Lucy Caulkins Writer's Workshop Mini-lesson Archive

Teaching Point:
A writer’s special poet voice can be heard when they use alliteration.

Connection:
(Scroll down to anchor chart 2 and 3.)

Say, “What do these two poems have in common? Turn to your partner and quickly tell them.”

(Allow 1 minute for students to talk.)

“What did you notice about these two poems? How are they the same?”

(Accept all reasonable answers, but keep focus on alliteration.Then scroll down to anchor chart 1. Tell the student to copy the definition down in their writer’s notebooks.

Teaching:
Say,”A poet’s special voice is heard in poetry through using a sequence of words that all have the same beginning sound. That’s called alliteration. Alliteration is the repetition of usually initial consonant sounds in two or more neighboring words or syllables, such as, Peter Piper picked a peck of pickled peppers or it could something much simpler, such as the wild and wooly wildebeest went walking around the water’s edge. When we use alliteration in our poetry we can have fun and play with words that have the same initial consonant sounds, or the same middle sounds. Let’s watch a short video that uses alliteration to create some very common tongue twisters that you you are probably already familiar with.

(Show video - https://www.youtube.com/watch?v=6CMHrDDWado)

After you show the video ask, “ How many of you have heard of these tongue twisters before. They are fun aren't they? When you write your poems using alliteration, you don’t have to make a tongue twister, but you do have to think of words with the same sounds. Let’s watch another short video about practical ways we can use alliteration as writers.

(Show video - http://youtu.be/DGJu6LzUfYM?list=PLIsQAz2OlWE1fwRQWhBWm-8He8-9b2IF


Turn & Talk:
Say, “Next it’s your turn. Let’s look at the number poem together. Do you notice anything different about this poem?What makes it different? (Scroll down for the anchor chart titled Number Poem.) Talk to your partner about how the poem is different.

(Allow a minute  for the students to discuss why the poem is different - different letters of alliteration on each line, instead of throughout the poem.) 

Next, I want you to keep in  mind and the sounds and words that you want to use to create your alliteration poem. I’m going to give you 2 minutes for each partner. Ready, set, go.”

(Ask random students to share their words with the class.)

Link:
Say, ”Remember, today and everyday your special poet’s voice can be heard when you use alliteration.”

Teaching Point:
Poets often choose words that describe the sound that people, animals and things make.

Connection:
(Scroll down to anchor chart 5 or 7.)

Say,” What do these things have in common? Turn to your partner and tell them what you think these things have in common.”

(Give the student about 30 seconds to talk. Then call on random students to see if they identified that they are all sounds that the things in the picture make.) 

“These pictures all represent the sounds that these things make.”

Teach:
Say,”What is onomatopoeia? Let’s watch a short video that explains everything we need to know about onomatopoeia.”

(Show video - http://youtu.be/kAYGa3Lvlq0)

When you write an onomatopoeia poem you need to follow a few rules.
1) Decide on a theme.
2) Use different sounds. (It doesn't have to rhyme, but it does need to make sense.)
3) When you read the poem make the noise, don’t say the words.

(Instruct students to write down the information in anchor chart 1.)

(Show video - http://youtu.be/l8Kx85r9mNs)

Turn & Talk:
(Scroll down to anchor chart 3.)

Say,” On this anchor chart there are 10 onomatopoeia words. You and your partner will come up with a list of 5 more onomatopoeia words that we can add to a new list that we are going to create in our red notebook. The title of the list will be Onomatopoeic Word Bank.

(Scroll down to anchor chart 4 for an example of who it should look in their netbook.

Ready set, go.”

Link:
Say, “Remember today and everyday, poets can choose words that describe the sound that people, animals and things make. “

Teaching Point:
Poets repeat a word or phrase at thoughtful points in a poem which can highlight a theme and add to the rhythm of the poem.

Connection:
(Scroll down to anchor chart 3.)
Say, “On the screen you will see that this short poem is kind of silly, but beyond being silly, there is something else that is very special about his poem.”

(Give the student about 30 seconds to talk about it with their partner.)

“Did anyone notice what makes this poem special? (Accept all reasonable answers, but focus on repetition.)

Teaching:
Say, “In the poem about Beryl and Boris, did you notice that there was some repetition? Poets repeat words or phrase at thoughtful points in their poem in order to highlight a theme and add to the rhythm of the poem. What do you think the author's intent was in the poem about Beryl and Boris? Or to highlight a theme or add to the rhythm of the poem? (both)

Next we are going to watch a poem about a fish and a squirrel. Pay attention to how the author uses repetition at thoughtful points in the poem in order to create rhythm. 

