I.

II.

III.

IV.
V.

Lesson Plan One: Poetry
1st Grade- Writing Unit

Lesson Overview:

Students will be studying haiku poems as a whole class, with partners and
individually using ideas from their surroundings and what they can see outside to
end up creating an original haiku poem.

Focus Common Core Standards:
Reading-
Identify words and phrases in stories or poems that suggest feelings
or appeal to the senses. (RL.1.4)
Read on-level text orally with accuracy, appropriate rate, and
expression on successive readings. (RF.1.4b)
Writing
With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.
(W.1.6)
Listening-
With prompting and support, read prose and poetry of appropriate
complexity for grade 1. (RL.1.10)
Speaking-
Participate in collaborative conversations with diverse partners about
grade 1 topics and texts with peers and adults in small and larger
groups. (SL.1.1)

Objectives:
Students will demonstrate how to write a haiku poem.
Students will be able to pick a poem they enjoy and explain why they like
it.
Students will be able to use write a haiku poem using ideas from around
them and their classmates.

Essential Question:
What is poetry?

Procedures:
Read poetry examples as a class (RL.1.10), discuss haikus (RL.1.4)
o Ground Squirrels By: Don Eulert
o A Rainbow By: Donna Brock
Write a poem together as a class about water. (W.1.6)
Describe the five stations
1. Read Haiku books with a partner. On-level text (RF.1.4b) Mark
your favorites. Discuss the poems for understanding. (SL.1.1)
2. Write own haiku poem (done individually, partners stay together)

VI.

VII.

3. Take note of what can be seen outside the window. Write down
what you see on the window (tape has been placed onto the
window) adding onto classmates ideas.
4. Copy down favorite poem (two book stations)
5. Illustrate a picture for your favorite poem.
Break up into partners; divide the class into all 5 stations with their
partners
Rotate students through each station, allow extra time once rotation has
completed to finish writing and illustrations of own poem.
Have 2-3 students share the poems they created.

Assessment:
Original poems will be completed for the next day to be turned in, they
will be made into a class book.

Resources:
Proteacher.org
o Gave me the stations idea while studying poetry
o Writing on the window
Iowa CC standards to shape my lesson
Copy of Ground Squirrels By: Don Eulert
A Rainbow By: Donna Brock
Haiku books from the library

Lesson Plan Two: Writing

1st Grade Writing Unit

I.

II.

III.

IV.
V.

Lesson Overview:
Students will be going outside to have a better understanding of the
trees in the area. Through studying trees students will work on using
books for research, and putting facts into a writing and art piece.

Focus Common Core Standards:
Reading-
Know and use various text features (e.g., headings, tables of contents,
glossaries, electronic menus, icons) to locate key facts or information
in a text (RI.1.5).
With prompting and support, read informational texts appropriately
complex for grade 1 (RI.1.10).
Writing
Write informative/explanatory texts in which they name a topic,
supply some facts about the topic, and provide some sense of closure
(W.1.2).
Demonstrate command of the conventions of standard English
grammar and usage when writing or speaking (L.1.1).
Listening-
Ask and answer questions about key details in a text read aloud or
information presented orally or through other media (SL.1.2).
Speaking-
Ask and answer questions about key details in a text (RL.1.1).
Employ the full range of research-based comprehension strategies,
including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for
comprehension (RL.1.IA.1).

Objectives:
Students will demonstrate how to write using facts.
Students will be able to use books to identify the types of leaves and
trees they found around the school.
Students will use past knowledge to formulate strong questions.
Students will use their knowledge of books to locate the information
efficiently.

Essential Question:
How can you write using facts?

Procedures:
Have a class discussion on the different trees you have seen and
where. Similarities, differences, tree purpose? (RL.1.IA.1). Initiate
asking questions about the trees? (Ex: Is their anything you want to
learn about trees?) (RL.1.1).

VI.

VII.

