Beacon Lesson Plan Library

Nature Walk Poem

Cynthia Youngblood
Santa Rosa District Schools


Students write and share a poem after taking a -nature walk- for inspiration.


The student organizes information before writing according to the type and purpose of writing.

The student drafts and revises writing that -is focused, purposeful, reflects insight into the writing situation;-conveys a sense of completeness and wholeness with adherence to the main idea;-has an organizational pattern that provide for a logical progression of ideas;-has support that is substantial, specific, revelant, concrete, and/or illustrative;-demonstrates a commitment to and an involvement with the subject;-has clarity in presentation of ideas;uses creative writing strategies appropriate to the purpose of the paper;demonstrates a command of language (word choice) with freshness of expression;has varied sentence structure and sentences that are complete except when fragments are used and purposefully; andhas few, if any, convention errors in mechanics, usage, and punctuation.

The student selects and uses appropriate formats for writing, including narrative, persuasive, and expository formats, according to the intended audience, purpose, and occasion.

The student speaks for various occasions, audiences, and purposes, including conversations, discussions, projects, and informational, persuasive, or technical presentations.

The student uses literary devices and techniques in the comprehension and creation of written, oral, and visual communications.


-Nature poems by various poets


1. Select poetry about nature and makes copies for the class.
2. Make copies of evaluation form about nature and makes copies for the class.


1. Read poems by several poets who used nature as subjects for their poetry. (I use poems by Emily Dickinson, Robert Frost, and Carl Sandburg.)

2. Tell students that Robert Frost often took walks and found inspiration for his poetry in nature.

3. Ask students if they have ever done any writing someplace other than in their rooms or at school.

4. Tell students that their outside-of-class assignment is to go on a -nature walk- to seek inspiration for the writing of an original poem. Their walk can be in a place that has natural beauty, or it can be simply a walk in their neighborhood. Students are to take paper and pen so they can stop and write about the things they experience on their walk. They are to write down all the feelings that they have and the things that they perceive. They are to capture the atmosphere of the place by describing everything with sensory details: sights, sounds, smells, tastes, and touch. When they have finished their walk, they are to turn all of their notes into a poem. They might want to write their poem about one particular thing they noticed as they explored or about their overall experience on the walk.

5. Students orally share poems.

6. Collect poems and evaluate the poem.


Students should turn in their notes, a copy of the poem and then orally present the poem to the class. See attachment in the associated file to use for criteria for assessment.


Students could write a -Campus Poem-.

Attached Files

Nature Walk Poem Evaluation.     File Extension: pdf

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