Professional Documents
Culture Documents
Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to | HOTS = Higher Order Thinking Skills
Grade: 1st
Content Standard(s):
-With prompting and support, read prose and poetry of appropriate complexity for grade 1 (CCSS.ELA-LITERACY.RL.1.10).
-Demonstrate understanding of spoken words, syllables, and sounds (phonemes) (CCSS.ELA-LITERACY.RF.1.2).
-Read with sufficient accuracy and fluency to support comprehension (CCSS.ELA-LITERACY.RF.1.4).
-Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly (CCSS.ELA-LITERACY.SL.1.4).
Key Vocabulary:
Supplementary Materials:
Content Objective(s):
SWBAT:
-Explain what a rhyming poem is
-Write to create rhyming poems as a
class and on their own
-Recognize that poetry is cross-lingual
-Use poetry to explain a topic or express
their feelings about a topic
SF (if needed):
Today we will learn about rhyming
poems and write our own rhyming
poems.
Language Objective(s):
SWBAT:
-Identify words that rhyme
-Comprehend the meanings of and use
new descriptive vocabulary when writing
poetry
-Write to create rhyming poems as a
class and on their own
-Clearly read their poem aloud to a peer
SF (if needed):
-Today you will practice pointing out
words that rhyme. You will also learn to
write a rhyming poem, and then you will
share your poem aloud with a friend.
Review/Assessment:
Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final
wrap-up to the lesson.
TW say: Great job! Today you learned that rhyming poems have rhyming words at the end of each line. Words that rhyme have
the same end sounds. You also were able to write your very own rhyming poems! When you finish filling in your poem, read
your poem aloud to yourself. Do the lines rhyme? Do they make sense?
When youre done reading to yourself, turn to a friend and read your poem to them. Check to see that both of your poems
rhyme. What is one thing you like about your friends poem?
SW self-reflect on their poetry writing and share their poems aloud with peers. SW provide peer feedback for others poems.
TW walk around and listen to students reading their poems.
(Developed by Melissa Castillo & Nicole Teyechea. Used with permission.)
(Reproduction of this material is restricted to use with Echevarria, Vogt, and Short, 2013. Making Content Comprehensible for English
Learners: The SIOP Model.)
Resources:
Santamaria, M. A. (n.d.). Poesa corta para nios. La ballena viajera. In guiainfintil.com. Retrieved November 7, 2015, from
http://www.guiainfantil.com/articulos/ocio/poesias/poesia-corta-para-ninos-la-ballena-viajera/
Tice, J. (2013, March 27). Sensory poetry. In Rowdy in First Grade. Retrieved November 15, 2015, from
http://rowdyinfirstgrade.blogspot.com/2013/03/sensory-poetry.html