Seeing With Poets Eyes. Preface: This lesson plan, which focuses on focusing on seeing with poets eyes, is for a first grade class. According to the New York State and City curriculum frameworks students should Standard 1: Students will read, write, listen, and speak for information and understanding. They should participate in activities before, during and after reading. Students should use reading, writing, listening and speaking to work and play with others and expand their knowledge (Cross-Curricular Participation). Standard 2: Students will read, write, listen, and speak for literary response and expression.
I. Objectives A. The students will understand the difference between thinking like a scientist and thinking like a poet. 1. After reading a poem the students will observe a variety of objects 2. After reading a poem the students will create a class poem II. Implementation/Facilitation A. Motivators 1. Students will create a class poem 2. Students will turn and tell their partners what they saw through their poet goggles B. Method 1. I will explain to the students how to think like poets: poet goggles 2. I will explain the difference of thinking like poets and thinking like scientists.. 3. I will use a pencil sharpener as an example. First describing it like a scientist. 4. I will then read the poem pencil sharpener by Zoe Ryder White. 5. I will instruct students to put on their scientist goggles and describe the ceiling. 6. I will record students observations on a chart 7. I will show students an example of how Zoe Ryder White saw the ceiling with her poet goggles 8. I will instruct students to put on their poet goggles and describe the ceiling. 9. I will instruct students to turn and tell their partner what they ceiling looked like through their poet eyes. 10. I will record and create students observations into a class poem. Grouping: The students will be seated at the carpet for this part of the lesson. 11. I will explain to students that in poems we see the world in different ways and today were going to see our classroom in new ways as poets. 12. I will instruct students to pick an object around the classroom and write how it looks as a scientist and how it looks as a poet. Grouping: The students will be seated around the room in front of their desired objects. 13. I will call a group of students back to the carpet to conference them about their poetry. Grouping: The students will be seated at the carpet for this part of the lesson.
C. Student Activities 1. The students will listen as I explain how to think like a poet with poet goggles 2. The students will listen as describe the difference of thinking like a scientists and thinking like a poet through the pencil sharpener example. 3. The students will put on their scientist goggles and describe the ceiling 4. The students will share their observations 5. The students will listen as I explain how Zoe Ryder White saw the ceiling. 6. The students will put on their poet goggles and view the ceiling. 7. The students share their observations with their partner and with the class. 8. Grouping: The students will be seated at the carpet for this part of the lesson. 9. Students will pick an object around the classroom to describe as a scientist and a poet. 10. Some students will be called to the back of the room for conferencing Grouping: The students will be seated around the room at their desired objects.
Materials -Chart paper -Pencil Sharpener - Pencil Sharpener by Zoe Ryder White - Ceiling by Zoe Ryder White - Worksheet
III. Assessment A. Students will create a class poem at the carpet B. Students will fill in a worksheet about thinking like a scientists/Poet C. Some students will be individually assessed through conferencing