Where+I'm+From+Poem

** Lesson Strategy: ITIP  ** ** Any Grade/45 Minutes  ** ** Goals (Fifth Grade):  ** AR.05.CP.01 Use experiences, imagination, observations, essential elements, and organizational principles to achieve a desired effect when creating, presenting, and/or performing works of art. EL.05.WR.01 Use a variety of strategies to prepare for writing such as brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, and taking notes. Writing modes: Write narrative, expository, and persuasive texts, using a variety of written forms—including journals, essays, short stories, poems, research reports, research papers, business and technical writing—to express ideas appropriate to audience and purpose across the subject areas. ** Key Points:   ** ** Objective:  ** Given a model I am from poem, paper, and a writing utensil, learners will use brainstorming skills to organize key memories, experiences, and observations from their life to create a poem. ** Grading Criteria/Assessment Plan:  ** Students will complete a poem with at least three stanzas, and at least nine details about their life/culture. ** Materials:  ** ** Anticipatory Set (5 Minutes):  **//Teacher will ask students to journal about their childhood, recalling their favorite memories, smells, foods, experiences, etc. // ** Check for Understanding (CFU):  ** Teacher will circle and softly assist students who haven’t begun writing or are stuck. ** Stated Purpose (1 Minutes):  **//Today we are going to use these experiences to write a “Where I’m From” poem that includes 3 stanzas and 9 details. //  **  Model (10 Minutes):  ** Read “Where I’m From” by George Ella Lyon. Have students volunteer details from their life to write on the board, demonstrating how these details can be listed. Then have students create one stanza of the poem on the board with the teacher. Explain that a stanza is a group of lines forming a pattern in a poem, and show students a stanza in the model poem. ** CFU:  ** “Are you ready to create a “Where I’m From” poem on your own?” Thumbs up yes, thumbs down, no. ** Guided Practice (20 Minutes):  ** Students will work independently on drafting a list of their details from their journal. As they begin finishing their lists students begin working on their “Where I’m From” poem, writing a first draft where they aren’t concerned about spelling, just content. ** CFU:  ** Circle the class and answer any questions the students may have and help students who are stuck. ** Closure (9 Minute):  ** Have students read their poems aloud to a partner or small group, and allow students to volunteer to read their poems to the whole class. ** Adaptations/Extensions:  ** I would put up “work stations” or tri-folded cardboard dividers so students have their own space to focus without distractions. I would also assist with various levels of scaffolding. For those students that are who are unable to write their own poems I would allow them to tell me, an aide, or assistant their story orally and write it down for them, if appropriate in light handwriting and have them trace over it or on another sheet to allow them to copy it, emphasizing the meaning and spelling of the words as I write them. If a student that is capable of drawing but not writing I would ask them to create a visual “Where I’m From Poem.” ** Reflections:  **
 * Social Studies:  **
 * 1)  Student will analyze life experiences, observations, memories, and imagination to better understand his or her personal culture.
 * 2)  Student will create a poem, first using brainstorming skills, then applying organizational skills for poem effect and clarity.
 *  Example “Where I’m From” Poem by George Ella Lyon and teacher’s where I’m from poem
 *  Paper
 *  Writing utensil