Professional Documents
Culture Documents
Grade 1st
I. Objectives
How does this lesson connect to the unit plan?
Students will learn about rhyming poems and begin to compare them to acrostic poems that we have studied.
Learners will be able to:
Explain what a rhyming poem is and compare and contrast it to acrostic poems
Comprehend the meanings of and use new descriptive vocabulary when writing poetry
Write to create rhyming poems as a class and on their own
cognitiveR U Ap An E C*
physical
development
socioemotional
An
Ap
C
X
X
R/K
R
X
E
Common Core standards (or GLCEs if not available in Common Core) addressed:
-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.ELALITERACY.SL.1.4).
(Note: Write as many as needed. Indicate taxonomy levels and connections to applicable national or state standards. If an objective applies to particular learners
write the name(s) of the learner(s) to whom it applies.)
*remember, understand, apply, analyze, evaluate, create
Outline assessment
activities
(applicable to this lesson)
36
Materials-what materials
(books, handouts, etc) do
you need for this lesson
and are they ready to
use?
37
Components
10
min.
Motivation
(opening/
introduction/
engagement)
38
5-8
min.
Development
(the largest
component or
main body of
the lesson)
5
min.
Students rejoice.
39
10
min.
5-8
min.
Explain worksheets:
Allow students to choose to write a fill-in-the blank
poem about a kite or a clown (see attachments).
Instruct students to draw a quick picture of their
clown or kite before they write, so they remember
what they are describing in their poem.
Say: Use the word bank on the worksheet to help
you fill in blanks when writing your rhyming
poem. Pick words you think will go well and sound
good with the rest of the poem. It will help you to
say the words aloud in order to make sure they
rhyme before you write them.
Encourage students to use other words they know
rhyme with the rest of their poem; they dont just
have to use the word bank.
Excuse students to return to seats and pass out
worksheets/templates.
10
min.
40
3
min.
Closure
(conclusion,
culmination,
wrap-up)
Lesson Reflection
I felt that todays lesson was very well received and that the activities involved really helped Mrs. Andersons first graders
remain engaged. We began with movement and a review of the similar terms poetry, poet, and poem using hand motions.
Students seem to understand the word poet best because it directly applies to them. They themselves are poets, while
poetry and poem are more abstract concepts. I keep trying to help them make the connection that poetry is a type of
writing by comparing it to the personal narrative writing they have done.
The students seem to really like the big poetry book of animal poems that I have been reading from. Today I read An
Elephant Asks by Bobbi Katz, but they still remembered the crocodile poem we read two days ago. I also loved that
Annie C. raised her hand to make a comment and then came up to the book in order to point out to the class that the word
mice on the opposite page of An Elephant Asks has a c that sounds like s. Although unrelated to the poem we were
reading, it is great that she is making those kinds of connections and it shows higher order thinking. Students were
engaged as I called students up to the poster to place stickers on the rhyming words in An Elephant Asks. However, I
had meant to review by asking students, What is rhyming? before having them place stickers. I caught myself and
remembered to ask this before getting too far into the poem though. Aracely R. was able to explain that rhyming is when
the end sounds of words are the same.
Students were able to identify the rhyming words well, and although only some students could come up to place stickers, I
saw more than half of the students raising their hands enthusiastically with answers. Manny and Abby struggled a bit, and
both seemed so eager and happy to have been called on to put stickers on the poster that I dont think they thought threw
the answers thoroughly. Mannyloves to point out all the word wall words in small group reading time, so he wanted to
place stickers on the repeating word like. Although it wasnt the answer I was looking for, Mannys noticing of the
recurring word like shows again that students are making good connections to the other reading we have been doing in
class and are consistently practicing and using their reading skills. Abby is a slower processor and needed some more
scaffolding to find the matching rhyming word to Mannys. Rather than asking her to sit back down and try again another
time though, I remained persistent until she got it. In the future too, I need to slow down as I read poems aloud and take
time to discuss the meaning of the poem better with students. Along with asking What was this poem about? I should
have also asked, So what is the elephant asking us?
