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Teacher: Unit: Lesson 3: Grade:

Curricular Connections Desired Results


Big Ideas Essential Questions
What will students remember long after the unit is over? (enduring understandings) What driving questions will frame the learning? (open-ended; connected to Big Ideas)
Understand

Language and text can be a source of creativity and What is a poem?


joy. How can we engage readers by using different poetic
Texts can be understood from different perspectives. devices?

Core Competencies
Do

I can get new ideas and develop my I can be focused and


I can contribute positively to determined.
discussions and collaborations. skills.
I can develop a body of creative I can contribute to group
I can ask thought provoking activities.
questions. work over a certain amount of time.
I can seek feedback and reassess my I am kind to others and can
I can receive and act on work cooperatively.
constructive criticism. work.

Communication Thinking Personal and Social

Curricular Competencies
Which process skills will students be applying in order to learn the content? List only those that will be assessed

Consider different purposes, audiences and perspectives in exploring texts


Recognize how literary elements, techniques, and devices enhance meaning in texts
Use writing and design processes to plan, develop and create texts for a variety of purposes and
audiences
Use language in creative and playful ways to develop style
Use oral storytelling processes

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Evidence of Learning
Are all of the desired results being appropriately assessed?
Curricular Check Performance Task(s)
Teacher: Unit: Lesson 3: Grade:
Students will show that they really understand by evidence of.
How will students demonstrate their understanding (meaning-making and transfer through complex
Content
What criteria will be used in each
What knowledge
assessment will students
to evaluate learnofand beperformance?)
attainment assessed on?
the desired results?

Students
Text features: how poems will be creating their
are displayed own original poems using the different poetic devices
Oral language strategies: speaking
and forms we withdiscuss
expression
in class.
Students will evaluate their growth through the unit and understanding of poetic
devices. Students will also complete a self assessment of a rubric that focuses on
style, conventions and meaning.
I will be observing students through the creating, writing, editing and presenting
process.

Other Evidence:
Regardless of the format of the
assessment, what qualities are most Students will show that they have achieved the desired results by
Les Lesson/To
important? Learning Events What other evidence will Resources/Materials
you collect Pre results
to determine whether the desired Assessment / Assessment
were achieved?
son pic Whats the goal for (or type of) each learning event
/ Progress Monitoring
# Assessment
Poetry Journal: students will create a poetry journal following linked to given
the expectations
____________
Understand

to them. They will be required to include at least one poem in each style that we
1 What is a Read a poem to start the class Poetry collection: 5-7 Observation of responses during
discuss, if not more. Students will be assessed on the completion and presentation of
poem? Where do poets get their ideas? poems discussion
their poetry journals.
Ask students what they think poetry Big sheet for students to Exit slip: check for understanding
is, write answers up on a big sheet of contribute - how confident are students with
paper During the poetry caf, students willthat
Sheet alsodefines
be expected
and topoetry,
read one
whatofdotheir
theypoems
already
Introducethat theyand
stanzas have chosen, focusing
verse on their oral communication
explains stanzas/verse know skills learned.
Reflect on poetry in their lives they for students to keep
may have never thought was poetry
(nursery rhymes)

Adaptations Extensions
To assist
H. Kaur, & B. Wilson ELL students,
Parts adapted I will By
from Understanding read a (2011)
Design variety
and of Students
SD40 - L Kim, J Angiola can write more poems in their poetry
poems and introduce different poetry forms journals.
before asking them to write their own. Students who want a challenge can explore
Teacher: Unit: Lesson 3: Grade:
2 Discuss how poetry can have a rhyme Rhyming poem Observation during discussion
Rhyme scheme or be free verse examples and free verse Students may volunteer to
Scheme vs. Poems dont always need to rhyme, poems read their rhyming poems
Free Verse read aloud free verse poems Sheet that provides the
Read poems that rhyme, point out a,a,b,b rhyme scheme
the end rhymes and discuss as a for them to follow and
class write their own poem
Students create their own short
poems with end rhyme

3 Introducing Explain how imagery is used in Poem examples Observation


Imagery poems. Different images for Class discussion
Read a poem with a lot of imagery, students to discuss Student reflection
ask students to share their thoughts Poster paper for
on how the poem made them feel, students to create their
what senses did it evoke? poems on with the
Mention an emotion and ask students image in the middle
to describe an image that best
describes that emotion.
Discuss how poetry can be used to
express the emotion felt in imagery
or use imagery to describe the
emotion felt in poetry.
Break the class into groups and give
them an image. Each student in the
group will write one thought/feeling
about the image, and they will all put
it together to create a poem.
Exit: Students do a quick sheet of 3
Ws What did we learn today, so
what, and now what do we do with it

