Poetry Lesson Objectives: The students will help and write a line poem about the season spring

using descriptive adjectives. The students will draw pictures about how they will remember what spring is. Standards: First grade W.1.5 With guidance and support from adults, focus on a topic, respond to questions and

suggestions from peers, and add details to strengthen writing as needed. W.1.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. L. 1.1f Use frequently occurring adjectives. L.1.5c Identify real-life connections between words and their use (e.g., note places at home that are cozy).

Materials: Crayons, Completed poem, adjective list, smart board, print out of outline of poem, various pictures of spring, flowers for students to use for poetry writing Introduction: I would start my lesson by going outside if it is warm enough. The reason for going outside is that they would get a firsthand experience and it will help them come up with descriptive words to describe spring. I will do this by reading a poem about spring before going outside to help them generate ideas. Communication of Objectives: We are going to use the experience you had outside and put it into a poem using descriptive adjectives. After we write the poem, you can draw what you saw on our nature walk. Teacher Input: Explain that a line poem is a list of words describing the main topic. The first couple words of each line stay the same for each line. Explain what an adjective is and its importance to a piece of writing. Adjectives are words that tell us how something smells, feels, looks, tastes, and sounds. For example, spring is birds chirping. Spring is whistling wind. To successfully write a line poem, we need to write adjectives that describe spring. Use the smart board to gather ideas about the topic. When students are writing their poem, tell them to not use the same adjective twice. Clarify to the students that this is a partner activity. After we write our poem, you will draw a picture of how you will remember what spring is. Teacher will choose groups based on seating arrangements. Modeling of describing activity: Think aloud describing what spring is. As I walked outside, I saw green grass and heard the birds chirping. The words green and chirping are the describing words because I am

describing what the color the grass is and what the birds are doing. As I am filling out the poem, the students will have some ideas in their minds on what to say later in their groups when they are constructing their poem. Example: Spring is blue skies. Guided Practice: Continue making poem with class discussion. When making the poem, have a student help me with two lines of the poem. After making the poem, describe each line and have the students point out the adjectives in each line. I would give the students a choice of using the list we came up with the class or make their own list with the teachers approval. I will have a draft of the poem with blanks for students to help make the class line poem. Modeling of writing poem: To write a line poem, the teacher demonstrates how to pick a word and make that word better by putting an adjective with it. Think aloud and share it. Adding adjectives makes all writing more interesting to read and share. If there were no adjectives, writing would be very boring to read and share. Spring is green grass Spring is flowers blooming Spring is blue skies Spring is warm weather Spring is birds chirping Spring is insects swarming

Guided practice and Independent Practice: Give students a couple minutes to work with a partner to share ideas with each other. After they saw the teacher demonstrate how to write the poem, I will hand out papers for students to write their own poem using the same format the teacher used. When making the poem, they cannot use the same adjective twice. Check for Understanding: The teacher will walk around the classroom and listen to contributions and look at their writing. The teacher will call on some students to share a little bit of their poem after showing them how to write the poem. Assessment: The teacher will check to see if each group wrote one adjective to contribute to the discussion. The teacher will have the students draw pictures of what spring is to them using one of the adjectives they wrote in their poem. Closure: Once they complete their poem, they will share with the class. After each poem, the teacher will ask students, What are the adjectives in the poem? Upon listening to each poem, the teacher will tell students to listen to the adjectives. The shape of the paper will be in the form of flowers. After listening to the poems, the teacher will collect them and put them out on the bulletin board for everyone in the school see the creativity of the students. Adaptations: Gearing Up: Have students create their own list of adjectives for the poem. Have students draw a picture of two of the listed adjectives. Have students do more lines for the poem.

Gearing Down: When writing poem on own, have a couple blanks filled in already. Lessen the number of blanks in the poem. References: My poem. Spring is green grass Spring is flowers blooming Spring is blue skies Spring is warm weather Spring is birds chirping Spring is insects swarming