8/7/2019 Poem Lesson

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Jessica Costa

Title: Poems

Grade: 1st

StandardFoundation Skills1. Demonstrate understanding of the organization and basic features of print.a. Recognize the distinguishing features of a sentence (e.g., first word, capitalization,ending punctuation).

Time: 40 minutes

Objective: Students are able to recognize the number of stanzas, rhyming words, use of capital letters, punctuation and rhyme pattern of a poem.

Materials: Three poems for each student and the teacher (Down the Hill, The MittenSong, and March), three different color crayons and a pencil for the students, and a

projector.

Lesson Sequence:

Lesson Intro

“Good morning class, today we will be doing something really fun! We are going toidentify all the different elements of three really cool poems I have for you! So let’s get

started by me giving each of you three poems while you take out your poetry binders. (Atthis time everyone has their poems) Please place your poems in your binder and writeyour name and number of poem on the paper. When you are finished I want to see nicelyseated first graders with your eyes on me to signal you are ready.” At this time I willreview the elements mentioned in my objective of what the students should be lookingfor.

Teach and Model

(Put the first poem on the projector and stand on the side of the screen) “Alright class, alleyes on me. Now I’m going to read the poem first and than we will read it as a class, sofollow along with me on this poem titled_______.” Then I will select three students to

pick one color each to be used to identify the elements of the poems. “Now boys andgirls, please take those three cool colors your classmates have chosen for you, so we canget started highlighting the poems elements.” At this time I will ask students to beginidentifying the elements for the poems in this order: Stanzas, rhyming words, capitalletters, punctuation, and rhyme pattern (ABA, AABBAA). While the students make

8/7/2019 Poem Lesson

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identifications on their poems, I will be displaying the identifications on the projector aswell.

Guided Practice

(Put the second poem on the projector and stand on the side of the screen) “Alright class,all eyes on me. Once again I’m going to read the poem first and than we will read it as aclass, so follow along with me on this poem titled_______.” Ask students “What can youtell me about this poem?” Be sure to ask students different questions regarding theanswers they give of the different elements of the poem, such as “Where is the capitalletter located? Why do those words rhyme? How did you figure out the rhyme pattern, if any?” At the same time I will be identifying elements on the projector as studentsrespond and mark them on their own poems.

Independent Practice

(Put the third poem on the projector, stand on the side of the screen, and have students put away their crayons) “Now for our last poem I will once again read the poem first andthan we will read it as a class, so follow along with me on this poem titled_______.”“Now since you all did such a great job in the two previous poems, I’m going to have youdo this one by yourself only in pencil, and once you feel you are done I want you to alsoincorporate any word walls you see in your poem. You may begin.”-Students will identity the elements of the poem independently.-I will monitor the room and remind the students what they should be looking for.-After five to ten minutes I will go over the poem with the students as I did in the

previous poems.

Closure

“So can anyone tell me what we learned to do with our poems?”

How will you know this lesson is successful?

Students have the knowledge and ability to identify the followingelements of the poem; number of stanzas, rhyming words, use of capital letters and punctuation, and rhyme pattern.