8
Jesus is the Way
248*,249*,250,251,254,255,
258,259,260*,261*,262,263,
266,267,268*,269*,270,271,
274,275,278,279
May 1,5,6,8,12,13,15,
19,20,
9
Go Tell about Jesus
284,285,288,289,292,293,296,297,300,301,304,305,
308,309,312,313,
August-Focus on Writers Workshop Procedures Week 1
*Model drawing a picture story *Brain Spelling-Label one item by stretching out a word and recording the letters that represent sounds heard. *Introduce folders and date stamp. *Take a tour of the writing center. *Read an everyday experience story. Invite students to share connections. Record them in a list. *Choose a short writing sample to project for the whole class to see. Ask, “What did we learn about this writer?” Point out that we learn about the lives and ideas of others through their writing. (Samples should not be from class.)
September-Focus on Ideas Week 1 Week2 Week 3 Week 4
*Read Wilfrid Gordon McDonald Partridge by Mem Fox. Share a basket of objects. (shalom, Pim, Lobo’s leash, can ) Tell my stories, let two share, have students identify their topic and send off to write. *Model writing sentences beneath a picture. *Remind students that they are experts in many things. Perhaps a collection, have spent lots of time participating in a certain activity or have learned a great deal about something (i.e. Leggos, dinosaurs) Begin a list titled “Things We Know About” and
*Read A House for a Hermit Crab. Students add details to an outline of a house. Draw large square to represent a house, point out how plain it is. Invite students to add details. Write describing paragraph. *Interactive writing: retell a class activity. Add specific, quality details. Model revision techniques such as the caret, arrows, and crossing off as I go. *Share a piece of my writing that is unclear. Encourage students to ask questions. Later, rewrite the piece with questions answered. *Share revised piece,
*Read No David! And ask the students, “What did this author choose to focus on?” (David’s misbehavior, following rules.) Eventually ask students, “What did you choose to focus on in your writing?” *Project a writing sample on the board. Ask, “Did this author on one topic? If so, what topic did the author focus on?” *Model the use of a web graphic organizer for focus. *Introduce the concept of using “binoculars” for quality details (see “Extension pg. 62) Read zoom. Come up with own setting. Ask
*Sensory Words-Read McDuff Moves in by Rosemary Wells. Tell that authors use sensory words to make the story come alive for the reader. Draw a four column chart. At top write: hear, feel, smell and taste. Reread and ask students to stop every time they hear a sensor word and list on chart. Point out that although most objects can be touched, the feelings words tell how something feels: soft, fuzz…Invite to use sensory word in their writing. *Next day, provide a blank organizer to
post in the classroom. Might begin with my height, areas of expertise: clowning, drama, cooking, things that crack me up. *Model writing a note (to be used when in conference.) *Create a list titled “ What to Do If You Finish a Piece” and post it on the wall.
modeling the importance of thinking about audience. *Modeled writing: demonstrate moving from list to focused topic. (Using Binoculars to Focus a Topic. Bring in a pair of binoculars. Give each student a turn looking through them. “I’m going to write a list”. Write “I like list”: I like family. I like friends. I like my house. I like my dogs. I like to write. “During writing time I don’t want to write a list, I want to focus. So I’m going to use my “hand binoculars” and tell them that I’m going to choose one item on my list to focus on, circle one item, turn page of easel pad and write several focused sentences. Ask students to use their binoculars during writing time.
students what they will focus on during writing time today. *Provide students with a topic grid. Basically, it’s a box-grid with six to nine suggested topic areas. For example, family, friends, school, animals, worst mistake, biggest success, ouch. Students color a box when they’ve written a piece that fits that category. (Model use of my grid. Remind students to focus on a small idea within the large topic.)
record any sensory words they used in their writing. Encourage revision if few or none are found. (Sensory chart, writers workshop folder)
October- Focus on Organization Week 1 Week 2 Week 3 Week 4 Week 5
*Idea map-Not sure what to write, make an idea map: Select a topic you know well. Sketch the physical landmarks on the map. Place an X each and every time drawing prompts the recollection of a story. When map is marked with four or five xs invite students to make own idea maps. *Focus Web-Draw a circle in the center of the board. Choose a topic that is too unwieldy like “weather”. Ask students to brainstorm everything they could tell about weather. Keep adding until students exhaust all ideas. Say weather too big, wouldn’t be able to use quality details. Model choosing subtopic. (Goldilocks idea-not too big, too little just right) Write interactive paragraph w/students.