The reading of La ballena viajera went well! Students eyes light up each time I play a poem in Spanish. They raised
their hands and told me that the poem is about a whale swimming to an island. When I asked for rhyming words, Melanie
and Noel stood up and pointed them out on the screen. They noticed that the end letters are the same in viajera/primavera
and pasaje/paisaje. However, when I asked them to read and pronounce the words they did not know how to. I forgot to
take into consideration that the students who speak Spanish do not read in Spanish. If I encourage them to write some of
their poems using Spanish words, do they know how to write in Spanish?
The jumping rhyme game did not go as I planned, but the kids still loved it (Zach especially). They love games and every
time I bring a game to reading small group, they always ask to play again and again for three or four days straight. I have
never played a whole group game before with them, and I found that I need to explain the expectations more clearly
before we begin. Although I had hoped to have students jump up, stay standing, and read their words to the entire class
when a word that rhymes with their word was called, the students squatting on the floor talking were too distracting.
Rather than a whole group game that required all students to practice rhyming words even when a word that rhymed with
theirs was not called, it became more of an individual-to-teacher experience as the game went on. I tried to make sure all
students were involved by asking them to check their peers answers (e.g. Garret has the word mat. Do mat and bet
41
rhyme?). A couple times, students tried to rhyme words that end in t but have different vowel sounds. Each time this
happened, I tried to comment on it and point out that although the words have the same last letter sound, they dont rhyme
because they dont have the same vowel sound too.
I have evidence that they are beginning to grasp the concept of rhyming better because many students were able to
accurately jump up with a corresponding rhyming word. Additionally, even with all the distracted talking that I should
have made a better point of correcting, I noticed students talking to their neighbors and pointing out that their words
rhyme with each other. What a great connection that they are not only thinking about how their own words rhyme with the
words I say aloud, but that they also rhyme with the words that their peers are holding! Next time, I will make sure to
explain expectations for playing the game more clearly, wait for students to be completely quiet before I read the next
word, and make sure that all students have traded word cards with a neighbor half way through the game so they can
practice rhyming other words. I noticed that after I instructed students to trade words, Carlie jumped up again but still had
the word bet. At one point, Abby came up to me and whispered in my ear, I didnt trade one, so I had her trade with
Manny.
Students participated well when we filled in the thanksgiving rhyming poem together. I am glad I added a word bank,
because I think it would be too hard for them to have come up with rhyming words off the top of their heads. I also
included their word wall words eat and here in the poem, so they had some familiar vocabulary along with less familiar
vocabulary like treat, deer, everything etc. Id like to hang up the finished poem in the classroom to help them remember
what rhyming poems look like.
It worked out very well to have students choose which rhyming poem topic they wanted to write abouta clown or a kite.
I placed the two piles of worksheets on the floor and called students who were sitting quietly to come choose a worksheet
and then go to their seats. They were so quiet and seemed to enjoy the opportunity to make a choice about what to write. I
walked around as they worked and many asked for help reading the words in the word bank (night, right, height, frown,
crown etc.) Once I helped them read these words though, students were able to identify which of those words rhymed. I
originally planned for students to read their finished poems to a neighbor, but there is also room on the worksheets to
draw a picture. I allowed them to do so, and I actually think that drawing pictures to match their words (one of my unit
objectives) was more meaningful for students at this time than reading their poems aloud. Being able to draw a picture
shows that they are able to comprehend the words they have written. I then went around and had some students read their
poems to me and their seat neighbor. In summation, I think it was a good day learning about rhyming poems. I hope to
review rhyming poems with students a bit before beginning sensory poems tomorrow.
Resourcres:
Katz, B. (1997). An elephant asks. In M. Fleming (Ed.), Poetry Big Book: Animals (p. 13). N.p.: Scholastic Inc.
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
42