Jasmine Fayez

Language Arts Lesson Plan

Seeing With Poets Eyes.
Preface: This lesson plan, which focuses on focusing on seeing with poets eyes, is for a first
grade class. According to the New York State and City curriculum frameworks students should
Standard 1: Students will read, write, listen, and speak for information and understanding. They
should participate in activities before, during and after reading. Students should use reading,
writing, listening and speaking to work and play with others and expand their knowledge
(Cross-Curricular Participation). Standard 2: Students will read, write, listen, and speak for
literary response and expression.

I. Objectives
A. The students will understand the difference between thinking like a scientist and
thinking like a poet.
1. After reading a poem the students will observe a variety of objects
2. After reading a poem the students will create a class poem
II. Implementation/Facilitation
A. Motivators
1. Students will create a class poem
2. Students will turn and tell their partners what they saw through their poet
goggles
B. Method
1. I will explain to the students how to think like poets: poet goggles
2. I will explain the difference of thinking like poets and thinking like scientists..
3. I will use a pencil sharpener as an example. First describing it like a scientist.
4. I will then read the poem pencil sharpener by Zoe Ryder White.
5. I will instruct students to put on their scientist goggles and describe the
ceiling.
6. I will record students observations on a chart
7. I will show students an example of how Zoe Ryder White saw the ceiling with
her poet goggles
8. I will instruct students to put on their poet goggles and describe the ceiling.
9. I will instruct students to turn and tell their partner what they ceiling looked
like through their poet eyes.
10. I will record and create students observations into a class poem.
Grouping: The students will be seated at the carpet for this part of the lesson.
11. I will explain to students that in poems we see the world in different ways and
today were going to see our classroom in new ways as poets.
12. I will instruct students to pick an object around the classroom and write how it
looks as a scientist and how it looks as a poet.
Grouping: The students will be seated around the room in front of their
desired objects.
13. I will call a group of students back to the carpet to conference them about
their poetry.
Grouping: The students will be seated at the carpet for this part of the lesson.


C. Student Activities
1. The students will listen as I explain how to think like a poet with poet
goggles
2. The students will listen as describe the difference of thinking like a scientists
and thinking like a poet through the pencil sharpener example.
3. The students will put on their scientist goggles and describe the ceiling
4. The students will share their observations
5. The students will listen as I explain how Zoe Ryder White saw the ceiling.
6. The students will put on their poet goggles and view the ceiling.
7. The students share their observations with their partner and with the class.
8. Grouping: The students will be seated at the carpet for this part of the lesson.
9. Students will pick an object around the classroom to describe as a scientist
and a poet.
10. Some students will be called to the back of the room for conferencing
Grouping: The students will be seated around the room at their desired
objects.

Strategies
-Teacher demonstration
-Cooperative learning
-Group discussion
-Direct instruction

Materials
-Chart paper
-Pencil Sharpener
- Pencil Sharpener by Zoe Ryder White
- Ceiling by Zoe Ryder White
- Worksheet


III. Assessment
A. Students will create a class poem at the carpet
B. Students will fill in a worksheet about thinking like a scientists/Poet
C. Some students will be individually assessed through conferencing