*Extension-Suggest students make a web for too big topic then choose smaller to idea to develop in their writing. (vacation web) *Project writing sample: Did the writer focus on one topic? Thumbs up, down, waving thumb. Start w/up. If needs work, as how they could improve. Validate all answers.
*Introducing Organization Project my writing written w/out attention to organization. Ask students, “Does this make sense?” When they share their confusion, show how to revise to give the piece an understandable order. Explain imp. Of organization. (Ext. revise and share revision in day or two,)
*Review organizational structure of Mentor Text. (Ext. T chart of mentor text structures.) *Write an interactive text based on mentor text structure. *Formal 6-Trait Assessment *Making Organizational Choices-Invite students to imagine that they are going to write a book about animal facts. How might you organize your book?” List responses, suggest a new structure or two. Circle ideas used by Jenkins and Page. (Ext. search school library to discover other ways of organizing animal facts.
*Model the Use of an Organizational Structure Share my writing with simple structure (10 Chores I hate to do.) Ask for feedback using author’s chair format. (ext. make organization web-time, abc bed to bed, good/bad) *Great Leads- Share E.B White wrote 8 drafts of Charlotte’s Web. He had trouble w/the beginning knowing beginning has to do more than set the stage it has to grab the read. Read draft B-Chap.3. Read pg.1. Discuss, pt. out techniques author find effective (Begin w/ a question, begin w/dialogue, create a ticking clock) (Ext.Create chart of leads and techniques from mentor text)
*Beginning Book Bags-Create bags w/samples of leads like “author talks to reader, -est beginnings,”it” leads, leads that tell when. Label bags *One Day-Not! Sample “one day”writing. Suggest class rewrites beginning using a #of strategies (sound,question, -est (ext. write 3 beg.for same piece. *Introducing Voice- Examine Jan Brett, ask what they notice -Examine Eric Carle-? Test by holding up artwork to see if children can identify.
November- Focus on Voice Week 1 Week 2 Week 3 Week
4 Week 5
*Listening for Voice-Read mentor text, discuss characteristics, practice reading in distinct ways signaled by author. Suggest students play w/their one print to emphasize their voices. *Feelings Included-Read an expressive phrase from a story we’ve read. Take turns saying the phrase using the following voices: angry, sad, silly, whiny, happy, frustrated, serious, confused…Tell students adding feelings to writing often adds heaps of voice. Remind them that the words around the phrase-the details the author includes-helps us to know how to read a phrase and how the character (or in some cases the author) is feeling.
*Voice in Informational Texts- Reread Chameleon, encourage students to put thumbs up for strong voice, discuss techniques used such as (fabulous word choice, interjection, drawing sentences out, using questions) *Recognizing Voice-Project one personal story written with and without voice. Ask which of these two passages has more voice? How did I present more voice in the second passage? (Ext. Reduce a passage w/ a lot of voice to a few lines w/out voice.)
*What Did You Learn About the Writer?- Project a sample of student writing that has little voice. Ask “what do you know about this writer that you didn’t learn from the words?” Guide to understand when little voice, you learn little about the writer. Project piece w/more voice. Ask same question. Tell when writers use voice readers better understand their meaning and feel connected. (Ext. students examine own work for use of voice.) *Voice T-Chart- Draw t-chart, label left “Examples of Voice” label rt. “How Author Creates Voice”. Reread Rain Romp and fill in chart. *Second Person Point of View- Read mentor text and encourage them to use Second Person.
