Beacon Lesson Plan Library

Blowing Kisses

Jeanne Barber-Morris
Santa Rosa District Schools


Fifth Grade students thank their mothers (grandmothers, aunts, god-mothers, etc.) for their first breath of life. Activities are pre-writing, designing a poem form, and making a card.


The student uses a variety of strategies to prepare for writing (for example, brainstorming, making lists, mapping, outlining, grouping related ideas, using graphic organizers, taking notes).

The student establishes a purpose for writing (including but not limited to informing, entertaining, explaining).

The student understands the distinguishing features of literary texts (for example, fiction, drama, poetry, folktales, myths, poems, historical fiction, autobiographies).


-One piece of white 8x11 construction paper per student
-Three to five PUCKER UP LIP STAMPS (Obtain from MICHAELíS Craft Shop, Hobby Shops, or Stampiní Up.)
-Three to five pink or red ink pads (According to how many student groups are in your class)
-Blue markers
-Chart Tablet Book
-Markers for chart example
-Overhead projector
-Overhead student example sheets
-Overhead Writing Timeline
-Overhead poem characteristics
-Overhead markers
-Writers Express Handbooks ISBN # 0-939045-94-X (hardcover) ISBN # 0-939045-93-1 (softcover)
Write Source Educational Publishing House, Burlington, Wisconsin
-Desk top word processor software
-Fifth grade writing paper (optional)
-Black pens (optional)
-My First Breath Pre-Writing Sheet (See attached file.)
-Student examples (See attached file.)
-Writing timeline (See attached file.)
-Blowing Kisses Rubric assessment chart (See attached file.)
-Optional: Collect different tapes or CDís of songs about children and mothers. (Example: -I Am Your Child- by Barry Manilow)


1. Make copies of: (See attached file.)
? My First Breath Pre-Writing Web Cluster Sheet (one per student)
? Brainstorm List Chart (one per-student)
? Blowing Kisses Rubric (one per-student)
? Blowing Kisses Writing Process Timeline (one overhead)
? Poem Characteristics List (one overhead)
? Student examples (one overhead of each)

2. Purchase three to five pucker up lips. (Michaelís Craft Store, hobby shops, art stores, STAMPNí UP!)
3. Get three to five pink or red ink stamp pads.
4. Prepare an overhead projector.
5. Get overhead markers for writing process dates.
6. Prepare computers and printers. (Preplan a couple of time blocks for computer lab.)
7. Count out one 8x11 white piece of construction paper per student.
8. Obtain enough blue markers for each student or group of students to share.
9. Get glue and scissors out for each student.
10. Set up tablet chart on its side with paper clips holding the pages from flapping down.
11. Prepare the tablet by drawing the likeness of the pre-writing sheet. (See attached file.)
12. Try to find copies, or examples of different poem forms. (Use available handbooks, English Books, or the internet web sites below.)
13. Optional if you havenít computers to use:
? Fifth Grade writing paper
? Black pens


Introduction Lesson- Day 1

Class Discussion:

Do you remember your first day in the delivery room being born?
No, of course not, but can you imagine what it could have been like? Use your imagination, picture yourself trying for that first breath of air, think of all the people that needed to be there, that helped, or were your family members. What would a new born feel like taking that first breath? What is a kiss? Could a kiss be a gift of breath? Think of your Mother's gift to you and her kiss of life in one breath. Were there other feelings, too? Letís talk about those other senses. "A mother and child reunion is only a moment away!" (Paul Simon)
You are going to write about the most important breath you took, write a poem of your own design, and dedicate the poem to your mothers, or grandmothers, godmothers, aunts, or close motherly family friends.

First letís start with putting your ideas in a web.

1. Pass out the My First Breath Web Cluster Pre-Writing Sheet. (See attached file.)

2. Go over the directions.

3. Fill out the large chart example, showing how to fill in the pre-writing sheet with the classes help. (Turn the tablet on its side and then clip the ends with paper clips so they wonít flap down.)

4. Give students time to complete the pre-writing sheet. (See attached file.)

5. Introduce the Writing Timeline Overhead. (See attached file.)

6. Fill in the date each task needs to be completed. Of course the students need to know their cards, with their poems, need to be finished by the Friday before Motherís Day.

