How to Write an I AM Poem

Web-based Resource

How to Write an I AM Poem

Grade Levels

5th Grade, 6th Grade, 7th Grade, 8th Grade

Course, Subject

English Language Arts

Keywords

Related Academic Standards

CC.1.4.5.F CC.1.4.5.F

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.5.K CC.1.4.5.K

Write with an awareness of style. • Use sentences of varying length. • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CC.1.4.5.M CC.1.4.5.M

Write narratives to develop real or imagined experiences or events.

CC.1.4.5.N CC.1.4.5.N

Orient the reader by establishing a situation and introducing a narrator and/or characters.

CC.1.4.5.O CC.1.4.5.O

Use narrative techniques such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations; use concrete words and phrases and sensory details to convey experiences and events precisely.

CC.1.4.5.Q CC.1.4.5.Q

Write with an awareness of styles. • Use sentences of varying length. • Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

CC.1.4.6.F CC.1.4.6.F

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.6.K CC.1.4.6.K

Write with an awareness of the stylistic aspects of composition. • Use precise language and domain-specific vocabulary to inform about or explain the topic. • Use sentences of varying lengths and complexities. • Develop and maintain a consistent voice • Establish and maintain a formal style.

CC.1.4.6.M CC.1.4.6.M

Write narratives to develop real or imagined experiences or events.

CC.1.4.6.N CC.1.4.6.N

Engage and orient the reader by establishing a context and introducing a narrator and/or characters.

CC.1.4.6.O CC.1.4.6.O

Use narrative techniques such as dialogue, description, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

CC.1.4.6.Q CC.1.4.6.Q

Write with an awareness of the stylistic aspects of writing. • Vary sentence patterns for meaning, reader/listener interest, and style. • Use precise language. • Develop and maintain a consistent voice.

CC.1.4.7.F CC.1.4.7.F

Demonstrate a grade-appropriate command of the conventions of standard English grammar, usage, capitalization, punctuation, and spelling.

CC.1.4.7.K CC.1.4.7.K

CC.1.4.7.M CC.1.4.7.M

Write narratives to develop real or imagined experiences or events.

CC.1.4.7.N CC.1.4.7.N

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

CC.1.4.7.O CC.1.4.7.O

CC.1.4.7.Q CC.1.4.7.Q

Write with an awareness of the stylistic aspects of writing. • Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. • Use sentences of varying lengths and complexities • Use precise language. • Develop and maintain a consistent voice.

CC.1.4.8.M CC.1.4.8.M

Write narratives to develop real or imagined experiences or events.

CC.1.4.8.N CC.1.4.8.N

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters.

CC.1.4.8.O CC.1.4.8.O

Use narrative techniques such as dialogue, description, reflection, and pacing, to develop experiences, events, and/or characters; use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

E05.C.1.1.1 E05.C.1.1.1

Introduce a topic or text for the intended audience, state an opinion, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

E05.C.1.1.2 E05.C.1.1.2

Provide logically ordered reasons that are supported by facts and details.

E05.C.1.1.3 E05.C.1.1.3

Link opinion and reasons using words, phrases, and clauses (e.g., consequently, specifically).

E05.C.1.1.4 E05.C.1.1.4

Establish and maintain a formal style.

E05.C.1.1.5 E05.C.1.1.5

Provide a concluding section related to the opinion presented.

E05.C.1.2.1 E05.C.1.2.1

Introduce a topic for the intended audience, provide a general observation and focus, and group related information logically to support the writer’s purpose.

E05.C.1.2.2 E05.C.1.2.2

Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.

E05.C.1.2.3 E05.C.1.2.3

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

E05.C.1.2.4 E05.C.1.2.4

Use precise language and domain-specific vocabulary to inform about or explain the topic.

E05.C.1.2.5 E05.C.1.2.5

Establish and maintain a formal style.

E05.C.1.2.6 E05.C.1.2.6

Provide a concluding section related to the information or explanation presented.

E05.C.1.3.1 E05.C.1.3.1

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally to support the writer’s purpose.

