Pizza Poem

Introductory Creative Writing Lesson Plan

Author: Briette Peterson Date created: 8/24/2012

VITAL INFORMATION
Subject(s) Topic or Unit of Study Grade Level Standards Creative Writing Poems K-2

Kindergarten: Narrative Analysis of Grade-Level-Appropriate Text 3.1 Distinguish fantasy from realistic text. 3.2 Identify types of everyday print materials (e.g., storybooks, poems, newspapers, signs, labels). 1.2 Share information and ideas, speaking audibly in complete, coherent sentences Frist Grade: Organization and Focus 1.1 Select a focus when writing. 1.2 Use descriptive words when writing Penmanship 1.3 Print legibly and space letters, words, and sentences appropriately. 2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details. 2.2 Write brief expository descriptions of a real object, person, place, or event, using sensory details. Second Grade:
Organization and Focus Group related ideas and maintain a consistent focus. Penmanship 1.2 Create readable documents with legible handwriting.

Lesson Summary

This project-based lesson with encompass one class

period. The end goal of the project-based lesson: Students will: 1. Be introduced to Poems with an emphasis on flow and rhyming words. 2. Bubble-map descriptive words on the board (teacher will write the words) 3. Create their individual pizza by cutting and gluing paper together to form a pizza. 4. Create a pizza poem including 4 descriptive words on their individual pizza poems. Students will display their Pizza Poems for all to see. Lesson Objectives Actively listen to Pizza Poem Actively discuss Aspects of a Poem Bubble Map descriptive words Create Pizza Poem Lesson Length: 20 minutes The rest of the class period will be dedicated to individual Pizza Poem creation. This lesson is appropriate for the beginning of a creative writing unit. These students have just started school and need to be introduced and inspired to write creatively. This lesson will set the foundation for deepening skills in creative writing.

Time Allotment and context

IMPLEMENTATION
Instructional Format/ Model Anticipatory Set: Students will be on ABC carpet (crisscross applesauce). Capture of students attention by asking, WHO LIKES EATING PIZZA? Students use their senses and pretend to hold, see, and taste their pizza. Students are then encouraged to share with their shoulder partner all the qualities of their Pizza, (i.e. texture, Smell, what ingredients are on it, etc). Modeling: Teacher will model how to read a poem, while holding pretend pizza teacher will describe her pizza by using descriptive words (i.e. Huge stuffed crust, lots of vegetables on it, etc.). She will then write on the board some of those descriptive words she just shared with the class. Shared practice:

While walking the room, holding her pretend pizza, the teacher will address each table and ask for one descriptive word that describes their Pizza. After the students have watched the teacher model how to describe a pizza they will then, with the permission of the teacher, come up with 5 descriptive words, describing their pizza, as a cooperative group. The teacher will then ask each group to share their 5 descriptive words with the class. Check for understanding: The teacher will then address the whole class again and ask, What is a descriptive word? Students will then raise their hands and explain what a descriptive word is, based on the direct instruction just given by the teacher. Independent practice: The teacher will then instruct each student to look at their supplies on the table (paper-parts of a pizza). The teacher will then instruct each student to, individually, glue their pizza together and write 4 descriptive words about their pizza. The teacher will be walking the room and checking each students progress while they are creating their list of words to describe their pizza (teacher will write the words for the kinder students and assist the older students when necessary. Closure: The teacher will praise each student for creatively working hard to make their list of descriptive words. They should all be made to feel as though they succeeded. This creative writing exercise is to prompt students belief in their ability to think creatively.

Student Grouping

Students will be seated at the ABC carpet for the majority of the direct instruction, and also in groups for cooperative learning. Independently writing descriptive words and making their Pizza will be completed at their desks. For those students who are struggling with independently writing descriptive words the teacher will pull those students over and meet with small groups to give further assistance.

Differentiated Instruction

This will help these students feel more confidence in their capabilities and also provide additional guidance.

MATERIALS AND RESOURCES

Materials/Resources Parts of a pizza (paper previously cut out and ready to glue) Pencil, scissors, glue. Technology/ Web Resources Teacher will explain that their work will be displayed on the class blog www.mrsawesomepeterson.com

ASSESSMENTS
Assessment/Rubrics Teacher will assess students based on the requirements listed in the lesson Attentive listening Cooperative group work 4 descriptive words Constructing their own pizza poem