Teacher:​ Ms.

Rebecca Frazer
Date: ​Tuesday,​ ​February 19 through Tuesday, February 26
Number of Days:​ 5 days
Grade: ​First Grade
Lesson:​ Poetry
Total Time:​ 1 hour per day

Learning Goal:
By the end of the lesson, students will:
1. Find words that begin with the letters of a chosen word that refers to family
(brother, sister, family, grandfather, mother, etc.), using a variety of sources
including word banks and online dictionaries.
2. Create poems
3. Revise poems as needed, for meaning and conventions.
4. Share their poems with classmates.
5. Generate, gather, and organize ideas and information to write for an intended
purpose and audience.
6. Use parts of speech appropriately to communicate their meaning clearly, with a
focus on the use of; proper nouns and adjectives.
7. Work collaboratively with their peers throughout the learning process with
whole class, small group, and individual activity.
8. Students will draft, revise, and publish poems that they have created
(individually or with a partner).

Curriculum Expectations/ Common Core Standards:

1. Writing
a. Text Types and Purpose:
i. W.1.2. - Write informative/explanatory texts in which they name a
topic, supply some facts about the topic, and provide some sense
of culture.
ii. W.1.3. - Write narratives in which they recount two or more
appropriately sequenced events, include some details regarding
what happened, use temporal words to signal event order, and
provide some sense of closure.
b. Production and Distribution of Writing:
i. 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.
 c. Research to Build and Present Knowledge:
i. W.1.7. - Participate in shared research and writing projects.
2. Speaking and Listening Standards
a. Comprehension and Collaboration:
i. SL.1.1 - Participate in collaborative conversations with diverse
patterns about grade 1 topics and texts with peers and adults in
small and larger groups.
1. SL.1.1(a) - Follow agreed-upon rules for discussions.
2. SL.1.1(b) Build on others’ talk in conversations by
responding to the comments of others through multiple
exchanges.
3. SL1.1(c). - Ask questions to clear up any confusion about
topics and texts under discussion.
ii. SL.1.3. - Ask and answer questions about what a speaker says in
order to gather additional information or clarify something that is
not understood.
3. Language Standards
a. Conventions of Standard English:
i. L.1.1 - Demonstrate command of the conventions of standard
English grammar and usage when writing and speaking.
1. L.1.1(a) - Print all upper- and lowercase letters.
2. L.1.1(b) - Use common, proper, and possessive nouns.
3. L.1.1(c) - Use singular and plural nouns with matching
verbs in basic sentences.
ii. L.1.2. - Demonstrate command of the conventions of standard
English capitalization, punctuation, and spelling when writing.
1. L.1.2(a) - Capitalize dates and names of people.
2. L.1.2(b) - Use end punctuation for sentences.
3. L.1.2(c) - Use commas in dates and to separate single
words in a series.
4. L.1.2(d) - Use conventional spelling for words with
common spelling patterns and for frequently occurring
irregular words.
5. L.1.2(e) - Spell untaught words phonetically, drawing on
phonemic awareness and spelling conventions.

Lesson Materials: Preparation:

● Poetry slideshow ● Activate prior knowledge of poetry;
 ● Bio Poem Template what do students already know
● Acrostic Poem Template about poetry
● Haiku Template ● Create Poetry Slideshow
● Free Verse Poem Template ● Gather Poetry templates
● Word Bank
● Student partner list
● Editing and Revision Checklist

Connections to Prior Knowledge/ Common Misunderstandings and

Skills: Misconceptions:
● Students have already learned ● All poems must rhyme
about and read the four types of ● All poems must have expressive
poetry (Bio, Acrostic, Haiku, Free language
Verse) in prior reading lessons. ● All poems are short or follow a
strict length guideline
● Poetry does not require thinking
● Poetry must follow a fixed structure
or rhythmic pattern
● Poetry must be beautiful and pretty
● Poetry must have correct
punctuation

Day 1 Lesson: Bio Poem

Lesson Materials: Preparation:

● Poetry slideshow slides 11 - 15 ● Create slides 11 - 15
● Bio Poem template ● Create a Bio Poem template
● Word Bank Booklet ● Create a word bank booklet

Connections to Prior Knowledge/ Common Misunderstandings and

Skills: Misconceptions:
● Understanding what a Bio Poem is ● Poetry must rhyme
● Learned about this type of poem in ● Poetry must be beautiful and pretty
a prior reading lesson.

Vocabulary:
●

Learning Goal:
By the end of the lesson, students will:
1. Write a Bio Poem that tells a story about themselves.