E05.C.1.3.2 E05.C.1.3.2

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or to show the responses of characters to situations.

E05.C.1.3.3 E05.C.1.3.3

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

E05.C.1.3.4 E05.C.1.3.4

Use concrete words and phrases and sensory details to convey experiences and events precisely.

E05.C.1.3.5 E05.C.1.3.5

Provide a conclusion that follows from the narrated experiences or events.

E05.D.1.1.1 E05.D.1.1.1

Explain the function of conjunctions, prepositions, and interjections in general and their function in particular sentences.

E05.D.1.1.2 E05.D.1.1.2

Form and use the perfect verb tenses (e.g., I had walked; I have walked; I will have walked).

E05.D.1.1.3 E05.D.1.1.3

Use verb tense to convey various times, sequences, states, and conditions.

E05.D.1.1.4 E05.D.1.1.4

Recognize and correct inappropriate shifts in verb tense.

E05.D.1.1.5 E05.D.1.1.5

Use correlative conjunctions (e.g., either/or, neither/nor).

E05.D.1.1.6 E05.D.1.1.6

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

E05.D.1.1.7 E05.D.1.1.7

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

E05.D.1.1.8 E05.D.1.1.8

Ensure subject-verb and pronoun-antecedent agreement.

E05.D.1.2.1 E05.D.1.2.1

Use punctuation to separate items in a series.

E05.D.1.2.2 E05.D.1.2.2

Use a comma to separate an introductory element from the rest of the sentence.

E05.D.1.2.3 E05.D.1.2.3

Use a comma to set off the words yes and no (e.g., Yes, thank you), to set off a tag question from the rest of the sentence (e.g., It’s true, isn’t it?), and to indicate direct address (e.g., Is that you, Steve?).

E05.D.1.2.4 E05.D.1.2.4

Use underlining, quotation marks, or italics to indicate titles of works.

E05.D.1.2.5 E05.D.1.2.5

Spell grade-appropriate words correctly.

E05.D.2.1.1 E05.D.2.1.1

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style.

E05.D.2.1.2 E05.D.2.1.2

Choose words and phrases to convey ideas precisely.

E05.D.2.1.3 E05.D.2.1.3

Choose punctuation for effect.

E05.D.2.1.4 E05.D.2.1.4

Choose words and phrases for effect.

E05.E.1.1.1 E05.E.1.1.1

Introduce text(s) for the intended audience, state an opinion and/or topic, establish a situation, and create an organizational structure in which ideas are logically grouped to support the writer’s purpose.

E05.E.1.1.2 E05.E.1.1.2

Develop the analysis using a variety of evidence from text(s) to support claims, opinions, ideas, and inferences.

E05.E.1.1.3 E05.E.1.1.3

Link ideas within and across categories of information using words, phrases, and clauses (e.g., in contrast, especially).

E05.E.1.1.4 E05.E.1.1.4

Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E05.E.1.1.5 E05.E.1.1.5

Establish and maintain a formal style.

E05.E.1.1.6 E05.E.1.1.6

Provide a concluding section related to the analysis presented.

E06.C.1.1.1 E06.C.1.1.1

Introduce claim(s) for the intended audience and support the writer’s purpose by organizing the reasons and evidence.

E06.C.1.1.2 E06.C.1.1.2

Support claim(s) with clear reasons and relevant evidence, using credible sources and demonstrating an understanding of the topic or text.

E06.C.1.1.3 E06.C.1.1.3

Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons.

E06.C.1.1.4 E06.C.1.1.4

Establish and maintain a formal style.

E06.C.1.1.5 E06.C.1.1.5

Provide a concluding section that reinforces the claims and reasons presented.

E06.C.1.2.1 E06.C.1.2.1

Introduce a topic for the intended audience; organize ideas, concepts, and information using strategies such as definition, classification, compare/contrast, and cause/effect to support the writer’s purpose.

E06.C.1.2.2 E06.C.1.2.2

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

E06.C.1.2.3 E06.C.1.2.3

Use appropriate transitions to clarify the relationships among ideas and concepts.

