Nikki Meyer

Emergent Literacy
Dr. McKool

Title- Poem Book With Numbers

Grade- 1st
Standard- 4) Identify words and phrases in stories or poems that suggest feelings or
appeal to the senses.
10) With prompting and support, read prose and poetry of appropriate
complexity for grade 1.
Time- 40 minutes

Objective- The students will be able to create a rhyming sentence to create a class poem
book using numbers one through ten to describe something.

Materials-
 Rough draft paper
 Final draft paper
 Pencil
 Colored pencils or crayons

Lesson Sequence-
 Lesson Intro-
 “Boys and girls today we are going to be creating a class poem book. I
know you are all great at rhyming and I wanted to put together this
book to have something to remember my semester here at Wicoff”.

 Objective-
 “So today I’m going to split you boys and girls into two groups of ten
and assign each of you a number, one through ten”. “What I want you
to do is create a sentence that describes an animal and your number,
for example, ‘Cat number one had some fun’ or ‘dog number two tied
his shoe’”. (Teacher shows an example of a previous class’s poem
book using the same format and takes questions or comments if
needed). “I’m letting you decide what animal you want to choose for
your rhyming sentence but keep in mind that whatever animal you
choose, I want you to create a picture that describes your sentence”.
“So if you choose to draw a cat playing with a bat, you’ll need to draw
that and draw it according to the number you were assigned, any
questions?” (Students respond, teacher validates).

 Teach and Model-

 “ One of my favorite animals is a pig so I’m going to pick a pig as my
animal. Now that I know my animal I’m going to make a list of words
that rhymes with pig”. “I know that the word twig rhymes with pig, do
 any of you have a word that rhymes with pig?” (Students respond
teacher validates). “Good job boys and girls, now that we have our list
of rhyming words, I’m going to pretend that my number is ten, so an
example of my sentence would be, ‘Ten pigs picked up twigs’”.
Notice that since my number was ten, I had to add an S to the end of
pig to make the sentence correct”. “Can any of you think of another
sentence I could use?” (Students respond, teacher validates). “So now
that we have a better idea of what you’re going to do, I’m going to
split the class into groups of two and assign each of you a number”.
(Teacher splits up class into two groups of ten, assigns each student a
number and gives each of them a piece of paper).

 Guided Practice-
 “Now that you’re in your groups and you have a number, I want you to
choose an animal and it’s okay if more than one of you has the same
animal but that means your rhyming word will have to be different”.
“Does everyone have an animal?” (Students respond, teacher
validates). “Now that you all have an animal, I want you to start
creating a list of rhyming words and I’ll be around if any of you need
help”. (Teacher walks around guiding students and answering
questions or concerns). “We’re going to write down our sentences
now on this piece of paper, you can write a couple to figure out which
one you want to use and after you are all done, I’ll be around to help
you proof read and check your sentence”. (Students write sentences,
teacher proofreads).

 Independent Practice-
 “Now that you all have your sentences and they’re proofread and
correct, I’m going to pass out a final piece of paper where I would like
you to write your sentences as neatly as your can because this is a final
copy and then draw a picture representing your sentence”. (Teacher
passes out paper for students to draw and write on). “If any of you
need any help, raise your hand and I’ll be around to help you”.
(Students ask questions or comments, teacher validates). “Good job
today boys and girls, I love what you did!” “I’m going to take a few
hands from each group to give an idea for the title of the book and then
as a group you will all vote on your favorite title”. (Teacher asks
students for their ideas, students respond and vote). “Great, good job
today boys and girls!”

Assessment-
 I will know the students understood the objective if they are able to create a
rhyming sentence using their assigned number animal. When the students
draw pictures to accompany their sentence, it will validate that they
understood what they wrote.