Concrete Poetry

1. Concrete Poetry Alyssa Pekas Kristina Stites 4300 C~ Dr. Tonya Root Fall 2008 Grade: 5

2. Prewriting Kristina Stites • GPS: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent

3. focus throughout, and signals a satisfying closure. The student • a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

4. PLO • Students will complete their graphic organizers meeting the purpose, form, function, and audience of concrete poetry.

5. Form of Writing: • Concrete Poetry / Narrative • Point of view of object • Stage: Prewriting • Audience: class, teacher, parents, published book

6. Topic: Brainstorm ideas, may have content-related topics • Purpose: imaginative, informational

7. Graphic Organizer:

8. Reference (2008, November 7). Pacing charts for proficiency learner outcomes. Retrieved November 8, 2008, from Cleveland Metropolitan School District Web site:

9. http://www.cmsdnet.net/opd/ELAPacingCharts/Fourth%20Grade%20Graphic%20Organizers.pdf Modified by Pekas, A. & Stites, K.

11. Reference Carrol, L. (2000). Alice in Wonderland. New York, NY: Penguin Putnam Inc.

13. Reference Smith, C. (2000, December 26) Court’s concrete creations. Retrieved November 8, 2008 from http://oregonstate.edu/~smithc/poems/boat.html

14. Practice Activity • Interactive Writing • Select topic from class brainstorm • Students raise hands to provide info and feelings for topic • Teacher fills in graphic organizer

15. Assessment Activity • Students complete graphic organizer • Topic selection (context) • Stays on topic (coherent focus)

16. Lists details for five senses according to topic’s point of view • Teacher collects graphic organizers, assesses, and gives feedback prior to drafting

17. DraftingAlyssa Pekas • GPS: ELA5W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent

18. focus throughout, and signals a satisfying closure. The student • a. Selects a focus, an organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements.

19. PLO • Students will draft a concrete poem meeting the selected purpose, form, function, and audience.

20. Form of Writing: • Concrete Poetry / Narrative • Point of view of object • Stage: Drafting • Audience: class, teacher, parents, published book

21. Topic: Selected topic from graphic organizer • Purpose: Imaginative

22. Practice Activity • Shared Pen • Review rules of shared pen method • Teacher sets time limit • Teacher selects student with hand raised

23. Student discusses idea with class • If class agrees, student writes in phrase or idea • If class doesn’t agree, teacher will help class determine where phrase may fit or if it is irrelevant

24. Conduct Shared Pen method • Check off ideas used on graphic organizer • Review completed poem

25. Assessment Activity • Students complete draft • Topic selection matches shape (context) • Stays on topic (coherent focus)

26. Uses relevant information from graphic organizer to engage selected audience • Provides closure • Teacher collects drafts, assesses, and gives feedback prior to revising