Vanessa Milam & Sarah Ward ECED 4300B Dr. Tonja Root Fall 2009

 Prewriting  GPS  ELA2W1 The student begins to demonstrate competency in the writing process. The student: d. Begins to create graphic features (charts, tables, graphs). h. Pre-writes to generate ideas orally  PLO  Students will complete a graphic organizer to generate ideas in the prewriting stage for a five senses poem.

 Describes an idea using the five senses  Consists of at least five lines and one closing line  Can be written using all five senses  Can be written using just one sense  Does not have to rhyme

 Complete a graphic organizer  To help get your thoughts on paper  To choose a topic  Describe your topic  Use the five senses  In each circle write at least one phrase or idea  Do not use complete sentences

 Sensory Poems. (n.d.). Retrieved October 26, 2009, from epage/Default%20Page/Poetry%20Club/Sens ory%20Poems.htm

Fall is Red It sounds like falling leaves on the ground, It smells like smoke in the air, It tastes like a warm pecan pie, It looks like a colorful parrot, Fall feels like a cold icicle. By Kylie M.

 Class-collaboration graphic organizer  Display the graphic organizer  Class will choose a topic to write about  Using the shared-pen technique the students and teacher will record phrases and ideas  At least one phrase for each section  Remind the class to use phrases; not complete sentences

 Complete graphic organizer  To be done individually  Choose topic  Describe topic using the five senses  Write at least one phrase for each sense  Do not use complete sentences; use phrases

Draft Stage: Poetic Writing Grade Level: 2 nd

 GPS:  ELA2W1 The student begins to demonstrate competency in the writing process. The student: i.Uses planning ideas to produce a rough draft. PLO: Students will create a Five Sense Poem using the draft stage of the writing process.

Introduction: Review the importance of prewriting: Ask students, “Why is the prewriting stage important?” (Allow time for response)  Use graphic organizer to get ideas down.  Convert ideas into sentences for first draft.

 Tell them about the Five Sense Poem  Ask," What is a Five Sense Poem?”(Allow time for response)  Poem using the five senses.  Usually five lines long with a line for each verse.

 Explain the lesson:  Use the smart board to show students how use ideas from the graphic organizer to write a five sense poem.  Tell students to use the same strategies to write their poem.

 Tell students, “Today, we will be writing a draft for a five sense poem.”  Ask, “What is a Five Sense Poem? (Allow time for response) A Five Sense Poem is a poem using the five senses.  Say, “It is usually five lines long, with one line for each sense.(Tompkins, 2009)

 Remind students when writing draft of poem:  Have a topic  Use five sense graphic organizer to convert ideas into sentences.  Skip lines for revisions  Write legibly  Write, “Draft or Rough Draft” on first draft

 Tell them remember the rules for writing poems:  Do/do not rhyme  First letter in each line does not have to be capitalized  Take different shapes/anywhere on the page  Hear the writer’s voice(with/without rhythm)  Be about anything

 Can be punctuated in different ways or not punctuated.  No poem is a failure.

 Use the smart board to show how to use the five sense graphic organizer  Tell students, “Use a five sense graphic organizer to write down ideas about the topic.”  My topic is called, “Happiness”  Say, "As you can see, this organizer is labeled with the five senses.

 (pointing at the smart board) Tell students, “For the sense of sight, the author puts, Happiness is yellow.”  Say, “For the sense of sound, It sounds like fun.”  “For the sense of feel, It feels like a tingle in your body, for the sense of smell, It smells like fresh air.”  “For the sense of taste, It tastes like chocolate.”

 “Then, the ideas are put into sentences, because that’s what you do in the drafting stage.  Say, “Here is the first draft of the five sense poem called, “Happiness”  ‘It reads as follows: Happiness is yellow, It sounds like fun. It feels like a tingle in your body, It smells like fresh air, It tastes like chocolate.

 By Brandon M. Mauldin, SC  Happiness is yellow. It sounds like fun, It feels like a tingle in your body, It smells like fresh air, It tastes like chocolate.

 Tell students, “I have shown you how to use ideas from the five sense graphic organizer to write the first draft.”  “Now, you will use your five sense graphic organizer to write the first draft for your poem.”  Tell students, “Make sure you choose a topic, skip lines, label your draft, but do not be concern about mechanics and spelling at this stage.”

 Make an informal assessment by walking around and observing students while they are working.  Use a checklist to take notes.  In next lesson, have students to work in small groups to share drafts of five sense poems.  Meet with students about their poems.

 Students will use their final draft of the five sense poem for revision and editing stage.(Teacher will model and practice each stage as needed for 2 nd grade level)  The published model with be used for formal assessment.  Students will present their finished poems by reading them in class, and displaying them for their peers to read.

mhtml:file://E:/5%20Senses%20Poem%20(five sense graphic organizer) Tompkins, Gail E. Language Arts: Patterns of Practice, 7 th ed. Pearson Printing,

 Completed five sense graphic organizer  Included topic  Labeled first draft, "Draft or Rough Draft”  Skipped lines for revising  Used five line poem