December- Focus on Word Choice Week 1 Week 2 Week 3 Week
4 Week 5
*Modeling Choice-Choose someone I would like to send a note. Fold large sheet of construction paper in two. Use a black marker to draw the outline of an appropriate picture on the front. Select colors and explain why colors are chosen. Open card and tell students that you want to choose the words of the note carefully. As write, think aloud to allow students to hear decision around word choice. Tell students writer search for best way to say something. *Striking Words and Phrases Read mentor text, reread and 2nd time ask students to stop when they hear word or phrase that stands out. Record the language on chart entitled “Words We Admire”. (Ext. read Fancy Nancy and make a Fancy Word bulletin board.)
*Collecting Words- After reading Max’s Words, provide each student w/ 10 index cards bound on a ring and invite them to begin their own word collections. (ext. Students interview family members and share their answers.) Sound Words- (Onomatopoeia) After reading Mouse’ First Snow 2nd time, return to text and point out the sound words the author included and ask “How do these words make you feel?” Invite them to add sound words to their writing. (ext. model use of the editor’s caret. Write sentence w/out sound then show how the caret helps a writer go back and add words.)
*More Fun w/Onomatopoeia- Read Snow Music. Take time to compare w/Mouse’s First Snow. Compare how words chosen affected tone. (ext. Read Inside Mouse, Outside Mouse. Invite students to come up with sound words to accompany the text. *Vigorous Verbs- After reading To Root…, provide students w/ a slip of paper and invite to perform charade of action. Record responses leaving space for title “Verb Wall”. Post chart for reference. (Ext. read Mammoths on the Move) *Sun Cartwheels Slowly Up the Sky- Read pausing to let students visualize. Discuss verb choice. Project writing lacking in specific, lively verbs. After discussion, circle the word “went”. Ask students to suggest more vivid words. Record. (Ext. circle action words in own writing, brainstorm a list of alternate words and replace with the best.
January- Focus on Making My Writing Flow (Fluency)
Week 1 Week 2 Week 3 Week 4 Week 5
*A Sweet Sounding Train-Project a writing sample of mine that lacks fluency: I have two little dogs. They’re
named Beau and Ralphie. They
are fun to play with.. They like
to cuddle. Tell students that
this first attempt at writing chugs along like slow-moving train-one that is about to break down. Students ben arms at elbow imitate old, broken-down train “Chug…chug…chug…”It chugs ‘cuz every sentence begins with the same word and all sentences are the same length. (Count words w/them.) Project second piece of writing. I have two
little dogs named Ralphie and
Beau. They zip around the house
chasing each other and barking
happily. They giggle in doggy
language then settle into my lap
for a nice cuddle. Ahhh! What a
treat! Which sounds better
to the ear. Guide to understand diff, beg, varied length. Imitate smooth train.
*Admiring Fluent Writing- After reading mentor text, project text from a page or two. As read invite students to tap the rhythm w/hands or feet. Ask for observations.(Ext. Students try tapping the rhythm of own work. Do they like the way it sounds? What changes might they make?
Sentence Stretching- Write the following sentence on the board: I went for a walk. Tell students imagine selves on a walk. Tell will ask a series of questions and they should answer on their white board: When did you walk? Who did you walk with? Where did you go? What did you see? Why did you go on the walk? Invite students to rewrite the 1st sentence using as many of their answers as they wish. Ok leave 1 or2 answers out. Share (ext. Make a class chart titled “Words that Tell When” for sentence beginnings. *Song Writing- Read a 2nd time and point out how words written to the tune of Twinkle Twinkle Little Star. Sing page or two. Choose
*Writing With Refrains- Read mentor text on 2nd reading, invite students to chime in. Make a chart of familiar books that have a refrain. Write “Title” on the left and “Refrain” on the right. Suggest students read their work aloud to see if the repetition they use creates the sounds of poetry or whether it simply bores the reader.
