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19 Writing Poems

Page
68
from
Write One Student Handbook

19 Writing Poems

Start-Up Activity

Read and display favorite poems and discuss the concept of structure and rhyme. Also read “Rhyming Families” on pages 92–93. Write the word star and ask students to suggest words that rhyme with it. List them below. Then write the word bug and repeat the process. Afterward, read page 68 and choose two rhyming words to use in a couplet. (“You must go far / to catch a star!”) Have students then write their own couplets or triplets.

Enrichment Activity: Model the other forms covered in the chapter—quatrains, tongue twisters, cinquain, and list poems. Have students try each form. Create a special place in the classroom where students can display their poems.

Think About It

“I wrote my first poems and stories perched on a fire escape high above the backyards.”

—Sharon Bell Mathis

 

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.W.1.5

CCSS.ELA-LITERACY.W.1.6

LAFS Covered in This Chapter

LAFS.1.W.2.5

LAFS.1.W.2.6

TEKS Covered in This Chapter

110.3.b.11.C

110.3.b.11.E

TEKS Covered in This Chapter

Page 68-71 from Write One Student Handbook

Lesson Plan

  • Copy or use large prints of favorite poetry to read or sing together. Point to each word so that the children can make the connection between the spoken and the written word and can follow the left-to-right reading pattern. The children will enjoy joining in with hand clapping, toe tapping, and finger snapping. Many favorite children’s poems rhyme, so this may also be a good time to talk about the concept of rhyme.

Classroom Applications

Large Group

  • Review what “rhyme” means and read the poems on the first two pages of this chapter. Then give children lots of oral rhyming practice. You might begin by playing a rhyming game. Start by asking for words that rhyme with star and bug. Write the words on the board, and choose two. Make up a short couplet.

Use “Rhyme One” (a group or individual activity) as a follow-up to this session.

Small Groups

  • Read the tongue twister on page 70 in the handbook. Ask children to recite any tongue twisters they know. Then divide the class into small groups (three is good) to write their own tongue twisters. Each group chooses a letter and topic, or can be appointed a letter and topic. Then children brainstorm for a list of words that begin with the letter’s sound and that fit the topic. Finally, they decide how to put the words together as a tongue twister. When they are finished, they can write their creations on a chart and challenge the rest of the class to read them aloud . . . and quickly.

Individual

  • Children love to write list poems using their own names. Use the “Jose” poem on page 71 as a model. Then demonstrate writing a list poem, using a famous or local character. Invite the children to write their names vertically on paper, and make up their own list poems. (For children who have very long names or need extra help, try using their nicknames or initials.)
  • Challenge students to write an ABC poem as shown on this page, using "ABC Poem."
  • Assign "Writing Poems" on pages 82-83 in the Write One SkillsBook to support children as they write different types of poems.
Downloads:
State Standard Reference:
LAFS Standard:
LAFS.1.W.2.5
TEKS Standard:
110.3.b.11.C
NE ELA Standard:
LA 1.2.1.e, LA 1.2.1.g

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Level:
Grade 1
Mode:
Creative Writing
Form:
Poem
English Language Arts:
Writing