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Unit: Lesson 3: Grade:
4 Review imagery, simile, metaphor, Paint chip samples Observation
Figurative alliteration, onomatopoeia, Onomatopoeia working Completion of the working
language personification sheet sheets
and how Students will create paint chip poetry Alliteration name and One on one talks to check for
its used in using similes/metaphors (relate to art adjective class chart understanding
poetry lesson if possible)
Read poems that include examples of
alliteration, onomatopoeia, or
personification and discuss as a class
what that language does to the
poems and their emphasis. Students
will also complete an onomatopoeia
working sheet
End of the class, students will fill in a
class names chart with alliteration
(ex. Miss Farswani is fabulous)
5 Continue discussing figurative The Sky is Low
Figurative language through reading poems literary analysis sheet
language Students will create a list of 3 things
continued that are accomplished by a poet
using figurative language and some
will share out
Students read poem The Sky is Low
by Emily Dickinson and complete a
working sheet about the
personification evident in the poem
discuss what analyzing text means,
what are some reading strategies
that can be used to better
understand the poem?
6 Students will be divided into groups Sheet with a word Observation of students during
Acrostic of 6 and be given a big piece of paper written vertically their time working together in
Poems with a word. As a group, they can Markers groups
write the first word that comes to Lined paper/pencil I will be looking at their
their mind for each letter. They will crayons personal acrostic poems and
then read out their acrostic poems to Acrostic poem that offering oral
the rest of the class. explains what acrostic feedback/comments

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Unit: Lesson 3: Grade:
After explaining how connecting means
words can be added to join and
create a more unified poem, students
will add to their acrostic poems.
Students will also be creating an
acrostic poem using their names. This
will be the first entry into their poetry
journals.
Introduce poetry journals and explain
that each poem they write during
class will be added into their journals.
At the end of the unit, students will
be expected to present a poem of
their choice in a poetry caf setting.
Students have until the end of the
unit to revise and edit the poem they
will be presenting.
If time permits, students will begin
creating their cover page for the
journals.
7 Haikus Review what syllables are and how to Haiku examples, Observation
count them images with syllable I will be collecting the haiku
Discuss as a class how syllables can count alongside poem page to look at their planning
be important in poetry and used as a Haiku planning sheet process
poetic device Images to provide
Check for previous knowledge of inspiration for themes
haikus and then introduce them by
reading some haikus and pointing out
the syllable format
Explain that they are often about
nature or seasons
Students will fill in a haiku planning
page
They will then be given the
opportunity to create their own series
of haikus on any particular theme
they choose

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Unit: Lesson 3: Grade:
8 Cinquains Introduce students to cinquains by Cinquain guided sheet Observation
reading a poem ask them what they Guided sheet
notice about it Class participation
5 lines, doesnt have to rhyme, each
line has a set number of syllables
With student contribution, I will
create 1-2 cinquains on the board. If
students seem confused, I will
prompt with phrases or suggestions
Students do cinquain activity about
something or someone they love
using the guided sheet. Option for
some students to read theirs out if
they want. Can be funny, sad,
thoughtful, scary whatever they
want.
Students will continue working on
their poetry journals and add a
cinquain to it
Exit: on index cards, students will
write a postcard home to their
parents about what theyve done in
poetry so far
9 Limericks Identify rhymes, ask class for some Limerick examples Observation
rhyming words Planning sheets Group work/collaboration
Introduce limericks read a couple Planning process for poems
different ones with different tones
Similar to cinquains 5 lines, rhyme
scheme of aabba
Students do a limerick activity in
groups of 5, each student creates one
line
Students will then individually work
on limericks for the journals if
anyone is feeling brave and funny
they can volunteer to share one out
to the class!

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Unit: Lesson 3: Grade:
10 Found and Provide students with examples of Prose page Observation
Concrete blackout poetry Black markers Class discussion
Give each student a page of prose, I will be looking through
students must circle the words in students journals for progress
order that they want to use for a and form and content we
poem using pencil; once they are may have quick conferences
satisfied with their poem, they will about them too
black out the rest of the words on the
page either completely or trying to
make an image add to their poetry
journal
There will be expectations set for this
lesson students must have a
minimum number of words circled
and the poems must make some
sense, cannot just be random words
Exit: Self reflection students will
write a sticky note about their own
progress of their poetry journals; tell
students to look for poetry in
anything they read, any words they
see in public places and create
poems from those words
11 Envelope Begin class by having a poetry circle Talking stick Observation during talking
Poem where students and myself read out Variety of poems and circle, looking for contribution
activity different poems; discuss various examples of poems we and input
strategies for reading and having a havent already One on one conversations
poets voice discussed with students about their
While in the circle students will be Envelopes with poem progress and final poem that
able to express their thoughts and prompts they should have chosen by
opinions about poetry, what they Poetry journals now
have learned and has anything they
knew about poetry changed
Students receive envelopes with the
first line of a poem and will be
creating the rest of the poem using
any style they want

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola
Teacher: Unit: Lesson 3: Grade:
As a class we will also be discussing
the different types of poetry weve
learned so far and how they impact
us as readers
Students will continue working on
their poetry journal finalizing the
poem they will be presenting.

12 Independen Students will finish working on their Talking stick Students will complete a self
t work/edit final poetry piece assessment on their growth in
day this Talking circle about what weve writing poems
may extend learned, what the writing process has They will also be assessed on
to 2 -3 days been like, and what have been the the completion of their poetry
if necessary challenges and successes journals and presentation of it
(side note: if not already done,
introduce students to talking circles
as Aboriginal practice and its
importance)
Students will begin practicing their
poems with a friend
13 Poetry Caf Host an event where students wear I will not be assessing
all black if possible students but instead will be
Hand out invites and then programs having one on one
when people enter conferences where we talk
Students will read out a poem in front about the poem they
of the class, parents? wrote/chose, why they did so
and what the process of
reading aloud was like for
them.

H. Kaur, & B. Wilson Parts adapted from Understanding By Design (2011) and SD40 - L Kim, J Angiola