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27

May. ’08

Mathemagical

Writing is often linked with Reading, but Writing and Math? Now that seems like a stretch!

But with persistence, I have found three books that prove once and for all that math and writing don’t need to be taught separately. In fact, they are all the more enjoyable when combined!

Marvelous Math: A Book of Poems by Lee Bennett Hopkins (Author), Karen Barbour (Illustrator)

Marvelous Math offers a collection of poetry that celebrates the many ways in which math helps us. Math helps us build a house, be on time, and count money.

Math Talk by Theoni Pappas

Math Talk features poems that require two students to perform together, so they’re double the fun to read. Topics include radicals, variables, imaginary numbers, and tessellations.

Mathematickles! by Betsy Franco (Author), Steven Salerno (Illustrator)

This book blends equations with words and entertains readers with these whimsical expressions:

raindrops x leaves = pearls on green plates

crisp air shadows tall + cat’s thick coat = signs of fall

Franco’s mathematical poems relate to the seasons and feature all of the operations in addition to fractions, geometry, and graphs.

posted by Amy Lin, Writers in the Schools

Posted by . Categories: books, humor, poetry, teaching, writers in the schools, writing prompts. Tags: , , , , . Leave a comment

20

May. ’08

Pourquoi?

I always enjoy teaching this lesson from Nanette Musters. I introduce “Pourquoi Tales” by explaining that the word “pourquoi” means “why” in French. A Pourquoi Tale explains why something in the natural world is the way it is today. Then I read two Pourquoi Tales, one from a book and one example from a student. We discuss the similarities and the pattern of the stories.

The first part begins with “Long, long ago,” and tells the main character’s problem. The problem can be a quality/characteristic or a lack of something. Then tell what problems this quality or lack has caused.

The second part explains how the character got that quality/characteristic. Did it have an accident? Did it borrow something from another living thing?

The third part explains the character’s reaction to getting the new quality/characteristic. How did it feel? The pourquoi tale ends “And that’s how….”

If you’d like to include an art component to this writing exercise, students can create their characters out of paper plates or puppets out of brown paper lunch bags.

RESOURCES:
Myths, Legends, Fables & Folklore
Teaching with Pourquoi Tales
Why Mosquitoes Buzz in People’s Ears: A West African Tale Retold by Verna Aardema
How the Ostrich Got a Long Neck: A Tale from the Akamba of Kenya by Verna Aardema

How the Wolf Got Sharp Teeth

Long, long ago the wolf had no sharp teeth. Instead he had regular human teeth. One day when wolf was walking in the snow, he came upon a porcupine. I need sharp teeth. I need quills. “May I have some of your quills?” said wolf. “Certainly,” the porcupine said. So the porcupine gave the wolf some of his quills. The wolf put the quills in his mouth. “Thank you,” said the wolf. So the wolf went home and showed his friends, and that is how the wolf got sharp teeth.

Ethan, 1st grade

posted by Amy Lin, Writers in the Schools

Posted by . Categories: animal, art, fiction, Lesson plan, nature, story, teaching, writers in the schools, writing. Tags: , , . Leave a comment

07

May. ’08

The Cat’s Meow

To teach first graders about the simile, I brought in photographs and little figurines of cats. After I explained similes, the class practiced creating similes about cats out loud. I used the students’ verbal practice as a way to check their understanding. Sometimes students will suggest “I like the cat’s pillowy paws.” To that, I counter that we aren’t using the word “like” to describe what we enjoy about the cat. Then we could rearrange the sentence into: the cat’s paws are like small orange pillows. That’s a simile.

Before beginning the solo writing part of the workshop, I give each group of students a picture or figurine to help inspire their similes. I enjoyed the students’ poems, and I think you’ll agree they are the cat’s meow.

My Cat

My cat’s head looks round like a sun.

My cat’s ears look like a witch’s hat.

My cat’s eyes look like a hole.

My cat’s nose looks like an O.

My cat’s mouth looks like a wave.

My cat’s whiskers look like a stick.

My cat’s tail looks like a hook.

My cat’s legs look like an L.

My cat’s body looks like fur.

