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Sofia Sheikh 1st & 2nd th 6 December 2012

First Grade Poetry Lesson Plan

Students will be able to create their own poems using sensory details, rhymes, alliteration and repetition to create images in the poetry.

110.12. English Language Arts and Reading, Grade 1, Beginning with School Year 2009-2010. (b) Knowledge and skills. (8) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to respond to and use rhythm, rhyme, and alliteration in poetry. (11) Reading/Comprehension of Literary Text/Sensory Language. Students, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to recognize sensory details in literary text.

Tri fold poster, construction paper, magnetic tape strips, poetry folders, marker/pencil/pens/crayons/map pencils/highlighters, papers, internet (to search for various examples of poems), lamination, printer, ink for the printer

The teacher will introduce the lesson by introducing the words on the tri fold poster in which she will explain what each words mean. The teacher will present the word sensory detail by first be presented a definition for sensory detail. Then the teacher will introduce the 5 senses and what can be described by each of the 5 senses. For example, a sense is sight and one can identify color and shape with sight. Then the teacher will introduce the words rhyme, alliteration and repetition one at a time. For each the teacher will give a definition and a couple of examples for each word. After the teacher presents the words, the teacher will introduce a poem that incorporates all of the attributes of sensory detail, rhyme, rhythm, and repetition. The teacher will point out examples of sensory details, rhyme, repetition and the alliteration in the poem to the students. By creating awareness of these attributes in the poem, the students will have a more expanded vocabulary and they will learn how poems are and can be written. The teacher will have to pace herself in the way that the students will not be confused and can understand the vocabulary


The students will model the newly learned skill by finding examples of sensory details, alliteration, rhymes and repetition in variety of poems. The poems will be from another source like the teacher or the internet, but it will be put in the students poetry folders. In the poems the students will use different colors of highlighters or markers so they can distinguish which is a sensory detail, a rhyme, alliteration and repetition. For instance, in the poem the sensory details will be underlined or highlighted blue, and the rhyming words will be highlighted or underline yellow. Also, the teacher can use the bulletin board as an activity, by mixing the words, definition and examples. Then the teacher can ask the students to match the word, definition and examples correctly. By doing this, the students can show an understanding of and memorize the definition for the words. The students can use this activity to show if they have an understanding of what rhyme, alliteration, sensory details, repetition are. If needed, if more than of the students do not have an understanding of the vocabulary usage, then the teacher needs to go back and reteach the lesson. The various poems that are used in this activity can also be found from finding a variety levels of poem, meaning a poems that range from being very easy to poem that are a bit difficult but still easy enough for the students to understand the poem, so that it is challenging for each child.

The students will then assess what they have learned by creating their own poems that have incorporated sensory details, alliteration, rhyme and repetition. The students will create a poem that has at least 10 lines, with at least 3 pairs of rhyming words, 3 lines/phrases repeating, and 1 alliteration incorporated into the poem. The poem will also the sensory details through words or phrases that will evoke the senses sight, touch, smell, taste, and auditory. The students will have to include at least 4 of the 5 senses in their poem. The teacher will grade the kids mainly upon the usage of the vocabulary and less on the creativity of the poem.