It is important that I expose my students to all the genres of text so they are familiar enough to discuss and write about them. Future grades depend on me to introduce the concepts of all written texts. Today we will discuss "Poems". I will be using the 5 W's to lead my discussion of the poem. We will then write a narrative sentence about the people, places and events of the poem by writing a new verse. Today's poem lends itself to writing a new line to end the poem. We can be silly and add anything we want. My students love to have this freedom of writing what ever they want. My higher students often come up with some interesting ideas to write about. The exchanging of ideas in our discussion helps my other students see the fun in the writing process.
My students are seated on the carpet for whole group reading block.
"Today I would like to talk about the different types of text that we read. In other words, the different kinds of things we read. I hold a fiction book. This book "The Three Little Pigs, it is make believe, it is not real. We call that fiction. We have read this book, Bread, Bread, Bread. It tells us about real things and has real pictures. This is called a non-fiction book. Then there are the little stories we read, sing and chant that are called POEMS. The Eency Weency Spider is a poem. I like poems. Most poems have rhyming words in them that make them fun to say. Today I will teach you a poem about a bear."
I show my students the bear poem from my Big Book. I point to the words as we read the poem.
"I like this poem because it tells a story. I also know this poem as a song."
I draw on the board a mountain and draw the bear on top as we sing the song.
"Hmmmm, I have an idea. Let's watch the 5 W's video and then identify what the 5 W's are in the poem. That will be fun."
We watch and sing the video. I find my ELL students were able to remember the 5 W's on their own by watching this video and us singing the song when discussing a story.
"Now let's use the treemap to identify the 5 W's in the poem."
I have labeled five of the branches of my laminated Tree Map so we can use dry erase markers to write what the 5 W's of our Poem is. I use my name stick to choose a student to tell me the 5 W's.
Who - the bear
What - the bear went up the mountain
Where - the mountain
When - the day time
Why - to see what he could see
"Great Job of identifying the 5 W's of the poem."
Today for writing, the students will extend the poem and write what the bear saw on the other side of the mountain. My students get so excited when they get to put their ideas in a poem or story. I will gather ideas through discussion and put the ideas on a circle map.
"I have a fun idea for our writing activity today. I would like to make up a new verse to the poem. In this poem, the bear only saw the other side of the mountain. That is sad. Let's think of fun things the bear could see. We will use the circle map to brainstorm our ideas."
I draw a bear circle map on the board. And use my name sticks to call on students for their ideas of what the bear saw. I give everyone an opportunity to add something to our circle map.
"Look at all the fun things you have put on the circle map. Your verse to the poem will be awesome. Let's review all the things again and you can choose which one you want to write about."
I touch each picture and we say each item on the circle map.
I model the writing process. I draw a mountain and then draw what I think the bear will see. then I stick a little bear on top of the mountain. I write using a sentence frame; The bear saw __________. I erase my answer and leave the sentence frame on the board.
"You will be using blank paper because your picture is a very important part of the poem. Draw your mountain and then on the other side draw what the bear saw. I will give you a little bear to color and put on the mountain. Write your sentence on the bottom of your page."
I walk around and give them their little bears and help with students that struggle with their writing. When they are finished I collect the papers and we sit back on the carpet.
Seated on the carpet, I call one row of students up to the front for sentence reading. I don't call them up one at a time anymore. My ELL's are so soft spoken and shy that you can hardly hear them speak. Going up as a row gives them the confidence to read more loudly and often times their friends help them with their readings. I love to watch my students being kind and helpful to each other. Each students has the opportunity to do an oral reading. We applaud and cheer after each reading and laugh at some of the things the bear sees.
I love to show a video of the book or a reading to help reenforce the vocabulary, story comprehension and the love of listening to a story. I show videos at the end of the day when chairs are stacked, backpacks are on we are waiting for dismissal. Here is the video for the Bear Went Over The Mountain.