My cat’s neck looks like a heart.amy lin

By Kevin, First Grade

(photo by babykailan via flickr)

posted by Amy Lin, Writers in the Schools

Posted by . Categories: animal, Lesson plan, poetry, teaching, writers in the schools, writing, writing prompts. Tags: . 2 Comments

02

May. ’08

Poetry Takes Shape

My students have a lot of fun writing concrete poetry instead of writing in lines. There’s something freeing in the prospect that the words can take on any shape on the page.

When teaching concrete poems, the best way I’ve found to kick off the lesson is to bring in a few well-chose examples. It’s effective to make the poems visible to everyone. Depending on the technology available at the school, I make transparencies or scan the pages and use Powerpoint slides.

Lately my elementary school students have expressed excitement over Jack Prelutsky’s “I Am Winding Through a Maze” and “I Am Stuck Inside a Shell.” Secondary school students enjoy Maxine Kumin’s “400-meter Freestyle.” The end products are a delight to both the eyes and the mind.

Pizza

Crispy and yummy,

light and new baked out of the oven

a minute or two

whenever people eat it

it’s like something new

its crunch and crisp

it’s like a bird flew.

By Andy, 2nd grade

posted by Amy Lin, Writers in the Schools

Posted by . Categories: art, education, food, homeschooling, poetry, teaching, writing prompts. Tags: , . 3 Comments

25

Apr. ’08

Play Ball!

Baseball season is here, and to celebrate the start of America’s favorite pastime, our class wrote poems.

I encouraged my students to think about their favorite sport or activity as the topic for their poem; they did not necessarily have to write about baseball. Before writing, I asked students to brainstorm a list of words and phrases describing what they saw, heard, and touched while they played their sport. They also brainstormed words that described their sense of movement while engaged in the activity.

The students wrote about swimming, gymnastics, and basketball, and the poems were a great way for me to learn more about my students’ interests outside of school.

Baseball

I am sweating, I’m hot, 5th inning

I’m on my first homerun

This time another pitch

I swing, strike one

Another one, strike two

He throws it, I swing

Swoosh, swoosh, swoosh

Bam boom

Bam, over the gate

I’m going to 1st, going to 2nd,

I’m going to 3rd, going to Home

And they get the ball from over the gate

Almost home

They throw it to the pitcher

They’re fast for third graders

And the pitcher throws it to home

The umpire says,

Safe, safe, safe!

The game is over

We won The Game.

By Deon, 3d Gradeamy lin

You can see Deon’s enthusiasm reflected in this poem, and the choice of details takes you right to the ballgame.

posted by Amy Lin, Writers in the Schools

(photo by WisDoc via Flickr)

Posted by . Categories: Lesson plan, poetry, writers in the schools, writing prompts. Tags: , , . Leave a comment

11

Apr. ’08

Master Puppeteers

puppets-002.jpg
This week my first graders practiced writing questions to animals. During circle time, we talked about how all questions end with the question mark. I also told the students that the words “Who, What, When, Where, Why, How,” are some words that help writers begin questions.

As a group, we practiced writing questions to an eagle–I brought in a stuffed animal of an eagle for the students to look at. During individual writing time, each student got a finger puppet to help inspire his questions.

Questions for Octopus

Why do you have 8 legs?
When do you sleep?
How can you swim in the water?
What do you eat? Tell me.
Do you talk in the water?
Where do you learn to swim and live?
How can you be big?
Do you go in land?

By Bruce, 1st Gradeamy lin

Answers to last week’s riddles:

A clock, an oyster. Congrats to this reader who got the correct answers.

Posted by Amy Lin, Writers in the Schools

Posted by . Categories: animal, homeschooling, Lesson plan, poetry, teaching, writing prompts. Tags: , . Leave a comment

28

Mar. ’08

Riddle Wrapped in a Mystery

question3.jpg

I begin this lesson by asking my students to define what a “riddle” is.
They say:
“A riddle is like a problem you have to solve.”
“Riddles have clues.”
“You’re supposed to guess what something is.”

As a warm up, I read riddles that former students have written, and the class guesses what the answers might be. We discuss how writers can give clues about their object’s properties, use, or habitat. The students try to stump each other–let’s see if they’ve stumped you!