Reader’s Theater- Have students perform a story for classmates after a couple of rehearsals. Encourage use of facial expressions, altered voices and gestures. (Ext. Invite students to write their own scripts to perform.) Poetry Slam- After reading Barnyard Slam, suggest students plan a poetry reading of their own. *Focusing on the Details- Begin telling the story by making up narration to go along with the pictures, and model attention to the illustration details on each page. Point that instead of saying “The mouse made a hole” you will say “bit by bit the little, gray mouse nibbled away at the blank page revealing fresh, green grass and fragrant flowers”. After modeled a few pages invite
classroom topic and compose own song to tune of Twinkle (ext. Adaptations of wheels on the bus. The Seals on the Bus by Lenny Hort or Library Doors by Toni Buzzeo
students to come up and tell what happened next. Reinforce extracting details. (ext. remind drawing to prewrite, draw next scene)
February- Focus on the Details Week 1 Week 2 Week 3 Week 4 Week
5
*Another Look at Sensory Details- Read once then prepare to reread the 1st page. Ask students to close eyes and if writing causes them to feel as if they are w/main character. Share my reaction. Remind students that by selecting details that engage senses we help readers imagine. Suggest students use editing pencil to circle sensory words. (ext students search own work for sensory words) *Show, Don’t Tell- “Job of writer is to make a movie in the mind of a reader”. They often do this by showing instead of telling. Write a simple telling sentence (“The room was very messy.” Collaborate in writing a show paragraph. (ext Mrs.
*Imagine That- Read text from the book that demonstrates how a character is feeling through action. Ask, “how is the character feeling in this moment? Point out the author showed feelings through use of details. Next imagine they learned the won the school art contest…How do you react? Invite volunteers to demonstrate a reaction. Invite others to provide the words staying away from words that tell, such as happy, exited and thrilled, wrongly accused, hurricane blows over your favorite tree.(ext. Provide strips that tell how a character feels. Students rewrite to show and share next day.
*Tiny Stitches- After reading, share admire author’s ability to slow time down, to show us all of the actions that occur while accomplishing a small task. Point out she could have written, “Esther leaned to sew by watching her mother”…Model writing a paragraph about a simple task but break into smaller actions. (Eat an ear of corn) (Ext. Ask students to write about a simple task, such as brushing their teeth. They must slow it down to fill a whole page. Quality Details in Expository Writing- Tell details make writing more interesting. Write “Emperor Penguins stay together to keep warm.” Read excerpt from Emperor’s Egg. Readers like details they might have missed. “What have you noticed that others may not have observed?”
*Staying on Track- Remind that revision doesn’t always mean adding details; sometimes need to remove details that detract. Make a train that halts when writing goes off track. When regroup on rug, ask what a writer should if w/unnecessary details. Cross off the bits that don’t belong. (ext. project writing where I’ve crossed out, words, sentences, paragraphs. Discuss why) *Beware the Adjective- Model elimination of vague adjectives (and adverbs). Project initial attempt: My sweet godmother made the most awesome candy apples! Remind students of “show, don’t tell and rewrite. Discuss difference between the first sentence and the following paragraph.
McBloom-project illustration. Write a paragraph or two collaborative description.
Encourage observing and including details in their writing. (Ext. Give small notebooks to record observations.)
Point out that awesome doesn’t make our taste buds water, whereas words like glistening and succulent might. (ext. Post a list titled “Beware of These Adjectives”
March- Focus on Organizing a Story and Proper Endings.
