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POETRY JOURNAL | SENSORY POEMS MADE EASY

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POETRY JOURNAL | SENSORY POEMS MADE EASY

This document provides a Poetry Journal that is used to teach students how to write multiple poems using their five senses.


DIRECTIONS

Print a journal for each learner (use the girl or boy covers if desired). Follow the instruction for each poem. Some poems will be completed together as a class and others are to be completed independently with teacher guidance as needed. All the poems are introducing students to poetry and focus on using their five senses. Compile all of the poems and have learners share their favorite.


THIS RESOURCE INCLUDES

My Squiggle:

Students make a squiggle above the poem and write a poem about their squiggle. What does it look like? What is happening in your squiggle?

Action:

Pick an animal or object and write only action words on the lines to tell you what it is doing.

My Five Senses:

Complete one line each day for the senses poems. Students pick a topic (ex. a baseball game, a carnival, the beach, etc.).

The Animal:

Read the poem below aloud. Then as a class pick an animal to make a new sound for. Make a class poem and then have each student make their own.

My Animal:

Bring a stuffed animal to school and complete the poem together as a class.

Name:

The students can then complete the Me poem on their own.

Smell:

Make a list of smells together as a class (ex. stinky, sweet, etc.), pick a smell and complete the poem together.

CHIPS:

Have learners taste chips and complete the chips acronym together as a class using words to describe the chips. Then have the students pick their own food and make their own acronym.

With a Snake:

Together as a class use the lines to write what it would feel like to ride on the back of a snake.

If I Were A…

They think about how that object feels and completes the poem.

Blank Template:

Students create their own original poem.


LEARNING STANDARDS INCLUDED IN THIS RESOURCE

Common Core Standards

Language Arts

L.K.1b
Use frequently occurring nouns and verbs.
L.K.5d
Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings.
RL.K.5
Recognize common types of texts (e.g., storybooks, poems).
W.K.3
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Texas Essential of Knowledge and Skill

Language Arts

LA.K.5.D
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to: create mental images to deepen understanding with adult assistance
LA.K.6.A
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: describe personal connections to a variety of sources
LA.K.6.B
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: provide an oral, pictorial, or written response to a text
LA.K.6.E
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to: interact with sources in meaningful ways such as illustrating or writing
LA.K.10.B
Composition: listening, speaking, reading, writing, and thinking using multiple texts–writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to: develop drafts in oral, pictorial, or written form by organizing ideas.

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