Lesson seeds are ideas that can be used to build a lesson aligned to the CCSS. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction. When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teachers instructional pacing and delivery.

Lesson Seed 3 - Day 9-10

LESSON FOCUS

How does the author use language and sensory images to convey how they feel?

TEXT MODEL

Poem Runs Baseball Poems and Paintings by Douglas Florian

Lexile: Not Available

Summary: An original collection of 15 poems and paintings about baseball. Each verse in the booklet focuses on one element of the game of baseball, from the baseball to the position players, hitters, and even the fans. The beautiful paintings add to the poems by bringing the words to life, illustrating the movements of the players.

STUDENT OUTCOMES

Students will distinguish shades of meaning among closely related verbs and adjectives (synonyms).
Students will cite text to ask and answer questions about key details regarding the lesson or central message of the poem or poems.
Students will analyze how words or phrases add meaning to the poem.
Students will read fluently, including changing their voices when reading dialogue.
Students will engage in collaborative discussions.

BRIEF DESCRIPTION OF THE SEED

Day 1

As an introduction to this collection of poems – copy individual poems and distribute to pairs or groups of students (keep students' reading abilities in mind when distributing poems). Have students read their poem with the focus of determining how the author feels about baseball (at this point students should not know that these poems are by the same author and came from a collection of poems). After students have determined how the author feels about baseball, have them circle or highlight key words that helped them come to their conclusion. Allow pairs to share with the class. Teacher should model the process with one poem before allowing students to work independently. After students have shared, show students the book as a collection of poems. Have students determine how they think the author probably feels about baseball overall.
1. Be sure to include the following poems in order to have some that represent a slightly negative viewpoint about baseball – Right Fielder, Poem Run,
Remind students that the author wrote this book of poems to share his love for the sport of baseball. Have students write poems describing their favorite sport or activity, such as soccer or camping based on the poems in the book. Students who like the same sport or activity should be allowed to create a book of poems which focus on a different aspect of the activity.

Day 2

Use the poems to demonstrate how the author uses verbs that are closely related (synonyms) but are more descriptive and make ideas easier to visualize. For example:
1. In the poem, The Pitcher on page 6 displays the word plummets in a way that students can see the meaning of the word. Have students think of as many words as they can that mean the same as plummets. Compare the word PLUMMETS to its synonyms. Ask students if they agree with the author's word choice, if not, have student tell which word would they choose and why.
2. The Shortstop (page 25) "leaps" and is described as "tall"…what other words could you use in place of leaps or tall?
3. The Umpire (page 21) is "Not too well loved"… Use other adjectives or phrases to describe how people feel about the umpire?
4. In Poem Run (page 29). Why is "smash" a better word than hit?
5. Have students create an illustrated book of synonyms using "word pictures" to demonstrate the meaning of the words as well as use the word in their own sentences. On page 4, Douglas Florian stretches out the word S T R E T C H, S P R E A D, R E A C H and E X T E N D are synonyms.
Have students revise their poems if necessary to include strong verbs and adjectives.

Other Resources

Other activities to reinforce or extend learning:
Synonym Dominoes http://www.fcrr.org/studentactivities/v_002b.pdf
Synonym Bingo! http://www.fcrr.org/studentactivities/v_001c.pdf
Word Wake-Up http://www.fcrr.org/studentactivities/v_021b.pdf
Word Filler http://www.fcrr.org/studentactivities/v_030b.pdf

**Prepare for small group/guided reading instruction by selecting appropriate text and materials. Make connections to the concept of Perspective or Diversity wherever possible.

CCSS Standards Alignment

Language

L.2.5b Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).

Reading: Literature
RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.4 Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
RL.2.6Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.

Reading: Foundational Skills

RF.2.4 Read with sufficient accuracy and fluency to support comprehension.

Speaking & Listening

SL.2.1 Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

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Last Updated 3/17/2020 12:05 PM