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Grade 1st
I. Objectives
How does this lesson connect to the unit plan?
-Students will learn about another type of poetry (sensory poems) and begin to compare them to the other types of poetry that we
have studied
-Students will practice reading and using words that express feelings and appeal to the senses
Learners will be able to:
Explain what a sensory poem is and compare and contrast it to acrostic and rhyming poems
Comprehend the meanings of and use new descriptive vocabulary when writing poetry
Write to create sensory poems as a class and on their own
cognitiveR U Ap An E C*
socioemotional
An
Ap
C
physical
development
X
X
R/K
X
- Identify words and phrases in stories or poems that suggest feelings or appeal to the senses (CCSS.ELA-LITERACY.RL.1.4).
-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).
-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
What sensory words can you use to describe pizza? Write pizza sensory poem as a class.
Formative (as learning):
Students reread their poems, checking that they used all five senses to describe their topic.
Summative (of learning):
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Materials-what materials
(books, handouts, etc) do you
need for this lesson and are
they ready to use?
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Components
5 min.
Motivation
(opening/
introduction/
engagement)
No!
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5 min.
Development
(the largest
component or
main body of
the lesson)
8 min.
45
5 min.
transition
10-15
min.
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5 min.
2 min.
Closure
(conclusion,
culmination,
wrap-up)
5-10 min.
Give compliments after each person reads I
like how you wrote
Note students descriptions of animals, nature,
and city life (commute, transportation etc.) in
their poems.
Lesson Reflection
I feel very good about how this lesson went. I took a moment at the beginning to review with students the
expectations for Give me five and Hocus pocus, everybody focus! I told them that I would like to take them
outside to write, but in order to do that they needed to show me that they could sit and participate like Csar E.
Chvez stars (being respectful by being quiet with hands in lap, sitting crisscross applesauce etc.) I used this as
motivation throughout the lesson and students responded well to this because they were excited about having a
chance to explore outside.
I also took some time to review the rhyming and acrostic poems that we have talked about in past lessons. I found
that students understand and can tell me that rhyming poems have words with the same end sounds and acrostic
poems have topic word written down the side. However, they have trouble remembering the poem names rhyming
and acrostic. Recognizing and identifying the different characteristics of acrostic, rhyming, sensory, and shape
poems is one of my main unit objectives, so of course, I will continue to review these names and differences with
the students each day. Sensory poems should be easier for students to remember because they are familiar with the
word senses. Standing up to point out our five senses and going outside to write sensory poems are also two
engaging and memorable experiences which will help students remember sensory poems bet ter.
I experienced some technical difficulties when trying to play the Spanish audio for Los sentidos, but we did get
the audio to work. I found it easier to gain students attention again after this disruption than after the technology
disruptions in my first lesson. It seems that students were more motivated to get back to doing poetry work because
they were looking forward to going outside. During this transition time, some students were also reading the poem
to themselves on the screen, and they seemed excited about hearing another poem in Spanish. I was thrilled that
students were able to point out that the poem rhymes in Spanish but not in English. Mel anie was able to give me a
clear explanation about how the words do not rhyme because they are compl etely different words in English as they
are in Spanish. Several other kids raised their hands to tell me what they noticed about rhyming, and this shows that
students are making connections to topics that we have discussed earlier!
Students seemed to like both guessing about the popcorn sensory poem example and writing a sensory poem
together about pizza. I chose foods that all the students can relate to. I know that they have popcorn fundraisers
every Wednesday and pizza for lunch every Friday at Csar E. Chvez. I think these two poems and our discussion
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of the I word pattern prepared students well for writing sensory poems of their own. It worked out well to have
students first put on their jackets, grab a clipboard and a pencil, and then sit down on the rug fo r instructions. I am
glad I thought to put all the worksheets on the clipboards to begin with rather than having students pick up the
worksheets separately and putting them on the clipboards themselves because that would have taken too much time.
Students were somewhat antsy as I explained the directions, but I thought they did really well compared to other
days and considering the fact that they were excited to go outside. When students were sitting on the rug both
before and after going outside, many of them popped up and down to go get erasers at their desks. I did not feel that
this was a huge distraction (although it may look like one on the lesson video), but I should have also instructed
them to bring an eraser with them to the rug when we started. I wonder if they would lose their erasers outside
though.
The students did great walking quietly through the halls and writing their poems outside. I taught them my song for
lining up by the door, and they responded well by lining up nicely. I heard that Mrs. Anderson had to remind a
couple students not to play on the playground, but for the most part, students stayed on task. After just a few
minutes outside, students ran up to me and told me they were done. After instructing a few students individually to
add more descriptive words to their poems (e.g. I see fast cars vs. I see cars), I made an announcement about this to
the whole class. I enjoyed talking with students about their poems and what words they could add to improve them.
Although Bryan is still learning to read and write his letters, he seemed to have fun writing his poem and working
with Mrs. Anderson.
Inside the classroom, as students sat on the outside edge of the rug, I had them look over their poems and add more
descriptive words to their writing. This was valuable practice for them to edit and revise their work using more
vocabulary. I was surprised to find that so many of the students were eager to read their poems. Although I had
pictured the students reading their poems to each other while sitting on the rug, it worked even better for them to
show their poems on the ELMO and use the microphone as they read aloud. It was so cool to see evidence of
learning through their different poems! The students really enjoy using the microphone and sharing their work with
their peers. I had some of the lower level readers who do not always seem engaged in class Michael, Abby, and
Bryancome read their poems to the class. It was good to get them more involved and to see the pride on their
faces as they read aloud! Some of the students moved around and fidgeted on the rug, but I was happy to see that
most students were at least quiet as their peers were reading their poems. I think some distractedness is to be
expected anytime you take a class inside and outside or have one student read aloud at a time. I noticed that my
teaching style involves a tendency to ask questions to the whole group and take collective shout -out answers
(something more suitable for older students). I must remember that with my young first graders I need to be clear
about my expectation that students raise their hands each time I ask a question. Overall though, the students were
well engaged and showed good understanding and ability in writing sensory poems. I would certainly use this
lesson again!
Resources:
Los sentidos (2012, April 24). In Laminas Educativas. Retrieved October 28, 2015, from
http://laminaseducativasde.blogspot.com/2012/04/los-5-sentidos.html#.Vkki1HarTIV
Tice, J. (2013, March 27). Sensory poetry. In Rowdy in First Grade. Retrieved October 27, 2015, from
http://rowdyinfirstgrade.blogspot.com/2013/03/sensory-poetry.html
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