January 16-20, 2012
Linda Ball
First Grade Writing
Title/Topic: Winter Poetry
Objectives: Students will read and write a variety of poems with winter themes.
Standards:
RL 1.4 Identify words and phrases in stories or poems that suggest feelings or appeal to the senses.
RL 1.10 With prompting and support, read prose and poetry of appropriate complexity for grade 1.
RF 1.4 Read with sufficient accuracy and fluency to support comprehension.
a. Read on-level text with purpose and understanding.
b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings.
L 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
f. Use frequently occurring adjectives.
L 1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
b. Use end punctuation for sentences.
d. Use conventional spelling for words with common spelling patterns and for frequently
occurring irregular words.
e. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.
Materials: Several books of winter poems, we used:
Winter Eyes by Douglas Florian; Winter Poems by Barbara Rogasky; and Snow, Snow: Winter Poems for
Children by Jane Yolen.
Anchor charts for winter words and senses; blank poem formats (examples follow), general classroom
supplies.
Activities: After reading aloud several winter themed poems, have students brainstorm “winter” words
for an anchor chart.
a.
Show children blank format for “1, 2, 3, 2, 1” poem and explain that they need to fill in the
blanks to create their own poem.
b. Show children blank format for “Senses” poem and explain that they need to fill in the blanks to
create their own poem.
c. Show children blank format for acrostic poem and explain that they need to fill in the blanks to
create their own poems.
Format a:
Winter is _____.
Winter is _____ and _____.
Winter is _____, _____, and _____.
Winter is _____ and _____.
Winter is _____.
Format b:
Winter looks like _____.
Winter smells like _____.
Winter tastes like _____.
Winter sounds like _____.
Winter feels like _____.
Format c:
W
I
N
T
E
R
After writing each poem, children will share their poems with a partner, making suggestions for
improvements before sharing with the class.
Assessment: Children will be assessed based on participation, accuracy and creativity. These poems will
be added to the writing portfolios.