Painting Poetic Pictures with Words!
- Students will be able to distinguish between general and specific words.
- Students will be able to select specific and vivid words related to poetry that they will write.
- Students will be able to use spelling strategies to attempt spelling words of choice.
- Students will be able to revise and edit their writing.
Introduction (5 minutes)
- Invite the students to participate in a shared class drawing.
- Explain that each student will have the opportunity to add to the drawing but that their turn is over when they lift the pencil or marker.
- Post a large piece of chart paper or use an interactive whiteboard.
- Invite all students to the front of the class and have the students form a line.
- Have one student begin the drawing and then pass the pencil or marker on to the next student in line.
- Once the drawing is complete, lead a brief discussion about the drawing. What details can the students find?
- Tell the students that writing is like drawing or painting a picture. The details and word choices are very important because they help the reader make a vivid image of the writing.
- Tell the students that they will be working on choosing and editing words for poems that they will write.
Explicit Instruction/Teacher Modeling (10 minutes)
- Tell the students that when we write we can “paint pictures” with our words. We can use words that help the reader get a vivid mental image.
- Explain that you are going to start with a general word and that you are going to brainstorm other words that are more specific and vivid. (If needed, explain the difference between general and specific words.)
- Using the purpose of writing a persona poem from the perspective of a snowman, write three words on the board, one below the other: "hard," "cold," "stuck." (If desired, you can use another topic of choice.)
- Model the process of brainstorming synonyms for the word “hard,” such as the words “firm” or “solid.” Write these words directly next to the word “hard."
- Continue with the word “cold", writing the words “freezing” and “frigid".
- On each of the first two lines, circle the words that are the best words to use.
- As you point to the word “stuck", think aloud, telling the students that you are thinking of the word “jabbed” but don’t know how to spell it.
- Draw a chart on the board that resembles the spelling independent practice page chart.
- Model the process of attempting to spell the word “jabbed” and “pressed” twice. Then show the students how you can use a dictionary to figure out the spelling.
Guided Practice/Interactive Modeling (10 minutes)
- Guide the students in using a different topic, brainstorming the best words to use, circling those words, and attempting to spell unknown words. Sample topic and word choices: Use the topic of a squirrel. Brainstorm words that mean the same as “looking” (gazing) and “running” (scampering, dashing).
- Give students the opportunity to add words to the chart or attempt their own words.
- Challenge the students and ask them to create a picture of what each word looks like. Encourage them to be specific.
- If students need extra practice, give each student a sticky note and a selected topic. Have the students brainstorm general and specific words for that topic.
Independent Working Time (15 minutes)
- Ask students to beginning brainstorming a topic for their poem. Tell them that they will be working on selecting words that they can use when writing their poem. Emphasize the importance of “painting pictures with words."
- Distribute the Poetry Planner: Choosing My Words worksheet and have the students work on generating specific words that match general words and then choosing their own words to match their poetry topics.
- Have students brainstorm words for a contrasting topic so that they have two sets of words that tell about two distinct topics.
- Ask students to create a visual for their poetry theme or topic.
- For students who have difficulty getting started with their topics, provide a list of potential topics or brainstorm topics with small groups of students.
- Use visuals or technology tools such as “Visual Thesaurus” to help students find their words.
- In place of using chart paper and markers, have the students use the interactive whiteboard to create their class illustration.
- Have students use a graphic or image search to find pictures that inspire their poetry.
- Ask students to create an image using Google Drawings that can be used to create a poem.
Assessment (5 minutes)
- Ask students to circle the most specific words among the words that they brainstormed on their worksheets.
- Ask students to use these words in a phrase that relates to their topic.
Review and Closing (5 minutes)
- Invite students to share their topics and words with classmates, along with ideas for their poems.
- Discuss how their words could be used at a later time to create a poem.