ALEX Lesson Plan


Are You Jumping for Joy or Pitching a Fit?

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  This lesson provided by:  
Author:Christy Harrell
System: Opp City
School: Opp Elementary School
  General Lesson Information  
Lesson Plan ID: 33155


Are You Jumping for Joy or Pitching a Fit?


What makes you jump?  When someone scares you?  When you are fuming mad? When you are excited about scoring a goal?  In this lesson, students will explore all the reasons that make us jump.  The students will write a poem about a time they jumped and make a simple collage of themselves jumping. 

This is a College- and Career-Ready Standards showcase lesson plan.

 Associated Standards and Objectives 
Content Standard(s):
CE (K-12)
10. Self-control
CE (K-12)
22. Creativity
ELA2015 (1)
24. Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure. [W.1.1]
a. Write simple poems addressing a topic. (Alabama)
ELA2015 (1)
35. Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings. [SL.1.5]
ELA2015 (2)
22. Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section. [W.2.1]
a. Write free verse poetry to express ideas. (Alabama)
ELA2015 (2)
33. Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of experiences when appropriate to clarify ideas, thoughts, and feelings. [SL.2.5]

Local/National Standards:


Primary Learning Objective(s):

The students will write free verse poetry to express feelings.

Additional Learning Objective(s):

Students will add a visual display to clarify their feelings related to their poem.  Speaking audibly, students will share their poem with the class. 

 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

When Sophie Gets Angry - Really, Really Angry... by Molly Bang

Construction paper in various colors




thin markers

attached Poem Rubric (one per student)

Technology Resources Needed:

Additional Activities

Book Online

Computer with Internet access (if you don't have book)

Digital Projector or Interactive Whiteboard (if you don't have book)


Get the book or check website to make sure it is still accessible.

Gather various colors of construction paper.

Make a copy of the attached Poem Rubric (one per student)



1.  Ask students to turn and talk to a partner about a time they jumped.  Share ideas with class and list on board. Examples:  jumping rope, playing basketball, dancing, cheering, jumping over something, jumping into a pool, playing hopscotch.

2.  Read When Sophie Gets Angry - Really, Really Angry... by Molly Bang (Book Online).  Revisit the page that reads "She kicks.  She screams. She wants to smash the world to smithereens." 

3.  Lead students in a discussion about jumping when we are mad.  Ask a student to demonstrate what that might look like.  Call attention to the way the legs and arms are positioned when you jump.  Look at Sophie's arms and legs in the book.

Developmental Activity

4.  Create a list of synonyms for the word "jump".  Examples:  bound, leap, hop, skip, soar, shoot, fly. 

5.  Tell students that they will create a free verse poem about a time they jumped.  Revisit the list of reasons we jump and add any new ideas. 

6.  Review the elements of a free verse poem (doesn't have to rhyme, can be in phrases instead of complete sentences, words may be repeated for emphasis, etc.). 

7.  Allow students time to talk with a partner about their ideas.  Encourage them to write their thoughts down as soon as they think of an idea.  Choose their best idea. Remember the feelings they felt while they were jumping.  Ask them to incorporate these feeling into their poem.  After poem is complete, read it to their partner for proofing.

Art Steps: (an example can be found in attachments)

8.  Distribute construction paper of various colors.  Students will cut shapes to make the different parts of the body.  Demonstrate how to position the shapes on the white paper to create a figure.  Explain that they should move the pieces around to create different positions and find the one they like best before gluing.  Use thin markers to add facial features.  Students will also use construction paper to add details such as a basketball, clouds, grass, etc.

Culminating Activity

9.  Students will rewrite their poem onto their collage paper.  Students will share their poem and artwork with the class.

Extension Activity

9.  Reread the book When Sophie Gets Angry - Really, Really Angry.  Have a discussion about how Sophie dealt with her anger. 

10.  Make a T-Chart of appropriate and inappropriate ways to deal with anger.  Discuss the concept of self-control.  Additional extension activities can be found at Additional Activities.

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Assessment Strategies

Teacher observation

Student participation during discussions

Rubric for poetry and artwork (attached)


Students who excel at poetry writing may write and publish additional poems.  Students could also be allowed to type their poems using a word processor.


Students who struggle with ideas or writing poetry will work with teacher individually or in small groups to encourage creativity and confidence.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.