E06.C.1.2.4 E06.C.1.2.4

Use precise language and domain-specific vocabulary to inform about or explain the topic.

E06.C.1.2.5 E06.C.1.2.5

Establish and maintain a formal style.

E06.C.1.2.6 E06.C.1.2.6

Provide a concluding section that follows from the information or explanation presented.

E06.C.1.3.1 E06.C.1.3.1

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically to support the writer’s purpose.

E06.C.1.3.2 E06.C.1.3.2

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

E06.C.1.3.3 E06.C.1.3.3

Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another.

E06.C.1.3.4 E06.C.1.3.4

Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events.

E06.C.1.3.5 E06.C.1.3.5

Provide a conclusion that follows from the narrated experiences or events.

E06.D.1.1.1 E06.D.1.1.1

Ensure that pronouns are in the proper case (i.e., subjective, objective, and possessive).

E06.D.1.1.2 E06.D.1.1.2

Use intensive pronouns (e.g., myself, ourselves).

E06.D.1.1.3 E06.D.1.1.3

Recognize and correct inappropriate shifts in pronoun number and person.

E06.D.1.1.4 E06.D.1.1.4

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

E06.D.1.1.5 E06.D.1.1.5

Recognize and correct inappropriate shifts in verb tense.

E06.D.1.1.6 E06.D.1.1.6

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

E06.D.1.1.7 E06.D.1.1.7

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

E06.D.1.1.8 E06.D.1.1.8

Ensure subject-verb and pronoun-antecedent agreement.

E06.D.1.2.1 E06.D.1.2.1

Use punctuation (e.g., commas, parentheses, dashes) to set off nonrestrictive/parenthetical elements.

E06.D.1.2.2 E06.D.1.2.2

Spell correctly.

E06.D.1.2.3 E06.D.1.2.3

Use punctuation to separate items in a series.

E06.D.2.1.1 E06.D.2.1.1

Vary sentence patterns for meaning, reader/listener interest, and style.

E06.D.2.1.2 E06.D.2.1.2

Maintain consistency in style and tone.

E06.D.2.1.3 E06.D.2.1.3

Choose words and phrases to convey ideas precisely.

E06.D.2.1.4 E06.D.2.1.4

Choose punctuation for effect.

E06.D.2.1.5 E06.D.2.1.5

Choose words and phrases for effect.

E06.E.1.1.1 E06.E.1.1.1

E06.E.1.1.2 E06.E.1.1.2

Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s).

E06.E.1.1.3 E06.E.1.1.3

Use appropriate transitions to clarify the relationships among ideas and concepts.

E06.E.1.1.4 E06.E.1.1.4

Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E06.E.1.1.5 E06.E.1.1.5

Establish and maintain a formal style.

E06.E.1.1.6 E06.E.1.1.6

Provide a concluding section that follows from the analysis presented.

E07.C.1.1.1 E07.C.1.1.1

Introduce claim(s) for the intended audience, acknowledge alternate or opposing claims, and support the writer’s purpose by logically organizing the reasons and evidence.

E07.C.1.1.2 E07.C.1.1.2

Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

E07.C.1.1.3 E07.C.1.1.3

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.

E07.C.1.1.4 E07.C.1.1.4

Establish and maintain a formal style.

E07.C.1.1.5 E07.C.1.1.5

Provide a concluding section that reinforces the claims and reasons presented.

E07.C.1.2.1 E07.C.1.2.1

Introduce a topic for the intended audience and preview what is to follow; organize ideas, concepts, and information using strategies such as definition, classification, compare/contrast, and cause/effect to support the writer’s purpose.

E07.C.1.2.2 E07.C.1.2.2

Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.

E07.C.1.2.3 E07.C.1.2.3

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

E07.C.1.2.4 E07.C.1.2.4

Use precise language and domain-specific vocabulary to inform about or explain the topic.

E07.C.1.2.5 E07.C.1.2.5

Establish and maintain a formal style.

E07.C.1.2.6 E07.C.1.2.6

Provide a concluding section that follows from and supports the information or explanation presented.

