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 support, 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 Terms:
Shape poem, castle, fish, cake, popsicle, ice cream
General Academic: Cross-Curricular Terms/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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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. Ill show you a

shape poem and well see if your
guesses were correct. This is exciting
because shape poems are very different
from all the other poems weve 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

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 poems 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

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 youre 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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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.

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/