Week 1 Week 2 Week 3 Week 4 Week 5
*Introduce the Storyboard- Model the use of a storyboard as a prewriting tool. 1st frame-first paragraph. Remind storyboard is not the full telling but a tool to organize story from beg. To end. Recommend they conference while in storyboard stage. Write story using storyboard to guide. (ext. Suggest students retell their reading selections using a storyboard.) *In The Beginning- Encourage students to look at books they’ve read or heard and ask “Who is the Main Character? What do they want? Story is about yearning. By knowing what their character want, we write with more purpose and stories take on more shape. Make a list of char. And wants. Suggest students write a story about a character who wants
*Where I’m From- Read the poem. Model writing my own “I am from” poem perhaps beginning w/ the concrete and including what others have said to me. Invite others to write their own “I am from poem. Suggest draw first.(ext. Introduce other poetry forms) *Found Poetry- Project a non-fiction passage. Ask students to pick out words or phrases they find particularly powerful. Together, arrange these words into a poem. Feel free to add words to enhance meeting. Play with line breaks and word order. Let them know there are many possibilities. (ex. Suggest students find words in magazines, cut out, add words and arrange in a poem.) *Internal Rhyme-Encourage students to use internal rhymes like Jane Kurtz. Point out
(Ext. Invite students to think of an experience they’ve had and suggest they brainstorm a list details and then compose a poem from their memory list.) *Word Play- Making exception to “no violence rule” to see what Carroll did with wordplay making up nonsense by combining word like gallop and triumphant to be galumphing. Now write an action sentence on board (“The bear walked down the path.”) Play wit words. (ext.Reread and have students illustrate Jabberwock, Jujub word and the Bandersnatch. What word helped shape your creatures. *Repeat Letter Sound- Project Silverly so students can examine. Teach alliteration. Count # of s (lullaby) Invite to try in their writing. (ext. In Bed With Cuddly Creatures )
something. playfulness of internal rhyme. Suggest students try including internal rhyme in their poetry.
April- Focus on Poetry Week 1 Week 2 Week 3 Week 4 Week
5
*A Poem is a Photograph Read Mentor Text. Ask students to what they observed about the poetry. Tell students that whereas a story or a personal narrative have a beg.mid and end- a poem can be compared to a photograph which captures a moment (with all its emotion). Show them photos and model the first draft of a poem: Make changes that occur. Revise and share at later author’s chair. Invite students to use my photos to write their own poems. (ex. Invite to bring in own photo) *Observing Poets Observing- Share poetry books over the week. Write a chart of observations about the poems. (Some poems repeat words, sometimes the words create a picture, poets use stanzas to break up sentences.
Sometimes the lines begin w/ a capital sometimes not.) (ext.Invite students to choose a subject they know a great about) *Pattern of Three- Does character get what wants right away? No, typically 1. Tries to get what wants and fails;2. Again tries and fails again; 3. Musters resolve and succeeds on 3rd try or (after 3rd failure) changes mind. Students look for pattern as read Wemberly Worried. (ext. Think of Stories w/3 in Title and notice pattern of 3 structure.) Writing a Story Together- Write an interactive story that follows the pattern of three by coming up w/a character and determining what they want.
1st paragraph shows what character wants. 2nd paragraph figure out what will try and how will fail and show. By 5th paragraph char will succeed or change mind. (ext.Collect pattern of 3 title.) *Cutting Up the Bones- Look at 1st sample. Point out organized but lacks detail. Cut the 5 sentences apart and tape each one to top of clean sheet and expand. Ext. suggest students who have listed conduct surgery like yesterday. *Reflective Ending- Quality Details in Expository Writing- We know that a story follows a pattern of three to form a conclusion but there has to be a beat at te end of the piece, a moment that allows the reader to respond an “ah” that means I am so glad I read this work.
Reflective endings (or wraparound endings) are one technique to create this feel-good moment. Read beg. And endings students look for a pattern (ext. draw bookend. 1st says “George Washington was our first president.” 2nd bookend says “Everyone agreed. Only George Washington could be our first president.” Erase your model. Write another beginning above 1st , challenge students to come up w/ending. After trying a few times (perhaps in reverse)invite kids to come Up with both beginnings and reflective endings. *Book Bag Endings- Students look through books to find ending techniques and put in groupings like: repetition, joke endings, Happy endings, Surprise Endings
May- Focus on Choosing the Strongest, Most Effective Words
Week 1 Week 2 Week 3 Week 4 Week 5
*Words, Words, Words- Share brainstorming strategy for prewriting. Choose one of your areas of interest and write a key word in every column. (Ie. Knitting-Things, Actions, Place) (ext. *Pirate Talk- Share
*Tightening Sentences-
*Shades of Meaning-
*Riddles-