(Show video - http://youtu.be/csbban5TtQk)

Now we are going to listen to a poem by Shel Silverstein, tilted Backwards Bill. It’s a silly short poem, but it also uses repetition.   

(Show video - http://youtu.be/ZO5JHUj4aiI)

Turn & Talk:
Say, “We just saw three different poems that all used repetition at thoughtful points in the poem to highlight a theme and add to the rhythm of the poem. Now2 I want you and your partner to take a look at the poem titled, Hug O’ War and identify all the places where the author used repetition. Write it down in your notebooks and be prepared to share with the class.”
(Scroll down to anchor chart 1.)

Link:
Say, “Today and everyday, remember that as a poet, you can repeat a word or phrase at thoughtful points in your poem to highlight a theme and add to the rhythm of your poem.”

Teaching Point:
Poets use comparisons to convey their feeling.

Connection:
Say, “What’s a simile? What’s a metaphor? Who can tell me the difference between a simile and a metaphor?”

(Accept all reasonable answers.)

Next, we are going to watch a fun little cartoon song about metaphor man and simile girl. pay attention because I’m going to ask you to and your partner to identify the different similes and metaphors that the video presented. I’ll give you 2 minutes. Ready, set, go.”

(Show video - http://youtu.be/uoSBVNUO2LU)

Teaching:
Say, “One way poets paint a clear picture of their thoughts and feelings is by comparing their thoughts and feelings to something else. These unique comparisons help readers think of something that may be ordinary in a new extraordinary way.

A simile is a figure of speech that makes a comparison, showing similarities between two different things.A simile draws resemblance with the help of the words “like” or “as”. It  is a direct comparison,

We can find simile examples in our daily speech. We often hear comments like “John is as slow as a snail.” Snails are known for their slow pace and John’s slowness is compared to a snail. The use of “as” in the example helps to draw the resemblance. Examples of common similes are listed on the anchor chart.

A metaphor is a figure of speech which makes a direct, implied or hidden comparison between two things or objects that are very different from each other, but have some things in common between them. A comparison between two opposite or very different objects is made based on something they have in common. When you write about a person, place, thing, or an action as being something else, even though it is not actually “something else,” you are using a metaphor. When I say “He is the black sheep of the family” it is a metaphor because “he” is not a sheep and probably not even black. A black sheep is an unusual animal and typically avoids the rest of the herd, and so the person you are describing may have similar characteristics.

A metaphor’s comparison is different from a simile. We do not use “like” or “as” in a metaphor.

Next, we are going to take notes on the next video. I’ll stop the video where I want you to take notes. Write the notes in your yellow notebook so you can refer back to them when you are writing your poems using similes and metaphors.

(Show video - http://youtu.be/jHBWZDVMVqA)

Let’s take a look at some examples.

(Scroll down to examples.)
Next, we are going watch another video about similes and metaphors. Pay special attention because you are going to write your own poetic simile and metaphors during turn and talk time.

(Show video - http://youtu.be/5zQyj-etm2Q)

Turn & Talk:
Say, “Now it’s time for you and your partner to write your own similes and metaphors. that you can put in a similes and metaphors bank and recycle for future use. I’ve listed a few on the chart already. See if you and your partner can think of some more. Then we can share them with the class and add them tour simile and metaphor bank.

(Scroll down to anchor chart 2.)

Link:
Say, “Today and everyday remember that poets use comparisons to convey their feelings   

Next up is historical fiction. We spent a week practicing how to take Cornell notes after the initial introduction.

It's a short unit.

This was the Cornell note video that we used as the focal point of the lesson.
http://youtu.be/w3pM5hEgBk4


You can also cherry pick the best videos to show your class from this playlist.
http://youtu.be/WtW9IyE04OQ?list=PLUtI7y6Dru0isuR7oWMbQKaN7J9mHsZdg

Unit Overview
Celebration is an Expert Fair
Who are we writing for? (audience - parents or students will attend the Expert Fair at the end of the unit)

By the end of the unit, students will produce one published piece of writing, that is more detailed and focused than a previous piece.

Bend 1:
Introduce the topic
Scaffold the lessons

Bend 2:
Students will draft one piece that includes all about all about Native settlements:
All about the bigger topic
All about the focused topic
The story of a big” moment, a big decisions
Why this focused topic is important


Bend 3:
Students make their own interpretation of historical events including: 
Considering different points of view in history
Generating questions and life lessons from the topic
Make this a part of their conclusion
 

Integrated with Social Studies Unit - Native American Settlements
SS.4.1.1.5 culture and customs of...Native Americans
SS.4.1.1.2
SS.4.1.2.2

From Our Nation
All About the Bigger Topic p. 40 - 45 (First Americans) Include Aztec and Inca?
All About Focus Topic p. 56- 81