I open the lesson by sharing that I am feeling rather purple today. I pause and then continue that it is raining and colder but the sky is really clear. This made me feel slower, smile less but also feel hopeful that the sun would come out of the cloudless sky. That's why I felt purple - or powerless that I could change the day. The word powerless makes me think of the color purple.
I ask students what colors they think of when it rains? When it is sunny? When they feel happy? When they are hurt by someone? I want students to begin to think of words and their relationship to colors so that their creative juices will begin flowing!
I introduce that we are going to reread the poem "Words as Free as Confetti" to determine the deeper meanings discovered about the poet in the words of the poem. They will then use this understanding of words and their color-mood relationships to create confetti word art of their favorite emotion.
I open the next section by asking another question - What is freedom of speech? Students respond and I realize that they do not have a strong understanding of what this right means for all of us. I explain what this right is and then ask when is this right to free speech a good thing? I take responses and then ask - is it ever a bad thing that we have the right to freedom of speech? I don't get the answers that I am looking for until I ask if anyone has ever hurt you with their words? Is it ok to say whatever you want to whomever you want? What if your words hurt someone else's feelings?
I share with them that in the Words as Free as Confetti poem, Pat Mora, is excited about the words she knows and how she and everyone can use them to communicate. She gives us some clues as to what she believes and who she is. I give an example (abuelita’s and gatitos) and ask why did she italicize these words? What's the relationship between them? What can we infer about her by the words she uses? I want them to make the connection between her speaking Spanish and her difficulties and excitement of learning and using the English language.
I then ask them to look for word patterns in the poem. This was harder for them to identify and explain the purpose of. I needed to model saying short phrases in succession to help them make the realization that this creates a sing-song pattern that builds excitement and focus on a topic in the poem (examples you can use are I’ll say, say, say you or I’ll find you. Hold you. Toss you.) Keep questioning this one until they get it!
After this I review the rest of the questions on the confetti word picture worksheet and ask them to work independently to complete them.
I have students share their responses with their partners as they complete their worksheets. This gives me some time to meet and help students who are struggling with the worksheet.
I also partnered my stronger early finishers with some of the mid range - struggling students because the shared discourse helped them make connections to the poem ideas.
We signal when time is up and I have students share out their responses.
I then introduce the creative part of the lesson. I model my word and explanation and share with students that they will now get the opportunity to create their own confetti word art pictures. They are asked to think of a color...then to think of a word they associate with that color. I now instruct them to collect the color paper they need and to cut it into tiny pieces of confetti and glue it on their paper to create their word.
After their words are glued they complete the lower section of their paper and describe the symbolic relationship of their word to the color. They define the mood, feelings and effect it creates on themselves and others.
Students now get to share their color words and written descriptions with their elbow partner. They are asked to listen to each other and share and question each other one at a time.
I circulate the class and then choose some good examples to share with the entire class.