Day 2

1. Review and visit the studentís pre-writing sheets.

2. Have the writing timeline lit up on the overhead as the students work, each day.

3. Pass out the brainstorm list sheets and tell the students: (See attached file.)

? Print words under each heading in their columns that will help you write an interesting poem.
? The more words you can write, the more ideas youíll have for the poem.
? Think and imagine all that went on in the operating room.

4. After students have completed their word lists, they may look at poem forms in their Writers Express Handbook. (pp. 183-187)

5. Show some of the student examples from past years on the overhead.

6. Remind the students what makes poetry special:
? Poetry is written in lines and stanzas.
? Poems make you think and feel.
? Poems are written with fewer words, creating a picture of whatís happening.
? Poems use different devices to explain things like alliteration, metaphors, or similes.
? Your Poem needs to LOOK like a poem.
? Not all poems have rhythm or rhyme, but are pleasing to the ear.

7. Have students start writing their poems.

8. Let them listen to selected tapes of songs about mothers and children in the background. May help with creative ideas.

Day 3

1. Go over the Writing Process Timeline Overhead Dates.

2. Have students continue their first draft of their poem writing.

3. Each student needs to read and edit his/her poems with a peer editor, using the Poem Characteristics Overhead.

4. Students ask to type their second draft on the computer and print it out. Each document should have the title with a closing of Your Loving Daughter, or Your Loving Son, and then the first name only.

5. Have student/ teacher conferences on their second draft. Discuss ideas, spellings, and poem characteristics. Use the Poem Characteristics and BLlowing Kisses Rubric. (See attached file.)

6. Students edit their final drafts on the computer. Print out the final draft. (Option: Have students print out two copies, after youíve asked them their permission, and then youíll have a copy for a bulletin board.)

7. If time, have student volunteers to share their poems.

Day 4

1. Show the overhead Writing Timeline. Today students will make their cards.

2. Divide students into groups of four.

3. Pass out art materials:
? White 8X11 Construction paper
? Blue markers
? One stamp and red or pink ink pad per group of four

4. Fold the white construction paper in half. (Hamburger Fold)

5. Demonstrate each step by making one of the cards along with the class, stopping to show how each step looks.

6. On the front, have each student stamp two lip images, one in the upper right corner facing down to the left, bottom corner and the other on the left middle side facing towards the bottom middle of the card.

7. Now demonstrate how to draw four breath marks from each mouth, with curls at the end of each mark- two right ones curling towards the right and the two left ones curled towards the left, in blue marker.

8. On the middle bottom of the card, students print neatly Mother's Day, going towards the left bottom corner.

9. Have each student print neatly his/her names on the middle bottom back of the card, in light pencil.

Day 5

1. Finish all second drafts and conferences.

2. Cut out their poems without cutting near the words, leaving a white border.

3. Have students help each other fit their printed poems on the inside of their cards, making sure the words are placed correctly according to the front of the card. We donít want students to have an upside down card.

4. Have more volunteer students to share their poems.

5. Cut out a large pink set of Blowing Lips and four blue strips of curled breath marks like those on the cards.

6. Cover your bulletin board with purple paper.

7. Attach the Lips with the Breath Marks Blowing from the upper left corner, Blowing down towards the lower right corner of the bulletin board.

8. In the middle, place the title Blowing Kisses! In pink 4Ē letters.

9. Staple the second copies of the students' poems above and below the title for a very touching and moving bulletin board! Many students and teachers will comment and be amazed at the mature, heart felt poems.


Teacher uses the Blowing Kisses Rubric during studentís conferences. The rubric addresses the six-writing traits.
Students use the Poem Characteristics List as a guide.
Students see their corrected and completed cards and the bulletin board as their accomplished assessment.


1. Previous computer keyboarding skills and experience with desk top publishing is needed.
2. Option: If computers are not readily available, have students write their second draft on notebook paper and their final copy on special Fifth Grade Writing paper with black ink.
3. Option: To save time and money, purchase one stamp and ink pad in color you want, then fold and stamp the cards ahead of time.

Web Links

Web supplement for Blowing Kisses
Poetry is Elementary

Web supplement for Blowing Kisses
Reading Poetry

Web supplement for Blowing Kisses
Fifth Grade Language Arts Resources

Web supplement for Blowing Kisses
ZuZu Kids Page

Web supplement for Blowing Kisses
Writing Contest

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