By Linda Morel and Jessie Paddock

In this lesson plan developed by T&W writers Linda Morel and Jessie Paddock for third-grade classes at PS 90 in Coney Island, New York City, the teaching artists invite students to explore how their real-world experience of place can inform their understanding of research.

Lesson Overview

Grade: 3rd

Genre: Poetry

Download: Research, Real Life, and Coney Island

Common Core Standards (Refer to the ELA Standards > Writing > Grade 3):

ELA-LITERACY.W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
ELA-LITERACY.W.3.7: Conduct short research projects that build knowledge about a topic.

Lesson Objectives:

Students will:

Expand their understanding of research by learning how it can be a tool and source of inspiration for poetry through recognizing the sights, sounds, smells, and tastes around them.
Use sensory language as a way to describe a place, in this case, Coney Island, Brooklyn.
Read George Ella Lyon’s “Where I’m From.”

Guiding Questions:

What is research?
Can observing your surroundings and experience be considered research?
How can we use sensory language to explore (research) and draw personal connection to setting—in this case, Coney Island?
What are the sights, smells, sounds, and tastes of Coney Island?

Opening Ritual (1 minute):

The following is a call and response led by TA (teaching artist):

I have a voice (repeat)
My voice is powerful (repeat)
My voice can change the world (repeat)

Warm Up (2 minutes):

Pre-writing activity: Answer the following prompt in 1-2 sentences or a short phrase. What is your favorite sight or thing to do in Coney Island?

Mentor Text (10 minutes):

TA distributes “Where I’m From,” shows image of author, and reads author bio to the class.
TA reads poem aloud. Students are encouraged to underline sensory details and images of place in support of close reading.
Student volunteer(s) reads the poem aloud a second time.
TA leads a brief discussion about the poem by asking the following questions. Remind students to offer textual evidence in response to the questions.
What did we learn about Lyon’s home (she lived in the country, what plants grew in the yard, foods, friends, family of church people, box of photos of people past)?
What sensory details and descriptions of place did she use to describe her home?
How does the author feel about her home? How do you know that?

Writing (10 minutes):

TA leads students in a group modeling/pre-writing exercise in preparation for individual writing. Invite students to reflect on their own sensory experience of Coney Island. Name some of the geographical elements of Coney Island such as: the ocean, boardwalk, sand, amusement parks, rollercoasters, nautical street names, Aquarium, and parachute jump.
TA makes a list of student suggestions on SmartBoard or chart paper. Let students know that this list is their “word bank” to draw from for their poems.
Students begin writing their own “Where I’m From” poem.

Sharing (2 minutes):

Students are invited to read (a portion of) their poems aloud.

Closing Ritual (1 minute):

The following is a call and response led by TA:

I’m a poet (repeat)
And I know it (repeat)
I have my whole life to show it (repeat)

Materials:

Vocabulary: Sensory details, memory

Multi-Modal Approaches to Learning:

Verbal-Linguistic, Interpersonal, Intrapersonal

Research, Real Life, and Coney Island