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The Authoring Cycle

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					                                       The Authoring Cycle

                                      Topic: 6th Grade Writing
                                           Genre: Poetry



A. Life Experience: During this phase of the Authoring Cycle, the students elicit information
       they already know about Poetry.

        Children read Dr. Seuss or poems from Shel Silverstein‟s “Where the Sidewalk Ends”
        Web (concept map): Concept is “Poetry” in the center
        Children brainstorm what does poetry mean to them

   Getting to Know You:

   Children pair off and interview each other:

   a.)   What do I know about you?
   b.)   What do I want to know about you?
   c.)   What can I learn from you?
   d.)   Children describe themselves using adjectives.
   e.)   These adjectives become the foundation for poetry writing.


B. Uninterrupted Personal Engagements:


Uninterrupted personal engagements involve two concepts: (a.) nature of communication and (b)
nature of learning (pg. 37). Based on students‟ prior learning, the children will bring their
experiences into this section “Uninterrupted Personal Engagements”.

Science: Astronomy (refer to ReadWriteThink lesson plan)

        Students will choose to pair read or „act out‟ the poems from Jon Scieszka Science Verse,
         Poetry of the Sky, or Space Poems.
        I-Search: Children will identify interesting words from those poems or words they do not
         know and share what these words mean to their lives.
        Children will conduct Astronomy experiments and write poems as reactions
        Children will include the subject of why poetry is a science.
        Children will publish a newsletter featuring their Astronomy poetry which incorporates
         Science and Poetry (Language Arts)
        I-Search Project

Math: Diamante Poems

        Refer to handout: If I Could Put a Curse on You
        Students switch off dramatically to read each verse to each other
      Children peer-edit using peer editing sheet together (Opposites, two, three, four, three,
       and 2)
      Children create a whole class diamante or small group diamante (mathematically-logical)

Language Arts/Music: Poetry
    Students listen to instrumental rap music to feel the beat
    Students choose poems from Dr. Seuss rhymes and practice slamming with the music
    Activity: Poetry Slam
    Students collaborate and write cinquain poem
    Students collaborate and write clerihews


Nutrition/Health: Alliteration poems

      Create “Lunch for my Teacher” poem (rhyming/non-rhyming)
      Act/dance out another alliteration poem


Social Studies/Technology:

      Students research the „history of poetry‟ (include all the forms they have learned up to
       this point and any new discoveries)
      Students create Web Quest
      Students create Power Point, featuring photographs or scanned pictures of their poetry,
      Pictures of themselves, graphics….be creative!
    
C. Exploring Meaning Constructs with Intentional Others

   During phase 3, students explore their „meaning constructions with collaborative others
   which gives them all a chance to feel that others have really listened and responded to the
   poetry we have to tell through music, drama, and writing” (pg. 41).

              Literature circles: If I Could Put a Curse on You, etc.
              Author‟s Chair: students read unfinished poetry to each other and offer
               constructive feedback (suggestions, ask for clarification, etc.)
              Writing Workshops: Students „workshop‟ their ideas with a partner
              Whole class poetry slam (“Around the World”)

D. Reflection and Revision:

This part of the Authoring Cycle is where the student has the opportunity to step back and reflect
on the writing from a more objective stance. The students will take into consideration the end
results of the third phase “Exploring meaning…”

      Modify Cinquain or Diamante poetry
      Modify Poetry Slam
      Modify Astronomy poetry
      Modify Web Quest
      Modify Astronomy newsletter
      Journal their reactions to their peers.
      Complete the KWL chart on the other person they have gotten to know in the class as
       part of the “Getting to know you” exercise from Phase 1.

E. Presenting and Sharing Meaning with Others

This is the part of the Authoring Cycle when the student shares his/her work with others.

      Public performance: Poetry Slam/Play using poetry themes
       The Poetry Slam could be performed for parents, first graders, Senior citizens or other
   classes.

      Class Newsletter
       Astronomy poetry

      Web Quest-“published” to web

      Power Point added to teacher or student web pages (already created)

      Research Presentation: I-Search/KWL

F. Examining the Operation of Sign-System Processes

This point in the Authoring Cycle is used to teach a lesson that is necessary at that particular time
in the unit. It is specific to what the child is doing at the time.

      Constructive „peer editing‟ model
      Review adjectives for Astronomy poetry or key vocabulary from Astronomy lessons
      Teach/re-teach types of poetry: cinquain, clerihew, diamante, alliteration, etc.
      Web Quest format: Introduction, Task, etc.

Making Connections:
a.) Poetry and Science
b.) Poetry and Math
c.) Poetry and Social Studies
d.)Poetry and Language Arts
e.) Poetry and Health/Nutrition
f.) Poetry and Music
G. Invitation to Further Engagement

This part of the cycle allows students to continue to explore and learn about aspects of the cycle
or topics that interest them. The goal of learning is to promote further inquiry (John Dewey:
“The aim of education is more education”).

      How much further can I go with poetry?
      Explore other poetry magazines and how to get published
      Create a blog on the internet about poetry and share poetry around the world

				
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