1st Grade Folk Tale Poetry Project

So I've decided to create a poetry unit for my wonderful friend Erica and her first graders for my class project. After speaking to her about what she needs and is looking for, it has been decided that the project will be about folk tales. Johnny Appleseed and Paul Bunyan in particular, mostly because her students have already been briefly exposed to these tales allowing us to delve a little deeper into the stories.

Because we live in two different cities nearly two hours apart, most of our communication will be through e-mail, on-line chats, telephone, and possibly even this blog. Also, because of this inconvenience of meeting, discussing, and exchanging material objects for the lessons I would like to incorporate, I have decided to attempt at trying to create an interactive unit of lessons using the smart board she has in her classroom. Though some of the lessons may not be dependent on technology, all of the lessons will be linked through one PowerPoint.

This may sound complicating, but, in my mind, it will be a whole web of lessons and activities with extra ideas in the "back" if she chooses to continue or change any part of the lesson. Of course, any deviations made do not necessarily have to include my own work, but of her ideas and lessons as well. After all, it's best that we learn from each other. She a first year teacher, and, me, well, a grad student yet with a class of her own.

Though I haven't planned the unit out completely just yet, I do have ideas for her first graders. And let me just say beforehand, this is in no particular order. A very rough rough-draft, if you will.

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A Character Poem
After much discussion of the main characters in each story, the students will create a "character poem" about a character. This will basically be a concrete poem shaped like the character being described. Unless these students have already been exposed to concrete poems, which it seems they have not, then I would recommend the teacher create a class character poem with the first story introduced, which would be Johnny Appleseed in this case. Also, if the students are to create a character poem of their own, then I would also recommend implementing the class lesson towards the end of the Johnny Appleseed unit, so the students can create one for Paul Bunyan at the beginning of the next unit.

Random thought: What if the students were exposed to various folktales and were to choose the character they liked the most to create a character poem? Would this be too much information in a short period of time and cause more chaos in the classroom? After all, there is only one teacher. Hmm... How can this be done and still be poetically challenging and engaging?

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List Poems
The idea of first graders and list poems seem to go hand in hand. You have such a range of writers in the classroom, from the "still learning to hold the pencil correctly" to the "dotting the i's and crossing the t's". List poems are a great way to challenge all of the learners in the learners in your classroom while still encouraging their independent writing. A great way to create a list poem is to focus on a part of speech. Since Erica mentioned their review of adjectives, having the students create poems based on describing words in the story would be great.

Create a poem about

• how the character was described in the story.
• what words were used that made a possibly true story into a folktale. (This one might be difficult. Remember rough rough-draft.)
• what items you think Johnny Appleseed or Paul Bunyan had with them at all times.
  

Random thought: I love the last idea because you could make an original list of items and then add adjectives before the items for the poem. Ex. pot → big shiny pot

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Performance Poetry
This activity would best be used as a poetry center. In this center, the teacher would have pieces of poetry the students can read independently or with a partner. Two -voice poems would be great for this activity because it distinctly gives a voice to each child in the group. In fact, the students could even pair up for this activity. At the end of the lesson, the students can perform their poems to the class at the made-up "stage" in the classroom. The poems could be two voice poems between Johnny Appleseed and any other characters in his story, and Paul Bunyan and other ax-men. It'd be great if the teacher had a pot and fake cardboard ax as props for the kids.

This activity is great for building fluency.

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Random thought: How awesome would it be if you could plant something as a class or have each child plant something to take home and share? Kind of like the story behind Johnny Appleseed and how he shared his apples and was a giving person?

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Limerick Poems
These poems would be great for the teacher to read to the students and have them guess what is being described. For example,

There was once a fruit up high
that was very delicious in pie
He wore a red suit
looking so very cute
And didn't even have to try.

What fruit do you think this poem is about?

If the students really catch on to this, then it would be great to pass this activity on to them. Because having them have to rhyme and watch the rhythm will be hard, simplify the instructions for them.

1. Think of a someone, place, or thing.
2. Think of 3 sentences about that thing. Remember, do NOT say what it is!
3. Ask "What/who/where is it?"

This could be a fun game the kids would really love and creating poems describing at the same time!

Poetry Project Guidelines

Plan for a minimum of 10 hours. I suspect once you get involved you’ll want to do more! This could be a two-to-four week unit, or poetry spread across the semester. You can focus on reading/writing poetry for its own sake in a poetry/writing workshop, or integrate it in the study of content such as science or social studies.

These are areas I’d like for you to think seriously about as you plan, implement, and reflect on your teaching (and your students’ learning) during your poetry project. You and I will use these points in evaluating your project.

Creativity and Educational Value:
· Plans incorporate multiple strategies from our textbooks, articles, your independent reading, and class learning activities and discussions
· Plans are creative – that is they show your own ideas brought to bear on what you are learning from our texts and each other – but not just “cute.” Creativity must serve the educational value by engaging students in meaningful learning.
· Plans involve reading and writing of poetry. They may also involve content in another subject area, e.g., Social Studies.

Thoroughness & Appropriateness:
· Plans have enough information that a sub could use them (purpose or goal, poems and other materials, sequence of instruction, Universal Design adaptations up front or in each lesson, assessment if needed)
· There should be a plan for every day. The best plans are cohesive across lessons, so show that connection, and be specific about each day (don’t just say “continue imagery lesson”).
· Plans can and should change based on what happens each day – who how you are building on student needs and interests.
· Plans are culturally relevant and age appropriate.
· Plans explicitly apply Universal Design for Diverse Learners in ways appropriate for the learners in your classroom.

Quality of Poetry Selections:
· Include copies (with references) of all poems you use – this will be a great resource for you.
· The poetry should be carefully selected for
o Your intended use (e.g., what you are trying to teach)
o Your grade level
o Culturally diversity – whether your classroom is diverse or not

Quality of Reflection on Teaching and Learning
· Write in detail about each lesson – how did it go? How did you make on-the-spot adaptations? Be as specific as possible – not “It went well.”
· Write about student learning and response – what engaged them? What didn’t? What were some of the student responses (oral or written) of particular interest? What needs did you see that you can meet in better ways? What insights or areas of growth do you want to celebrate with students when you teach the next lesson?
· How will you plan the next lesson, based on what you learned from reflecting on this one?
· What would you do differently next time you teach a similar lesson?

Professional Writing:
· Your project is carefully edited and looks professional.
· You are proud of it!

Just as your responsibility and joy this semester is in supporting students as they discover the power and personal fulfillment of becoming readers and writers of poetry, my responsibility and joy is in supporting you. Feel free to send me lesson plans and/or reflections for feedback early on. Use your pedagogy groups or the email list to brainstorm ideas – teaching is not a solitary profession, but a collaborative one at its best.

And most importantly, have fun. Poetry should be one of the highlights of the day – it is language play, it is all kinds of emotions, it is deeply personal and universal. Enjoy!

(Written by Dr. Jo Beth Allen)