Minds-On Group Type: Whole Class

(15 minutes) I do . . .
1. I will show students a Bio Poem that I created about myself
and talk to students about how I created it.
We do . . .
1. Students will help me create a Bio Poem about our Daring
Dragon Family
2. Pre-writing
a. Students are starting to think about and select
a topic/concept that they want their bio poem
to focus on.
If needed . . .
Show examples of bio poems (slides 11 - 13)
1. Ask students what they remember about the format
of these bio poems
Recap of the structure of the Bio Poem they are writing:
1. First name
2. Who is . . .
3. Who is the . . .
4. Who loves . . .
5. Who feels . . .
6. Who needs . . .
7. Who gives . . .
8. Who fears . . .
9. Who would like to see . . .
10. Who shares . . .
11. Who is . . .
12. Who is a resident of . . .
13. Last name . . .

Action Students turn . . .

(50 minutes) Group Type: Individual/Pairs
Drafting phase:
1. Students are put into pairs
a. Partners will not be completing their entire poem
together.
 b. Instead, partners will be used as an additional
resource in creating their bio poem where students
can collaborate with one another when they are
struggling with a concept or idea.
2. Students will be asked to create a bio poem using the bio
poem template
i. Students will be able to provide suggestions for who
they would like their partner to be.
ii. Students provided a list of no more than 3 friends
that they would like to be paired with. This list was
provided prior to the lesson and from this list, I will
assign pairs.
3. Students will introduce themselves to their partner,
following the guidelines of the provided bio poem template.
4. Students will be providing each other with immediate
feedback as they work together in a supportive classroom
environment.
5. Students are coming up with ideas and start drafting their
poem with their partner.
6. Students will finish drafting their poem on their own.
a. Students will bring their finished draft to the teacher
to check and then put in the classwork bin.

Consolidation/ Group Type: Whole Class

Debrief Students share . . .
(10 minutes) 1. How they used the template to help them plan their writing.
2. What was it like collaborating with your partner? How did
your partner help you?
3. How were their poems similar? How were they different?
Poem sharing
1. Pull sticks with students names to randomly select and ask
students for their permission to read the story to us.
a. Students can choose to pass if they want. Reading
of their poem is not required.

Day 2 Lesson: Acrostic Poem

Lesson Materials: Preparation:

● Poem Slideshow Slides 16 - 20 ● Create slides 16 - 20
 ● Acrostic Poem template ● Create an Acrostic Poem template
● Word Bank Booklet ● Create a word bank booklet

Connections to Prior Knowledge/ Common Misunderstandings and

Skills: Misconceptions:
● Understanding what a Acrostic ● Are created using only one word;
Poem is instead of using short phrases or
● Learned about acrostic poems in a sentences.
prior reading lesson.

Learning Goal:
By the end of the lesson, students will:
1. Write an Acrostic poem that tells us about a family member.

Minds-On Group Type: Whole Class

(15 minutes) I do . . .
1. I will show students an Acrostic Poem that I created using
my last name and talk about how I created it.
We do . . .
1. Students will help me create an Acrostic Poem about our
FIRST-grade family.
2. Pre-writing phase
a. Students are starting to think about and select
the topic/subject that they would like their
poem to focus on.
If needed . . .
Poetry Slideshow Slides 16 - 20
Acrostic Poem Recap
What is an Acrostic Poem?
1. A type of poetry where the letters of a word
are used to spell out other particular words or
phrases. The most common is where the first
letters of each line spell out the word or
phrase.
2. The words that make the acrostic poem are
written and read horizontally. While the new
word that the acrostic poem creates is read
vertically.
 Students will be paired with the same partner they had when
making their bio poem.

Action Students turn . . .

(50 minutes) Group Type: Individual/Pairs
1. Students will be paired with the same partner they had
during the Bio Poem writing lesson.
a. See partner list to help students remember
b. Partners will not be completing their entire acrostic
poem draft together
c. Instead, partners will be used as an additional
resource in creating their acrostic poem where
students can collaborate with one another when they
are struggling with a concept or idea.
2. Students will introduce a family member to their partner
using the Acrostic Poem format.
3. Students will help one another create a word/phrase back
that they can use to create their Acrostic Poem.
4. Students will be providing each other with immediate
feedback as they work together in a supportive classroom
environment.
5. Students will use the word/phrase bank that they developed
with their partner to create an acrostic poem about the topic
they chose.
6. Students will draft an Acrostic Poem
a. Students will bring the finished draft to the teacher to
check and then put it in the classwork bin.

