Download Lesson 2

1 Word Part Poems 2
Writers Workshop Daily Plan
1. Mini-Lesson Focus:
ELACC5L4b Use common, grade-appropriate Greek and Latin affixes and roots as clues
to the meaning of a word.
ELACC5RL5 Explain how a series of chapters, scenes, or stanzas fits together to provide
the overall structure of a particular story, drama, or poem.
ELA 5W7 Conduct short research projects that build knowledge through investigation of
different aspects of a topic.
Note: You may want to try to write your own “word part poem” before you ask your students to do so.
Notice the steps you go through to cull your ideas. When I wrote the sample, I looked at several online
dictionaries and jotted down words that jumped out at me. I made a list of what the prefix was and what it
wasn’t. The words I saw on the computer made me think of other words, and those words gave me new
ideas until I had this poem jotted down. I highly encourage you to try it so that you can get a feel for the
process. This will enable you to better assist your students as they write.
In this lesson, students will review the characteristics of poetry, and do some quick research on a chosen
Greek or Latin affix or root word, in preparation for the prewriting they will be doing in Word Part Poems
#3.
At the beginning of this lesson, review the chart you began together in Word Parts #1, “What We Notice
about Poems.” Then share the poem on page 2. Discuss the meaning of the poem and how it teaches the
root word hyper. Ask them what they notice the author did to make the prefix hyper come alive. Lead
them to say that the author gave the word hyper human qualities. Add this information to your anchor
chart. Discuss any other strategies the writer may have used to help the reader see the meaning of the word
hyper. (Lead them to notice that the author tells what hyper is and what it is not.)
Show students the graphic on page 3. Discuss “word parts” with them. Tell them that the more affixes
and root words they know, the better equipped they will be to figure out an unknown word when they are
reading. Tell them that they are going to get to choose one of these prefixes or root words to research and
write a poem about.
During Writing Workshop, allow them to use dictionaries and computers to look their word part up and jot
down words (only words—not sentences!) that “speak” to them. You will probably have to work out a
rotation system to move students on and off computers.
2. Status of Class
3. Student Writing/Teacher Conferring
4. Author Share: Allow volunteers to share their preliminary research on their word part.
Materials
Overhead, chart paper, or Promethean board
Variety of poetry anthologies for students to
examine at their tables
Poem on page 2 to share
Graphic on page 3 to share
Mini-Lesson:
Status of Class:
Write/Confer:
Sharing:
10 minutes
5 minutes
25 minutes
5 minutes
2 Word Part Poems 2
Hyperactive
Hyperaware
Hypersensitive
Hyper: over, beyond, above.
Hyper is fast.
Conscientious, keen,
Stealthy, and sharp.
The pep in your step,
The chill in the air.
Hyper is not smooth.
Nor is it graceful, or elegant,
Full of swagger.
It is the opposite of a nap
In the hammock in the shade
Of an oak tree.
3 Word Part Poems 2