Siop Shape Poems 6eo70

SIOP® Lesson Plan Template 1 Key: SW = Students will | TW = Teachers will | SWBAT = Students will be able to… | HOTS = Higher Order Thinking Skills

SIOP® Lesson Title: Lesson 3 Shape Poems (50-60 minutes)

Grade: 1st

Content Standard(s): - 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 , 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).

Key Vocabulary: Content: Subject Specific and Technical : Shape poem, castle, fish, cake, popsicle, ice cream General Academic: Cross-Curricular /Process & Function: descriptive words or adjectives

HOTS: How are shape poems special or different than rhyming and sensory poems?

Supplementary Materials: -Example poems to read: “Gata y espejo” by Diana Briones and English translation “Lashondra Scores!” from Doodle Dandies by J. Patrick Lewis and Lisa Desimini (book) “Popsicle” by Joan Bransfield Graham from A Poke in the Eye (book) -ELMO document camera -Audio recording of “Gata y espejo” read in Spanish -Large paper and markers for writing poem as class and for brainstorming -Shape poem handouts (cake, fish, and castle)

Explicit Connections to Prior Knowledge and Experiences/Building Background: Background knowledge of what a fish, a cake, and a castle are and knowledge of their shapes Knowledge of adjectives or descriptive words

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SIOP® Lesson Plan Template 1 Explicit Connections to Past Learning: Review how to use descriptive words and adjective vocabulary when writing poems

Content Objective(s): SWBAT: -Explain what a shape poem is and compare and contrast it to rhyming and sensory poems -Write to create shape poems as a class and on their own -Use poetry explain a topic or express their feelings about a topic -Recognize that poetry is cross-lingual -Draw pictures that match their poems/create shape poems that match the main idea of the poem SF (if needed): Today we will learn about shape poems and how they are different from rhyming and sensory poems. We will read shape poems in Spanish and English. We will write a shape poem together and then you will write one on your own.

Language Objective(s): SWBAT: -Comprehend the meanings of and use new descriptive vocabulary when writing

TW ask: Now that we have learned about rhyming and sensory poems, what do you think a shape poem is?

Review/Assessment: Review rhyming and sensory poems

TW say: Good thinking. I’ll show you a shape poem and we’ll see if your guesses were correct. This is exciting because shape poems are very different from all the other poems we’ve studied. TW show “Popsicle” poem on ELMO TW ask: Does this poem look different? How? By looking at the shape, can you tell what the poem is about?

Activate background knowledge of what other types of poems look like and what a popsicle is

SW respond to these extension questions TW read the poem “Popsicle” by Joan Bransfield Graham aloud to students. Teacher and students will discuss the adjectives used in the poem. TW explain: When you write poems you can use descriptive words like sticky, drip, and melt too!

Use background knowledge of adjectives or descriptive words

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SIOP® Lesson Plan Template 1 poetry SF (if needed): You will use new descriptive words when you write your shape poems to tell more about a topic (fish, castle, or cake).

TW play Spanish recording of “Gata y espejo” and then read the poem in English. TW display text on the ELMO. TW ask and discuss comprehension questions with students: What was this poem about? Does the picture match the words? TW explain: When you write your own shape poems the words you use should also go along with your picture. People should know what your poem is about just by looking at the poem’s shape!

Informal assessment – comprehension questions; class discussion

TW read “Lashondra Scores!” poem aloud. SW discuss what they notice about the words and pictures. Teacher and students will write a shape poem about ice cream together on the board. SW brainstorm and share some words they can use to describe ice cream. TW write students’ ideas down on the board next to a picture/poem template of an ice cream cone.

Brainstorming process – scaffolding and preparation for writing shape poems

Teacher and students will discuss the list of brainstorm words and TW write words into the picture/poem template as students suggest them (modeling). TW purposefully make some spelling errors

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SIOP® Lesson Plan Template 1 for students to correct. Teacher and students will read the finished poem together, then discuss: So do you see any words we spelled wrong? Do our words match our picture?

Formative assessment – checking work; background knowledge of how to spell words

Teacher and students will correct spelling errors and read poem again.

TW place three large papers on the board and mark them “Fish,” “Cake,” and “Castle.” Teacher and students will brainstorm as a group for each topic. TW guide brainstorming process by saying: First, close your eyes and picture a fish. What does it look like? What color is it? Where is it swimming? Now open your eyes and tell me about your fish! TW record students’ answers on the fish poster. Repeat this process for the cake and castle topics. (2-3 min per poster)

Brainstorming process – scaffolding and preparation for writing shape poems Activate background knowledge of fish, cake, and castle

TW say: Now you’re ready to write your own shape poems. You can look up here while you write for ideas and to check your spelling on words.

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SIOP® Lesson Plan Template 1 TW give students an option of which topic they would like to write their shape poem about – cake, castle, or fish (see three attached worksheets). TW call quiet students up to choose one of the three worksheets. SW write their own shape poems using the shape poem templates/worksheets. TW walk around the room and answer questions.

Summative assessment – students can write shape poems! See “Wrap Up” section – formative assessment/self-reflection – students reread, revise, and edit their poems

Wrap-Up: This must include the review of the content and language objectives, followed by teacher choice of final wrap-up to the lesson. TW praise students for writing their own shape poems and review how shape poems are different from the rhyming and sensory poems students studied in previous lessons. TW say: When you are finished, read your poem to yourself once and check to see that you spelled everything correctly, you used descriptive words, and your words match your picture. Then turn to a neighbor and read your poem to them! SW check and revise their work and then read their poem to a peer. SW spend the last five minutes coloring in their pictures to match their poems.

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SIOP® Lesson Plan Template 1 Resources: Bransfield Graham, J. (2001). Popsicle. In P. B. Janeczko (Ed.), A poke in the I (p. 17). Cambridge, MA: Candlewick Press. Briones, D. (2008). Gato y espejo. In Bibliopeque. Retrieved November 15, 2015, from http://garabatocurioso.blogspot.com/2013/07/caligramas-de-diana-briones-poesia.html Lewis, J. (1998). Doodle dandies - Poems that take shape. New York: Scholastic Inc. Poetry prompts: Shape poems (n.d.). In Enchanted Learning. Retrieved October 28, 2015, from http://www.enchantedlearning.com/poetry/shapepoems/

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