Lesson Title:
Name:
Poetry – Bio Poems
Alysha Honan
Lesson #
Subject:
3
Date:
Language Arts
November 4, 2015
Grade(s):
4/5
Rationale:
To teach students how to write descriptive poems about themselves. This will cause students to enter into deeper
thought about what who they are.
Prescribed Learning Outcome(s):
C3: Write a variety of imaginative writing modelled from literature, featuring::
well‐developed ideas through the use of supporting details, especially interesting sensory detail
Instructional Objective(s):
The students will be able to:
create descriptions of themselves using poetry
follow the general format of the Bio Poem
Prerequisite Concepts and Skills: none
Materials and Resources:
Teacher
-
Students
Bio Poem worksheets
Bio Poem example
Bio Poem Example written on board
Pencil Crayons
Smartboard/whiteworad
Lesson Activities:
Teacher Activities
Student Activities
Introduction (anticipatory set):
Time
1 min
The teacher will begin by saying that today the class
will continue to look at different types of poetry and
that they will get to be a little bit selfish in their writing
because they’ll be writing about themselves.
Body:
3 mins
Direct Instruction:
The teacher will say “Today I’m going to teach you
about Bio Poems. Hands up, who can tell me what
“bio” means?
The students will raise their hands and respond to
the questions posed by the teacher when called
upon.
“Great ideas! Bio is actually a prefix, letters that you
add to a root word to change its meaning, and the
prefix bio has to do with life or living things.”
“Can you think of any words that start with bio-?”
Teacher will explain the meaning of each word and
how they are related to “life”.
The students will again raise their hands if they have
an answer and share when the teacher calls on
them.
Teacher will tell students they are writing bio poems
and ask them if anyone knows what a bio poem would
be about.
The students will raise their hands and respond to
the questions posed by the teacher when called
Page 1 of 6
upon.
Teacher explains that a bio poem is an 11 lined poem
written about a person and that the students would be
writing the poems about themselves.
“Now that you know what a Bio Poem is I’m going to
show you an example, we’ll go through the different
parts and then you’ll write your own.”
Guided Practice:
Teacher shows class and reads Bio Poem example
on board.
5 mins
Students will listen to teacher reading poem.
Teacher goes thru each line in poem and describes
how to write each line (ie. Using adjectives etc).
The teacher will ask for students to raise their hands if
they have comments or question as they go thru the
poem.
Students will raise hands if they have answer,
questions, or comments about how to write the
poem.
Independent Practice:
The teacher will then say, “Now you will each write
your own Bio Poem about yourselves. Like last week,
with the emotion poems, you’ll write out a rough copy
using the worksheet, then a good copy on another
piece of paper. After that, what I’d like you to do is
draw a picture or a symbol of something in the corner
that you think best represents you. On mine I drew a
Christmas tree because I love Christmas and most
people who know me know that Christmas means a
lot to me.”
15 - 20
mins
Students will work individually to create their own Bio
Poem.
“ So again, write your rough copy on the worksheet,
then transfer it to a good copy, and then draw a
picture or symbol that represents you.”
The teacher will hand out the worksheets by giving
them to one student from each row up and having
them pass the worksheets out to their row.
One student from each row will hand out worksheets
to others in his/her row.
Closure:
5 mins
The teacher will then ask if any students would like to
share some of their work. The teacher will choose one
student at a time (up to 3) and each will come to the
front, or stand at their desk, and recite their work. The
teacher will encourage students to applaud for their
peers work.
Students will volunteer to share their work by raising
their hand. If called up the student will go to the front
of the class to read their work out loud.
The teacher will collect their work by telling students
to hand it in to the yellow hand-in bin.
The students will hand in their completed poems into
the yellow hand in bin.
The rest of the class will applaud the sharing
students by clapping after each one has finished.
Universal Design for Learning (UDL) and Differentiated Instruction (DI):
The teacher may need to read the poem slowly and may need to reiterate instructions to some students as the lesson
goes on to keep them on track. Some students may catch on to describing themselves quickly whereas others may
need some one-on-one assistance.
Organizational Strategies:
Page 2 of 6
The teacher will have written Emotion Poem Example on the board before class. The teacher will hand out worksheets
by having a representative from each row come up and get worksheets for their row and hand them out. The teacher
will tell students they must do their work independently but may bounce ideas off their neighbor quietly.
Behavioural Management Strategies:
Before doing the worksheet the teacher will be very clear in explaining that the students keep their voices at an inside
level and are only communicating with their neighbor for ideas. For students who finish early the teacher may assign
them extra activities such as making up additional poems. For students who struggle to stay on task during the
Independent Practice, the teacher will ask them engaging questions about their own work. The teacher will get the
students attention by raising his/her hand and counting down from 5.
Assessment and Evaluation:
As a general assessment, the teacher will circle the room listening to students work to make up lines on the worksheet.
More formally, the teacher will collect worksheets and mark them. When marking, the teacher will mark poems by using
encouraging and constructive comments.
Page 3 of 6
Alysha
Intelligent, Funny, Joyful, Generous
Sister of Michelle and Jennifer
Lover of shopping, soccer, Christmas
Who feels loved when people say encouraging things to her
Who needs hugs, time alone, chocolate
Who gives love, gifts, encouragement
Who fears spiders, snakes, heights
Who would like to see Germany, the Eiffel tower, Ireland
Resident of Kamloops, BC, Canada
Honan
Page 4 of 6
BIO POEM
________________________________________
(first name)
____________________________________________________________
(4 adjectives to describe you)
Son/Daughter or Sister/Brother of __________________________________
(pick one)
(name mother/father/sister/brother)
Lover of ______________________________________________________
(three things you love)
Who feels __________________ when _____________________________
(emotion)
(when you do feel that emotion?)
Who needs ___________________________________________________
(three things you need)
Who gives _______________________________________________________
(three things you give)
Who fears _______________________________________________________
(three things you fear)
Who would like to see ______________________________________________
(three things or places you’d like to see)
Resident of _____________________________________________
(your city, province, country)
___________________________________
(last name)
Page 5 of 6
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Page 6 of 6