Page 95 - SpringBoard_Writing_Workshop_Grade6_Flipbook

Writing Workshop 8 (continued)
6 SpringBoard® Writing Workshop with Grammar Activities Grade 6
3. Work with your class to make a plan for your poem’s ideas, structure, and use of language by answering the following questions:
Ideas: What will be the subject of our poem be? Who will be the speaker? What tone do we want to convey?
Structure: How many stanzas do we want to have? How long will our lines be? Use of Language: What types of imagery (descriptive and figurative
language) and sound techniques could we include?
Drafting the Poem
4. Free write to generate ideas or lines to contribute to the class poem.
5. Working with your teacher and classmates, create a draft by selecting and rearranging lines contributed by individual students. Make a copy of the draft on a separate page.
Check Your Understanding
After you have completed this process, read over the poem that your class has created. Refer to the Scoring Guide to help determine how well the poem meets the criteria for this assignment. Next, consider the following:
• What is the subject and theme of our class poem? What should the title be?
• Who is the speaker, and what is the speaker’s tone? Does it shift? How?
• What is the structure of our poem? How did we use poetic elements such as
stanzas, lines, and line breaks to create this structure?
• Did we use consistent and purposeful punctuation and capitalization?
• How did we use imagery (descriptive and figurative language) and sound
techniques to communicate ideas and tone?
Revising for Language and Writer’s Craft
Sound: Using onomatopoeia and alliteration can help convey tone by recreating the sounds that readers associate with a sensory experience. Consider how Gwendolyn Brooks uses these sound techniques in the opening of “Cynthia in the Snow”:
It SHUSHES.
It hushes
The loudness in the road.
It flitter-twitters,
And laughs away from me. It laughs a lovely whiteness, And whitely whirs away,
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