I am a Poet and didn't Know It!

I Am A Poet And Didn't Know It!

Author(s):
Katie Baker


Grade Level:
1st Grade

Timeframe:
This particular study will be spread out over a three week period for about 30 minutes a day

Lesson Description or Explanation
To begin the study of Poetry I will read at least one knock-your-socks off text each day for a week. This will bring discussion of their history of reading or writing poetry. Since we will be working with such young students they probably will have little to no experience with poetry. I will set the stage by asking my students if they know any poetry or if they can explain what poetry is. I plan to give them copies of the text I will be reading to them in class, this way they can see poetry while listening. Students can also get their hands on Poetry text that will be available around the room in different containers and with assistance they can use computer technology. Since we do have such a young group it would be wise to have expectations rather then formal requirements. This way we can invite them to write poetry with great adult support.
Stack of Texts
Poetry fo Young People-Carl Sandburg Falling Up-Shel Silverstein
Light in the Attic-Shel Silverstein
A Pizza the size of the Sun-Jack Prelutsky It`s Raining Pigs and Noodles-Jack Prelutsky
Monday’s Troll-Jack Prelutsky The New Kid on the Block-Jack Prelutsky Something Big Has Been Here-Jack Prelutsky The Queen of Eene-Jack Prelutsky The Random House Book of Poetry for Children-Jack Prelutsky For Laughing Out Louder-Jack Prelutsky The Frogs Wore Red Suspenders-Jack Prelutsky Sing a Song of Piglets-Eve Bunting Oh, the Places You`ll Go!-Dr. Seuss
The Foot Book-Dr. Seuss I Wish that I had Duck Feet-Dr. Seuss Oh, The Places You’ll Go!-Dr. Seuss Dr. Seuss’s ABC-Dr. Seuss Oh Say Can You Seed?-Dr. Seuss My Many Colored Days-Dr. Seuss One Fish Two Fish, Red Fish Blue Fish-Dr. Seuss The Sneetches and other Stories-Dr. Seuss Yertle the Turtle and Other Stories-Dr. Seuss Horton Hears a Who!-Dr. Seuss Horton Hatches the Egg-Dr. Seuss If I Ran the Circus-Dr. Seuss The Cat in the Hat-Dr. Seuss Fox in Socks-Dr. Seuss The Lorax-Dr. Seuss Dr. Seuss’s Sleep Book-Dr. Seuss The Spook Matinee-George Ulrich Put Your Eyes Up Here- Kalli Dakos Grasshopper Pie and Other Poems-David Steinberg Big, Bad and a little bit Scary-Wade Zahares Dinosaur Dinner- Favorite Poems by Dennis Lee

Indiana Curricular Standards

Reading Standards
1.1.4 Distinguish beginning, middle, and ending sounds in single-syllable words (words
with only one vowel sound).
1.1.7 Create and state a series of rhyming words

ISTE Standards
1.1 Students demonstrate a sound understanding of the nature and operation of technology systems.
3.1 Students use technology tools to enhance learning, increase productivity, and promote creativity.
2.2 Students practice responsible use of technology systems, information, and software
Assessments

Formative/Summative
Formative Assessment would be the best way to evaluate 1st graders. This would be the first time (for most) students to write poetry. This lesson is targeted to help young children to build their knowledge of creative writing and understanding. Each student will process this activity at different levels, therefore a summative assessment would not be a constructive form of evaluating.

Prior Knowledge
These students have been introduced to poetry through read-alouds with parents and former teachers. Though they have experienced little to no poetry writing.
Goals
Students will recognize the difference between poetry and narrative writing.
Students will be able to write poetry of some form.
Students will be able to share poetry (if comfortable).

Technology

Internet Resources: (please list URLs) http://cceschool.org/hayes/Poetry%20Page-Home%20Page.htm
http://pbskids.org/rogers/songlist/
http://www.funbrain.com/cgi-bin/getskill_s.cgi?A1=selects&A2=la&A4=0&A7=0
http://www.seussville.com/lb/home.html
Hardware: Video Camera's, Digital Camera's
Software: Microsoft Word

Procedure
Writing: Processes and features
Discuss ideas and select a focus for group stories or other writing.
Use various organizational strategies to plan writing.
Revise writing for others to read.
Begin asking questions to guide topic selection and ask how and why questions
Writing: Applications
Write brief expository (informational) descriptions of a real object, person
Place, or event, using sensory details.
Write simple rhymes.
Use descriptive words when writing.
Listening and Speaking: Skills, Strategies, and Applications
Listen attentively.
Recite poems, rhymes, songs, and stories.
Differentiated Instruction

ESL
Educators and adults present during these activities will assist all students with the writing. This allows the ESL and lower leveled writers to create verbal and written poetry.

Challenge/Extend
Since poetry is being introduced to such a young grade level, a great deal of assistance will be available. If even verbally expressing a poem is too difficult, the students could sketch or do the illustrations for poetry.

Special Needs
Since poetry is being introduced to such a young grade level, a great deal of assistance will be available. If even verbally expressing a poem is too difficult, the students could sketch or do the illustrations for poetry.