A Picture Book Poetry Lesson from WritingFix
Focus Trait: IDEA DEVELOPMENT Support Trait: WORD CHOICE

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Student Writing Samples from this Lesson

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Teacher's Guide:

Emotions and
Colorful Days

uniquely capturing the emotion-filled days of our lives in short poems with multiple stanzas

This lesson was built for WritingFix after being proposed by Nevada teacher Sharon Berry at an SBC-sponsored inservice class.

The intended "mentor text" to be used when teaching this on-line lesson is the picture book My Many Colored Days by Dr. Seuss. Before writing, students should listen to and discuss the writing style of this book's author.

To our loyal WritingFix users: Please use this link if purchasing My Many Colored Days from Amazon.com, and help keep WritingFix free and on-line. We thank you!

A note for our teachers: These lessons are posted so that you may borrow ideas from them, but our intention in providing this resource is not to give teachers a word-for-word script to follow. Please, use this lesson's big ideas but adapt everything else. And adapt it recklessly; that's how one becomes an authentic writing teacher.

Teacher Instructions & Lesson Resources :

Step one (sharing the published model):  Teachers should stress, as they read the cited book aloud, what the author has done particularly well in writing this story: in this case, author Dr. Seuss has taken an old idea (linking people's moods with color) and writing an original story that uses thoughtful details to develop its ideas.

Ask your students to think of days that stand out in their memories. These can be really good days or really sad days. Ask students to think about what colors and images they associate with those days. Re-read several of Dr. Seuss's pages to help guide their thinking.

Tell students they need to come up with a basic description (combinging color, mood, and imagery) for three days they think of. Once they have three basic ideas, encourage them to expand the ideas into words that are poetic.

Refer them to the student samples attached to this lesson to get their ideas flowing.

 


Step two (introducing models of writing):    In small groups, have your students read and respond to any or all of the student models that come with this lesson.  The groups will certainly talk about the idea development, since that's the focus of this lesson, but you might prompt your students to talk about each model's word choice as well.

WritingFix Safely Publishes Students from Around the World! In 2008, we first began accepting students samples from teachers anywhere who use this lesson. Hundreds of new published students now go up at our site annually!

We're currently looking for student samples for other grade levels for this lesson!  Help us obtain some from your students, and we'll send you a free resource for your classroom!  Visit this lesson's student samples page for details.

 

Step three (thinking and pre-writing): The interactive button game on the Student Instructions Page will give your students ideas for thinking up their basic similes, if they are still having trouble. They can certainly come up with color similes without the help of the computer though.

Share Original Graphic Organizers (for Pre-Writing)
from Your Teaching Toolbox.

We share graphic organizers with our peers, we find them in books, and we think we should also be able to find tried-and-true ones online at WritingFix. This year, if you create an original graphic organizer (or adapt one of ours) when you teach this page's lesson, and post it, we might just end up publishing it directly here at WritingFix, and we might just send you a free print resource from the NNWP for being generous.

  • Original graphic organizers for specific lessons, like this one, can be submitted as an attachment at this link. Look for the "Reply to this Box" beneath the post. To be able to post, you will need to be a member of our free Writing Lesson of the Month Network.

Keep reading aloud snippets from My Many Colored Days as they draft to inspire their thinking. Share student samples that shine. Let your students hear what interesting stanzas sound like.


Step four (revising with specific trait language):  Two tools for revision are provided below.  You can use one or both, depending on how much time you have to spend on this assignment.

To promote response and revision to rough draft writing, attach WritingFix's Revision and Response Post-Its to your students' drafts.  Make sure the students rank their use of the trait-specific skills on the Post-Its, which means they'll only have one "1" and one "5."   Have them commit to ideas for revision based on their Post-It rankings.  For more ideas on WritingFix's Revision & Response Post-Its, click here.

Share Original Revision Techniques or
Adaptations from Your Toolbox.

Inspired by Barry Lane's Reviser's Toolbox, the WritingFix website encourages its teacher users to adapt our lessons, especially the tools of revision we have posted here. If you create an original revision tool (or adapt one of ours) when you teach this page's lesson, and post it, we might just end up publishing it directly here at WritingFix, and we might just send you a free print resource from the NNWP for being generous.

  • Original revision ideas from teacher users of WritingFix can be submitted through copy/paste or as an attachment at this link. Look for the "Reply to this Box" beneath the post. To be able to post, you will need to be a member of our free Writing Lesson of the Month Network.

Step five (editing for conventions):  After students apply their revision ideas to their drafts and re-write neatly, require them to find an editor.   If you've established a "Community of Editors" among your students, have each student exchange his/her paper with multiple peers.  With yellow high-lighters in hand, each peer reads for and highlights suspected errors for just one item from the Editing Post-it.  The "Community of Editors" idea is just one of dozens and dozens of inspiring ideas that is talked about in detail in the Northern Nevada Writing Project's Going Deep with 6 Trait Language Workbook for Teachers.

Step six (publishing for the portfolio):   The goal of most lessons posted at WritingFix is that students end up with a piece of writing they like, and that their writing was taken through all steps of the writing process. After revising, invite your students to come back to this piece once more during an upcoming writer's workshop block.  The writing started with this lesson might become even more polished for final placement in the portfolio, or the big ideas being written about here might transform into a completely different piece of writing. Most likely, your students will enjoy creating an illustration for this writing as they ready to place final drafts in their portfolios.

Interested in publishing student work on-line? You might earn a free classroom resource from the NNWP! We invite teachers to teach this lesson completely, then share up to three of their students' best revised and edited samples at our ning's Publish Student Writers group. Fifty teachers a year who do this will receive a complimentary copy of one of the Northern Nevada Writing Project's Print Guides.

To submit student samples for this page's lesson, click here. You won't be able to post unless you are a verified member of this site's Writing Lesson of the Month ning.


Visit the Dr. Seuss webpage by clicking here.


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