Bio Poetry Writing Lesson Plan

Written By: Sarah Pereira and Megan Walsh

1. GRADE LEVEL
1st Grade
2. COMMON CORE STANDARDS
Reading Standards: Craft and Structure
4. Identify words and phrases in stories or poems that suggest feelings or appeal to the
senses.
3. UNIT OF STUDY
The unit of study that this lesson focuses on is poetry.
4. ACADEMIC LEARNING GOALS/OBJECTIVES
TLW be able to write a bio poem about themselves.
TLW be able to come up with different adjectives to describe personality.
5. INTRODUCTION
a). Introduce the Learning Objectives:
Today we will be reading a book about our mood, or how we feel at particular times. Before we
start I want you to close your eyes and think about how you might be feeling right now. I want
you to keep this feeling with you and think about how it changes as we read our book. Our
objective today is relating our feelings to our personality to create a poem about ourselves.
b). Rationale:
This is an introduction into our poetry unit and is an activity to get the students engaged with
writing poetry. This lesson gives the students practice in writing poetry and turning their feelings
into words through adjectives. This skill is important for encouraging creative writing in a
personalized way.
6. THROUGH THE LESSON
Background Knowledge:
We will use our introduction to prepare the students the lesson:
Today we will be reading a book about our mood, or how we feel at particular times. Before we
start I want you to close your eyes and think about how you might be feeling right now. I want
you to keep this feeling with you and think about how it changes as we read our book. Our
objective today is relating our feelings to our personality to create a poem about ourselves.
Context for the Lesson:
Today I Feel Silly: And Other Moods that Make My Day by Jamie Lee Curtis
Instructional Strategies: (I-We-You)
Modeling:
We will model the lesson by having an example of the poem template on the board with blanks.
TTW go line by line with students having them fill in the blanks based on our brainstorm after
the read aloud.

Guided Practice:
TLW follow along with the teachers while they fill out the chart by giving their ideas on how to
fill in the blanks.
Independent Practice:
TLW be given a template to fill out independently. After they complete the template TLW be
given a blank square to copy their poem on to as a final draft. The square will be pre-folded into
an envelope shape and TLW draw their own lines after the teachers model how to do it.
7. DIFFERENTIATION OF INSTRUCTION
Emergent: TLW have lines pre-drawn inside their envelope with the template copied on the lines
for the blanks to re-fill out.
On grade: TLW be given an envelope with the lines already drawn inside.
Beyond: TLW be given a blank envelope where they will draw the lines on their own.
8. ASSESSMENT
TLW have created a final draft of their bio poem ready for display.
TTW observe students during the brainstorm for participation in partners and as a class.
9. CONCLUSION
TTW have students close their eyes and have them reflect on their feelings throughout the lesson
and how it related to the poem that they created. TTW have students partner share what they
thought of and let them share only if they would like to.
10. MATERIALS List the materials and technology you will need to teach this lesson
-markers
-template paper
-pre-cut squares
-anchor chart example
-whiteboard marker
-Mentor Texts:
-Today I Feel Silly: And Other Moods That Make My Day By Jaime Lee Curtis
-The Way I Feel By Janan Cain
-My Many Colored Days by Dr. Seuss