Read The First Tree By: John Gile

o Have a short discussion on the book, review what was learned
from reading and what the students already knew (SL.1.2).
Take the whole class outside by the trees at the school; collect leaves
from different kinds of trees.
Activity
1.
Using the leaf books in the classroom identify what type of
trees the leaves come from.
2.
Students will pick one of the trees that they looked up to do
their writing assignment on. Students will use the table of
contents to help to locate their specific information needed
(RI.1.5).
3.
Students will collect facts from the books about their tree
(Write it down). Reading appropriate books for abilities
(RI.1.10).
a. Characteristics
b. Size and age they live to
c. What the trees produce
4.
Students will use construction paper with lines already on
the bottom, to do a final product. Their writing will include
the facts they learned about their tree. (W.1.2)
5.
Students will either draw a picture of their tree or will
shade their leaf on the top. (leaf is under the paper and
using the side of a crayon go over the top of the paper to get
the image).
6.
Students should get with a partner when they have finished
and share what they learned about their trees, switch
partners until most of the class has completed the project.
7.
Have 2-3 students share their work at the end of class.

Assessment:
The project will serve as the assessment for the day, will be evaluated on
(L.1.1).
o Staying on one topic
o Using capital letters to start the sentence
o Complete sentences

Resources:
The First Tree By: John Gile
Iowa CC standards to shape my lesson
Leaf identifying sheet
Level-appropriate books about trees

VIII.

IX.

X.

Lesson Plan Three: Co-Writers
1st Grade Writing Unit

Lesson Overview:
Students will be working with a partner to create their own story
filled with descriptive words and well-developed characters. This activity
will force students to work on their communication and teamwork skill in
order to be successful.

Focus Common Core Standards:
Reading
Use illustrations and details in a story to describe its characters,
setting, or events (RL.1.7).
Recognize the distinguishing features of a sentence (e.g., first word,
capitalization, ending punctuation) (RF.1.1a).
Writing
With guidance and support from adults, use a variety of digital tools
to produce and publish writing, including in collaboration with peers
(W.1.6).
Demonstrate command of the conventions of Standard English
capitalizations, punctuation, and spelling when writing (L.1.2).
Listening-
Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and
larger groups (SL.1.1).
Speaking-
Describe people, places, things, and events with relevant details,
expressing ideas and feelings clearly (SL.1.4).
Objectives:
a. Students will be able to work with a partner to write an original
story.
b. Students will be able to develop strong characters in their writing.
c. Students will use strong descriptive words to help create a detailed
mental image.

XI.

Essential Question:
What are the story components?

XII.

Procedures:
a. Read Cloudy With A Chance Of Meatballs By: Ronald Barrett. Discuss
the importance of using strong descriptive words to help the readers.
b. Read The Pain And The Great One By: Judy Blume. Example of two
distinct characters with very different personalities. Discuss the
importance of developing characters.
c. Quick review of how to fill out a storyboard as a whole class.
d. Students will be paired with the person that sits next to them.

e. Work together to come up with a storyboard (one of the three

options) including: (SL.1.4)
1. Minimum of 2 characters
2. Descriptive words
3. Detailed setting
4. Problem? Solution?
ii. Students can write about anything that they want, must be school
appropriate.
iii. Students work together to create a story, sharing their ideas and the
writing work (W.1.6) (SL.1.1).
iv. Teacher must approve storyboard before the students can begin to
write.
v. Students will write their story. When finished have another pair edit
the story (exchange work).
1. Focus on complete sentences, capitals and periods (RF.1.1a).
vi. Once edited story can be altered by the writers (SL.1.6).
vii. Practice reading the story together, partners reading off the different
characters.
viii. The students will type the stories later in the week and then
illustrations will be added to help in understanding (RL.1.7).

XIII.

XIV.

Assessment:
Students will be evaluated based on their stories.
o Descriptive words
o Minimum of two characters
Resources:
Three storyboard outlines
Cloudy With A Chance Of Meatballs By: Ronald Barrett
The Pain And The Great One By: Judy Blume