Consolidation/ Group Type: Whole Class

Debrief Students share . . .
(10 minutes) 1. How they used the template to help them plan their writing.
2. How were their poems similar? How were they different?
3. Was there a difference in how students developed their
acrostic poem compared to their bio poem? Were there any
similarities.
4. How did your partner help you create your poem?
Poem sharing
1. Pull sticks with students names to randomly select and ask
students for their permission to read their poem to us.
 a. Students can choose to pass if they want. Reading
of their poem is not required.

Day 3 Lesson: Haiku

Lesson Materials: Preparation:

● Poetry Slideshow slides 21 - 25 ● Create slides 21 - 25
● Haiku template ● Create a Haiku template
● Word Bank Booklet ● Create a word bank booklet

Connections to Prior Knowledge/ Common Misunderstandings and

Skills: Misconceptions:
● Understanding what a haiku is. ● A word is a syllable so students
● Learned about this type of poem in might try to write five words instead
a prior reading lesson. of five syllables.
● What is a syllable?

Learning Goal:
By the end of the lesson, students will:
1. Use syllables to create a haiku about my family.

Minds-On Group Type: Whole Class

(15 minutes) I do . . .
1. I will create a haiku about my own family and talk to the
students about how I created it.
We do . . .
1. Students will help me create a Haiku about our Daring
Dragon family.
2. Pre-writing Phase
a. Students are starting to think about and select a
topic/subject that they want their haiku to focus on.
If needed . . .
Poetry Slideshow Slides 21 - 25
What is a haiku?
1. Does not rhyme
2. Consists of 3 lines
i. Line 1 has - 5 syllables
ii. Line 2 has - 7 syllables
iii. Line 3 has - 5 syllables
 Remind students that they can tap their leg to the beat of the
syllables when creating and reading the haiku that I created and
the one that we created as a class. They will also count the
syllables for each line of poetry.

Action Students turn . . .

(50 minutes) Group Type: Individual/Pairs
1. Students will be paired with the same partner they had
during the Bio and Acrostic Poem writing lessons.
a. See partner list to help students remember.
b. Students will not be creating their entire with their
partner.
c. Instead, partners will be used as an additional
resource.
i. Students will be able to collaborate with one
another as needed; meaning when they are
struggling with a concept or idea when
creating their poem
2. Students will each take turns sharing some information
about their own families.
a. Writing down things that they want to focus on.
3. Students will help one another create short
sentences/phrases that match the format of the haiku.
a. Line 1: 5 syllables
b. Line 2: 7 syllables
c. Line 3: 5 syllables
4. Students will use the word/phrase bank that they developed
with their partner to create a haiku about their family.
5. Students will draft an Acrostic Poem
a. Students will bring their finished draft to the teacher
to check and then put it in the classwork bin.

Consolidation/ Group Type: Whole Class

Debrief Students share . . .
(10 minutes) 1. How they used the template to help them plan their writing.
2. How did your partner help you create your poem? How did
they help you find out how many syllables you had?
3. Was it hard to figure out what words would work for the
number of syllables you needed?
 4. Was there a difference in how students developed their
haiku compared to their bio poem? Their acrostic poem?
Were there any similarities.
5. How were their poems similar? How were they different?
Poem sharing
1. Pull sticks with students names to randomly select and ask
students for their permission to read the story to us.
a. Students can choose to pass if they want. Reading
of their poem is not required

Day 4 Lesson: Free Verse

Lesson Materials: Preparation:

● Poetry Slideshow slides 26 - 28 ● Create slides 26 - 28
● Free Verse Poem template ● Create a Free Verse Poem
● Word Bank Booklet template
● Create a word bank booklet

Connections to Prior Knowledge/ Common Misunderstandings and

Skills: Misconceptions:
● Understanding what a Free Verse ● All poems must rhyme - Free verse
poem is. poems do not need to rhyme.
● Learned about this type of poem in
a prior reading lesson.

Learning Goal:
By the end of the lesson, students will:
1. Create a Free Verse poem to tell the story of your family.

Minds-On Group Type: Whole Class

(15 minutes) I do . . .
1. I will create a free verse poem about my own family and
talk to the students about how I created it.
We do . . .
1. Students will help me create a Free Verse poem about our
first-grade family the Daring Dragons.
2. Pre-Writing Phase
a. Students are starting to think about and select the
topic/subject that they would like to focus on when
creating their haiku.
 If needed . . .
Poetry Slideshow Slides 26 - 28
Read examples of free verse poetry
What is a free verse poem?
1. Free from limitations of regular rhyming
2. Do not have to rhyme
3. Conveys feelings to the reader
4. Provides artistic expression

Action Students Turn . . .

