Units of Study Writing Grade 2 Poetry Lesson
Writing Minilesson Template
Unit 4: Poetry: Big Thoughts in Small Packages Bend III: Trying Structures on for Size
Lesson 11: Studying Structure--Sharing Information as a List Poem
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
Part of Lesson
Purpose
Teacher Talk
Notes
Connection
(1-2 min)
What reminders do I need to give?
- Establishes confidence
- Conveys goals & procedures
- Explains why it's important to learn
- Makes students feel like authors
“Yesterday, we…”
“In your Writing…”
“I want to share…”
Teaching Point
(Goal + Procedure)
Puts mini-lesson into the context of class's ongoing work, yet tells what they'll be learning, not what they'll be doing.
“Today I want to teach you…”
Teaching
(7 min)
What are the steps?
Anchor chart?
Questions to support inquiry?
- Models step by step
- Reveals the in-the-head crafting, negotiating, problem-solving that leads to the written message
“Notice how the author…”
“When the author…I…”
“Did you see how the author…”
Active Engagement
(2-4 min)
How will students practice?
What are the steps?
Anchor chart?
- Very similar to teaching
- Coaches into student efforts to differentiate
- Partnership roles: a writer and a reader
“With your partner,
- Turn-talk
- Stop-jot
- List across fingers
- Write in air
OR “Try it in your writing…”
“3, 2, 1, talking is done!”
Link
(1 min)
Name the goal and procedure. Give a repertoire reminder as well.
- Crystallize lesson into clear, catchy phrase
- Adds teaching point to class chart
- Encapsulate content in a way students are able to launch it
“Today and every day…”
“Who thinks they will try this?”
“Off you go writers!”
Mid-Workshop
Teaching
(1-2 min)
- Breaks up long writing period
- Quick reminder for students
- May address common concern you’ve noticed during conferencing
“I notice…”
“Maybe try…”
“Who is already…”
Poets, can I stop you? You’ve done some really nice work. Right now if you are wearing green, will you stand up? Those of you wearing green, will show the kids who are near you what you worked on today?
Wait!
Now, those of you who aren’t wearing green today, stand up. While you are standing, will you think about a very important question? If your mind was turned on full force while you were helping Mr. or Miss Green, I’m very sure you learned something even while you were helping. I’m very sure you can come up with some idea for how you can make your poems-the ones that are already done--better. So right now, think of what ideas you have for how your poems could be improved.
Moment of silence
Thumbs up if you thought of a way to improve your poems.
So, we have a few minutes left and you have a lot of work to do. I bet you’ll be revising your poems.
Share
(5 min)
- Holds students accountable for work during writing
- Seeing work of peers gives students new ideas
“Writers, let’s share our observations/work with partners/class…”
| Good morning, second graders! My name is Mrs. Becker and I love to see how students learn. Mrs. Heinbuch was kind enough to share you with me for a little bit today to do just that. Now, just like I like to see how students learn, teachers also like to see how other teachers teach. Mrs. Heinbuch shared that you are writing poetry. So, you’ve been using your ‘poet’s eyes’ to see ordinary things in a new way and you probably have many ideas for new poems.Before we dig into today’s work, right this second, think of a topic you really know and care about, so you can write a poem about that topic today. As you do that, I’m going to pick a stick, name, or write down a ‘a secret star writer--or mystery writer for today. I will be checking to see if this ‘secret star writer’ is showing your CORE values of being safe, respectful, and responsible…Give me a thumbs-up when you have an idea. Now, I’m going to have you turn and tell a shoulder to shoulder partner what you’ll write a poem about today. When you have each shared your idea, put your thumbs together and raise them in the air.Keep your idea in mind. I promise we’ll get back to it. |
| ...that when a poet writes a poem, the poet can use different structures. To do this, the poet studies what other authors have done. |
| Step 1: Create a list of facts about bubbles.I brought along some bubbles for us today as we get to know each other. Remember I’m watching for my ‘secret star writer’ to be showing their CORE values of safe, respectful, and responsible behavior. To be safe, we must stay in our spot; to be respectful, we need to treat people and things kindly--using only our sense of sight; and to be responsible, we need to do the right thing at the right time. Watch as I take a big breath and blow into this bubble wand. The air from my lungs goes into the bubble and it grows, holding my breath inside! That is cool. On this chart, I will begin listing words and phrases. First, I will writeFloating, because the bubbles float in the air like magic. Next, I will add Air bubbles because the air from my lungs is inside the bubbles. (My goal is to gather descriptive words and phrases, so I can read this as a list poem when I am finished.)Example Poem:BubblesFloatingAir BubblesFilled with colored lightGlisteningShiningPop! They’re out of sight |
Step 2: Continue adding words and phrasesTurn and talk-What other words and phrases do you think we should add? When you have each shared your idea, put your thumbs together and raise them in the air.
|
| Will you right now hold your poem in your hands. Cup your hands and hold your poem up to your mouth like a megaphone. Just whisper some words or phrases that might go into your list poem.(Model for students by cupping hands by mouth and whisper gliding, blowing, slipping away, jeweled, beautiful, sparkling, 3-D rainbow…)Share Fig. 11-1 “How to Make a List” poemAdd Teaching PointToday when you go off to write, come and whisper your idea to me and get your paper.Call by color spots or use ‘if it’s true for you…’, thumbs up if ready… (read the room) |
| Writers, please bring your list poem to our meeting spot. Checkmark after your name, please. (If needed...Meet me by the end of my song and sing ‘Shake your Brain’ song to get students to meeting spot.)Turn and Talk-Share your list poem with your shoulder to shoulder neighbor. When you have each shared your list poem, put your thumbs together and raise them in the air.Today, we shared information in a list poem. This is one structure a poet can use to write a poem. Our secret star writer was _______. (star stamp)Let’s have them collect our list poems.Thank you for being wonderful students and to Mrs. Heinbuch for sharing you with me! |
Resources:
- Crafting Nonfiction by Linda Hoyt
- Poetry: Big Thoughts in Small Packages by Lucy Calkins
Mentor Texts:
- “Understanding a Frog”
- “Destiny” in Old Elm Speaks: Tree Poems by Kristine O’Connell George
- “Rollerblading” by Geoff Goss in Kids’ Poems” Teaching Second Graders to Love Writing Poetry
Conferring Possibilities:
- If needed provide hands-on experiences that stimulate descriptive language and guide these writers in generating list poems as expand vocabulary.
- Encourage writers to stretch and use rich descriptions or create a phrase that activates sensory imaging to use as their ending.
- Stamina-write to x
- Topics-idea lists and tiny topic notebooks
- What did the author do that I can do?