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Teacher Education Lesson Plan Template

Student Teacher: Tiffani Cosendine Date: April 8-12, 2019 (Tentative)

Title of Lessons: Poetry Cooperating Teacher: Lynda Braun

Core Components
Subject, Content Area, or Topic

Writing (Poetry)

Student Population

23 Students; First Grade

Learning Objectives

The students will learn how to create various forms of poetry, including acrostic poems,
sensory poems, list poems, and shape poems.

Virginia Essential Knowledge and Skills (SOL)

Writing 1:13: The student will write to communicate ideas for a variety of purposes. a)
generate ideas & c) revise by adding descriptive words when writing about people, things,
and events, using familiar writing forms including lists, letters, stories, reports, messages, and
poems

Materials/Resources

Monday: “Tired” poem by Shel Silverstein, SMART board/projector, document camera, List Poem
examples, List Poem draft worksheet, construction paper, crayons/markers, pencils
Tuesday: “I Wish” Poem, SMART board/projector, document camera, giant paper/poster for
brainstorming ideas, “I Wish” poem draft worksheet, construction paper, “I Wish” poem final
worksheet, child silhouette on black paper, white yarn, twigs, pencils/markers/crayons
Wednesday: Examples of shape poems, SMART board/projector, document camera, Shape
poem draft worksheet, blue construction paper, raindrop cutout, pencils/crayons/markers
Thursday: SMART board/projector, document camera, teacher example of acrostic spring poem,
Spring poem template worksheet, pencils/crayons/markers
Friday: SMART board/projector, document camera, sensory poem example, sensory poem
template worksheet (1 for draft and 1 for final), pencils/markers/crayons

Safety (if applicable)

n/a
Time
Process Components
(min.)
*State the Objectives (grade-level terms)

I can understand and write different forms of poetry, including acrostic, list, shape,
and sensory poems.

15-25 *Instructional Input or Procedure


minutes
each Monday
day 1. TTW read part of the poem “Tired” by Shel Silverstein. Afterward, TTW introduce the
concept of list poetry and provide an example.
2. TSW create their own list poem about 5 things that make them tired. They will first
complete a draft using a worksheet template. Once the teacher has looked over the
draft for spelling errors, TSW create final product of the poem that involves a craft.
3. For the final product, TSW put together a craft of a kid in a sleeping bag using
construction paper. TTW have the materials prepped for the students. TTW write their
Tired poem on the sleeping bag and decorate it.

Tuesday
1. TTW read a poem called “I Wish” to the class.
2. TSW share things that they wish for and TTW make a chart of the list of ideas.
3. TSW create their own “I Wish” poem. They will first write a draft and then create a
picture for their final product. For this activity, TSW be given a silhouette to cut out and
glue on a piece of black paper. Using yarn and a twig, TSW create a dandelion to also
glue on the paper. TSW lastly glue their poem onto the paper as well.

Wednesday
1. TSW learn about shape poetry and create their own shape poem about rain. TTW
provide examples of various shape poems, including one about rain for the students to
follow when they create their own.
2. Using a template, TSW create their own shape poem draft about rain. They will use 5
adjectives about rain for their poem. Once the teacher has checked over the drafts for
spelling mistakes, TSW create their final copy of their shape poem on blue construction
paper. TSW trace a raindrop cutout on the blue construction paper and write their poem
within the raindrop outline.

Thursday
1. TSW learn about acrostic poems before making their own acrostic poem about
Spring.
2. TTW provide a model of the poem and explain how to make an acrostic poem.
3. TSW be given a paper to create their acrostic poem on. TSW color and decorate the
paper once they have written their poem.

Friday
1. TSW learn about sensory poetry before creating their own sensory poem about their
favorite color. For the poem, TSW describe what their favorite color looks, smells,
sounds, tastes, and feels like. TTW provide a model of a sensory poem about the color
purple as an example.
2. TTW be given a template to use to create a draft of their poem. Once the teacher
has looked over the draft for spelling errors, TSW be given a piece of paper to create
their final product.

*Modeling

TTW model how to create each of the poems.

*Independent Practice

TTW each create their own poems for each day.

Lesson Critique. To be completed following the lesson. Did your students meet the objective(s)? What
part of the lesson would you change? Why?

*Denotes Madeline Hunter lesson plan elements.

Intern Signature Cooperating Teacher Date


Signature