(50 minutes) Group Type: Individual/Pairs
1. Students will be paired with the same partner they had
during the Bio, Acrostic, and Haiku writing lessons.
a. See partner list to help students remember.
b. Partners will not be completing their entire free verse
poem together.
c. Instead, partners will be used as an additional
resource in the poem drafting process.
i. Students will be able to collaborate with their
partners as needed; meaning when they are
struggling with a concept or idea.
2. Students will use the information that they previously
shared with their partner when they created their bio poem,
acrostic poem, and haiku about their family.
3. Writing down things that they want to focus on for their free
verse poem.
a. It will be easier if they can narrow it down to a
specific subject/event.
4. Students will use the resources that they previously
gathered with their partner and created during previous
lessons to draft their very own free verse poem about their
family.
5. Students will draft a Free Verse Poem
a. Students will bring their finished draft to the teacher
to check and then put it in the classwork bin.

Consolidation/ Group Type: Whole Class

Debrief Students share . . .
(10 minutes) 1. How they used the template to help them plan their writing.
 2. How were their poems similar? How were they different?
3. Was there a difference in how students developed their
acrostic poem compared to their bio poem? Their acrostic
poem? Were there any similarities.
4. How did your partner help you create your poem?
5. Was it harder to create a poem that was free verse or
create a poem that had a form to follow?
Poem sharing
Pull sticks with students names to randomly select and ask
students for their permission to read their poem to us.
a. Students can choose to pass if they want. Reading
of their poem is not required

Day 5 Lesson: Pick, Revise, and Edit

Lesson Materials: Preparation:

● Students poem of choice ● Students have already written their
● Ladybug poems.
● Editing Checklist

Connections to Prior Knowledge/ Common Misunderstandings and

Skills: Misconceptions:
● Prior poetry lessons ● No editing needs to be done
● Editing another writing piece that
they completed.

Learning Goal:
By the end of the lesson, students will:
1. Revise a poem that they have already created.

Minds-On Group Type: Whole Class

(15 minutes) I do . . .
1. I will demonstrate how to check and revise a poem that I
have already created.
a. Revision demo will include only 1 of the poems that I
created.
b. Will not revise the entire poem, but enough to show
an appropriate sample.
 2. I will show students how I go over a poem that I have
already created in order to check
spelling/punctuation/spacing/capitalization.
We do . . .
1. Students will help me edit a small portion of one of the
other poems that I created.
2. Thoughts on how to edit a poem.

Action Students turn . . .

(40 - 45 Group Type: Individual
minutes) 1. Students will be editing and revising on their own. They will
be able to choose between the Bio, Acrostic, Haiku, and
Free Verse poems that they created in the previous writing
lessons.
2. Students will choose one of the poems that they have
already to created to edit.
3. Students will edit the poem they chose.
a. An editing checklist will be given to students once
they have finished editing their poems.

Consolidation/ Group Type: Whole Class

Debrief Students share . . .
(15 - 20 1. How did you edit your poem? What was your process?
minutes) 2. Did you think it was harder to create your poem or edit your
poem? Why?
Poem sharing
1. Pull sticks with students names to randomly select and ask
students for their permission to read their poem to us.
a. Students can choose to pass if they want. Reading
of their poem is not required

Modifications and Differentiation: ​(Are their “multiple entry points” for students to
engage with the learning activities? Have I consulted student’s Individual Education
Plans and made appropriate accommodations and modifications? Are all students
able to access the learning? Have I created opportunities for all students to be
successful?)
1. Simplified topic lists
2. Word banks
3. Scaffolding of the writing
 4. Cloze writing

Takeaway/ Review/ Homework Activity: ​(Are there additional opportunities for

students to engage with the learning that will enhance their knowledge and
understanding with the lesson content?)
1. Poetry packet will go home at the end of the lesson
2. Sharing of poetry during expo - poetry slam
a. Personal family museum presentation

Assessment Tools: ​(How will I assess student learning during the lesson? What
information can I gather that will inform my instruction in subsequent lessons? How
will I know that students have met the Learning Goals and curriculum expectations/
standards?)
1. Pre- and post-assessment
a. Students will write a poem prior to the lesson to see what they already
know
b. Students will write a poem after the lesson to see what they learned and
how they progressed.
2. Editing and Revising Checklist

Next Steps for Learning: ​(What are my expected next steps for student learning?
Where will the learning lead us?)
1. Publishing of Poetry
2. Practice Presenting Poetry
3. Presenting Poetry at Expo

Self-Reflection

What Went Well? What Didn’t Go Well? What Do I

Need To
Change?