Mystery Object

My object is round.
It has three hands.
It has a number
Of numbers that is a dozen.
It is as quiet as a mouse.
9, 12, 6, and 3Are enemies.
It also helps you when
You’re lost in time.

By Ty, 3rd Grade

Sea Shore

I am as dull as a rock.
I’m grayer than a dolphin.
I hurt people when they step on me.
You don’t often see me.
I’m not worth a lot, just your treasure.
And I contain great beauty.
What am I?

By Theresa, 3rd Gradeamy-lin-in-a-maze.jpg

You can guess your answers in the comment section below. Read my next post for the answers to these riddles!

Posted by Amy Lin, Writers in the Schools

Posted by . Categories: Lesson plan, teaching, writing prompts. Tags: , , , . 1 Comment

17

Mar. ’08

Food for Thought

grapes-by-flauto.jpgWhat is more inspiring than food? Nothing!

I enjoy bringing grapes, carrots, and strawberries into the classroom. I use food as a way to encourage students to make observations. The students make observations of the food’s outside: its colors, textures, and shapes. Students must brainstorm a list of ten words or phrases before they are allowed to eat their food. As they eat their food, they are also brainstorming descriptive words about its taste.

I conclude the brainstorming session by having each student share one idea from their list, which I record on the board. Then I ask all the students to write down three more ideas from the board onto their individual lists.

Next we read some poems about food, and we discuss what descriptive words are used. Students are then given time to write their own poems.

The Perfect Grape

When I touch it,
It is cold and wet,
But soft as a baby’s foot.

When I pick it up,
It dangles like a dangling green leaf on a tree.

I look at it.
It is the color of lilac.

It is sour, juicy and delicious.

It’s chilly like the Antarctic.

It’s green like a
Green lime and reminds
Me of the perfect green grass.

By Clinton, 3rd Grade

A fun way to publish the poems is to have students write their revisions on paper plates.

Posted by Amy Lin, Writers in the Schools

Posted by . Categories: food, inspiration, Lesson plan, nature, poetry, writers in the schools, writing prompts. Tags: , , , , , . Leave a comment

13

Mar. ’08

Climb Every Mountain

old-men-of-storr-by-inguana-jo-via-flickr.jpgAs a WITS writer, I try to help students realize that the knowledge and experiences they already have are the perfect fodder for their writing. Last week I noticed that the third graders were completing a unit on earth science. To help students review what they learned about landforms, I came up with a new lesson.

What would it feel like to be a canyon, a mesa, a desert, or a mountain?

I split the class into groups of three or four and assigned each group a different geography. In groups, students brainstormed a list of ideas about their land form. Each group presented their ideas; the audience gave positive feedback and also suggested ideas that could be added to the list. After defining personification, I had the students help me write a class poem on a land form that no groups were assigned.

Now it was time for students to write individually. Each one wrote a poem that personified their chosen formation.

If I Were a Mountain

I am a mountain,

I start as a low piece of land.

Then when an earthquake or lava

Comes out of earth,

I expand.

I keep expanding

When these things happen.

Now I’m so high

I can see through the sky.

I’m so high

I see through space.

I see Mercury, Venus, Earth, Mars, Jupiterwits-blog-pics-007.jpg

by Mary, 3rd Grade

posted by Amy Lin, Writers in the Schools

(photo by iguana jo via flickr)

Posted by . Categories: homeschooling, Lesson plan, nature, place, poetry, writing prompts. Tags: , , , , . 2 Comments

03

Mar. ’08

She Sells Sea Shells

 

florida-shell.jpg

Nature is a wonderful source of inspiration. I brought in seashells for the class to observe. The children put the shells against their ears and listened to the sounds of the waves. They admired the delicate beauty of the shells. They smelled them and shook them a bit, listening for clues about the soul of a shell.

Next the students brainstormed a list of words to describe the shells’ properties, such as “smooth, pointy, and colorful.” Their lists also included any other ideas they had about shells, such has “hermit crabs live in them” and “they live in the ocean.” We discussed the different ideas generated, and I created a word bank on the chalkboard. Each student created a poem that personified the shell.

A Perfect Shell

I am a shell, as
black as writing ink,
hard as a brick,
and whirly like rich
chocolate.