E07.C.1.3.1 E07.C.1.3.1

E07.C.1.3.2 E07.C.1.3.2

Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.

E07.C.1.3.3 E07.C.1.3.3

Use a variety of transitional words, phrases, and clauses to convey sequence and to signal shifts from one time frame or setting to another.

E07.C.1.3.4 E07.C.1.3.4

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

E07.C.1.3.5 E07.C.1.3.5

Provide a conclusion that follows from and reflects on the narrated experiences or events.

E07.D.1.1.1 E07.D.1.1.1

Explain the function of phrases and clauses in general and their function in specific sentences.

E07.D.1.1.2 E07.D.1.1.2

Choose among simple, compound, complex, and compound-complex sentences to signal differing relationships among ideas.

E07.D.1.1.3 E07.D.1.1.3

Place phrases and clauses within a sentence, recognizing and correcting misplaced and dangling modifiers.

E07.D.1.1.4 E07.D.1.1.4

Recognize and correct inappropriate shifts in pronoun number and person.

E07.D.1.1.5 E07.D.1.1.5

Recognize and correct vague pronouns (i.e., ones with unclear or ambiguous antecedents).

E07.D.1.1.6 E07.D.1.1.6

Recognize and correct inappropriate shifts in verb tense.

E07.D.1.1.7 E07.D.1.1.7

Produce complete sentences, recognizing and correcting inappropriate fragments and run-on sentences.

E07.D.1.1.8 E07.D.1.1.8

Correctly use frequently confused words (e.g., to, too, two; there, their, they’re).

E07.D.1.1.9 E07.D.1.1.9

Ensure subject-verb and pronoun-antecedent agreement.

E07.D.1.2.1 E07.D.1.2.1

Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt).

E07.D.1.2.2 E07.D.1.2.2

Spell correctly.

E07.D.1.2.3 E07.D.1.2.3

Use punctuation (commas, parentheses, and dashes) to set off nonrestrictive/parenthetical elements.

E07.D.1.2.4 E07.D.1.2.4

Use punctuation to separate items in a series.

E07.D.2.1.1 E07.D.2.1.1

Choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy.

E07.D.2.1.2 E07.D.2.1.2

Vary sentence patterns for meaning, reader/listener interest, and style.

E07.D.2.1.3 E07.D.2.1.3

Maintain consistency in style and tone.

E07.D.2.1.4 E07.D.2.1.4

Choose punctuation for effect.

E07.D.2.1.5 E07.D.2.1.5

Choose words and phrases for effect.

E07.E.1.1.1 E07.E.1.1.1

E07.E.1.1.2 E07.E.1.1.2

Develop the analysis using relevant evidence from text(s) to support claims, opinions, ideas, and inferences and demonstrating an understanding of the text(s).

E07.E.1.1.3 E07.E.1.1.3

Use appropriate transitions to create cohesion and clarify the relationships among ideas and concepts.

E07.E.1.1.4 E07.E.1.1.4

Use precise language and domain-specific vocabulary to inform about or explain the topic and/or convey the experience and events.

E07.E.1.1.5 E07.E.1.1.5

Establish and maintain a formal style.

E07.E.1.1.6 E07.E.1.1.6

Provide a concluding section that follows from and supports the analysis presented.

E08.C.1.3.1 E08.C.1.3.1

E08.C.1.3.2 E08.C.1.3.2

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

E08.C.1.3.3 E08.C.1.3.3

Use a variety of transitional words, phrases, and clauses to convey sequence, to signal shifts from one time frame or setting to another, and to show the relationships among experiences and events.

E08.C.1.3.4 E08.C.1.3.4

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

E08.C.1.3.5 E08.C.1.3.5

Provide a conclusion that follows from and reflects on the narrated experiences or events.

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Description

This site contains two methods for writing I AM poems. These poems are good icebreakers for the beginning of the year.

Can Teach

Date Published

September 22, 2009

How to Write an I AM Poem

Web-based Resource

How to Write an I AM Poem

Grade Levels

Course, Subject

Keywords

Description

Date Published

Insert Template

Information