I am lovely like pasta
on the inside.
I am like glass,
so delicate and
smooth.

Then one day I will wash
upon a beach where
someone will pick me up and
put me in a big red pail.

Don’t you want to be a shell?amy-lin-in-a-maze.jpg

Jonathan, 3rd Grade

posted by Amy Lin, Writers in the Schools

(photo by ramislevy via Flickr)

Posted by . Categories: Lesson plan, nature, poetry, writing prompts. Tags: , , , , , . Leave a comment

25

Feb. ’08

Ro-box-ic

robot.jpgThe first graders I work with are learning about 3-D shapes. They created robots using cereal boxes and two liter soda bottles. I decided to let these robots serve double duty. The robots were going to be characters in a three part story that would be structured as follows:

Beginning –Describe the robot.

Middle –Pretend you bring the robot home, which causes a problem.

End –Describe how you fix the problem.

As with any decent writing exercise, the students managed to take their stories into directions I hadn’t imagined possible. Here’s one example.

The Vicious Robot!

Once we made robots in school. My robot looks like a monster, also vicious! Then I made a spell and the robot came to life!!! The problem began when I brought it home. The robot said, “I’ll make a rocket for you and I’ll send you to Neptune, but first I’ll let you take three jackets, gloves, hats, socks, and boots.”

Then he sent me to Neptune in the rocket. It was as freezing as one hundred pieces of big ice. Then I saw an ice cream truck that was almost frozen and an alien was driving it. I bought some ice cream with alien money and he took the rocket and sent me to China where people speak Chinese. They didn’t understand me. So they sent me back to Houston.

I fixed the problem by making another spell that would make my robot nice. He said, “Sorry, I won’t do that to you again.” After that he helped with the chores by washing the laundry and making the bed, and it made my life easier.

By Avrami, 1st Gradewits-blog-pics-007.jpg

posted by Amy Lin, Writers in the Schools

(Photo by bitrot via flickr)

Posted by . Categories: fiction, homeschooling, Lesson plan, story, teaching, writers in the schools, writing, writing prompts. Tags: , , , . 1 Comment

19

Feb. ’08

Thinking Inside the Box

boxes.jpg

Usually we want our students to think outside of the box, but for this writing activity, I ask students to do just the opposite.

Last week I brought three ornate boxes into the classroom. We sat in a circle, and the students passed the boxes around. I told them that they could shake the boxes, but they weren’t allowed to open them. The students imagined something was inside the box that would give them special powers.

I told the class we were going to write a three part story. Here’s the breakdown:

Beginning –Describe the box and what is found inside.

Middle –What special power do you get? What happens when you get the power?

End –Do you get to keep the special power? Does it weaken? Get stronger?

I told students they could look inside the boxes if they worked hard during writing time. The students enjoyed writing these stories. Here’s one example.

The Magical Nickel

Today I went outside, and I saw a box. It was a big, green, glowing box. I went by it and a magic nickel just came flying out. I soon figured out that it was a magical nickel. I made a wish that I was the fastest runner in the world. Then I did a race with everybody in the world. I always won. I said, “I like this nickel already.”

Then I wished that I was rich. It happened. I was thrilled. I had like a million dollars. Then I wished I could fly and before you knew it, I was flying as fast as an eagle. Then I flew back to my house and went to sleep. Then I woke, did more wishing, and I shared my wishes.

That’s how my life went on until I was a grown up. Then the nickel went back into the box and then flew into a dimension far far far away from here. I tried to reach it, but I couldn’t. But my life was still good. I really don’t need the nickel any more.

by Orkan, 3rd Gradeamy-lin-in-a-maze.jpg

Posted by Amy Lin, Writers in the Schools

Posted by . Categories: fiction, imagination, Lesson plan, story, writing prompts. Tags: , , , , . Leave a comment

15

Feb. ’08

I’m Important!

important-book.jpg

The Important Book by Margaret Wise Brown is a great way to introduce the paragraph, main idea, and supporting details. Each page of the book starts, “The important thing about…” and describes what’s important about shoes, daisies, spoons, the sky, and the wind.

After I read the book, we discuss the pattern of the paragraphs. First, the class creates a paragraph together, with “The important thing about our class is…” The students discuss their ideas, and we decide on one main idea. The students give me ideas for supporting details, and I write everything on the board.

Before students write individually, I have them brainstorm aloud what they might use as their topic sentence. I’m amazed by what the second graders say: “The important thing about me is I enjoy my life” and “The important thing about me is I have compassion and mercy.”

Cooking

The important thing about me is that I love to cook. I get dough and sauce and spin the dough in the sky. I get it warm in the oven. Then I get it flat to eat. I get cheese, pepperonis, and sauce and put the sauce first and then the other ingredients after the sauce. And wallah—you have a pizza. Then I can eat my pizza. The important thing about me is I love to cook.

by Sierra, 2nd Gradewits-blog-pics-007.jpg

posted by Amy Lin, Writers in the Schools

Posted by . Categories: books, Lesson plan, teaching, writing prompts. Tags: , , , , , . Leave a comment

07

Feb. ’08

Catching Mardi Gras

mardi-gras-beads.jpg

Family traditions give me great joy–they keep me connected to my family and my culture. I was curious about my students’ traditions. The students brainstormed about their favorite family tradition using their senses. Many of them had fond memories of celebrating Thanksgiving, Christmas, and Hanukkah. William decided to write about Mardi Gras.

Catching Beads on Mardi Gras

Mostly every year I go to Mardi Gras to catch beads. Then we pick out the greatest side (the left side to be exact). It takes about one hour for the floats to come. I hear people screaming like wild hyenas from far away places. As the floats get in range, the screaming echoes louder and louder and louder till…the floats are here, Ahh! We run out in the streets to get beads. Next thing I know, it’s raining beads like a huge snow storm. I watch them fall, yellow, then red and purple. Sometimes green, black, and maroon. Even sometimes, when you’re lucky, you get toy footballs and fake spears and toy footballs shaped beads as the floats go by. I’m waiting for the McDonald float. I yell, “Throw me something” at Ronald McDonald, and he throws me sugar cookies! When we get home, we count our beads and wear them. Then I go to bed and eat my cookies, of cowits-blog-pics-007.jpgurse.

by William, 3rd grade

(photo by lumis via flickr)

posted by Amy Lin, Writers in the Schools

Posted by . Categories: essay, event, Lesson plan, memory, place, story, writing prompts. Tags: , , , . Leave a comment

23

Jan. ’08

Story Surgery

story-surgery.jpg
Story Surgery by Samantha, Entering Second Grade

Sometimes students resist revision because they are physically unable to envision how they can add or move text around, as we have learned to do on our computers. Story surgery is something students enjoy because it’s almost like an art project. This is an intense, time-consuming activity that often gets very messy. But writing isn’t a tidy process inside one’s head, so why should it be on paper?

Surgery tips: Many students cut straight across their paper, disregarding where a sentence begins or ends. This will ruin their surgery. Model cutting around sentences. I don’t allow students to glue down their revised piece until they’ve reread the whole thing over again. Story surgery works best with third graders and older.

Supplies: scissors, glue, their writing, another larger sheet of paper (not lined), an envelope.
1. Do not let children write on the backs of their papers for the piece you want to conduct the surgery on.

2. Model for the children how story surgery will work, using a sample piece of writing.

3. As you are modeling, have students give you ideas on what needs to be Crossed Out, Added, Rearranged, Exchanged (C.A.R.E.).

4. Actually cut the paper and move the text apart, you may add the new ideas (on the larger sheet of paper) in the new space you’ve created.

5.Reread all of the changes you’d made to your piece.

6. Paste all of the text that you want to keep onto the larger sheet of paper.

7. If you’ve had students write the dialogue and thoughts of characters on Post It Notes, have students incorporate that into their surgery.

8. In an envelope, students save the sentences, phrases, and words they’ve “cut out” of their final piece.

I tell the students, “You never know—the sentence you’ve cut out this time might be the inspiration for your next piece of writing.”wits-blog-pics-007.jpg

posted by Amy Lin, Writers in the Schools

Posted by . Categories: Lesson plan, story, teaching, writing. Tags: , . Leave a comment