Unit Rationale

Title: Poetry
Unit Length: 15 days

Overview
This unit will expose students to a variety of poetic forms and devices in order to foster
an appreciation and understanding of this form of expression. They will study written poetry in
various formats, song, spoken word, and even visually enhanced poetry. In exploring these
various forms of poetry, students will also have the chance to practice writing Analytically and
Exploratively. These writing styles will expand the scope of the students writing while they
achieve the intended outcomes for the unit. The content will take approximately 15 classes
which will include personal and critical responses to various texts. There will also be multiple
writing exercises and discussions leading up to the unit final Childhood Photo Poem and
Rational.
Rationale
The “Poetry” unit serves to foster students with an appreciation of non-prose writing
while fostering exploratory and analytical writing for use in subsequent units and courses.
These two types of writing will serve as useful tools for students to poses in their future careers
and academic endeavours. Analytical writing will be immensely useful for students pursuing
sciences and maths while exploratory writing will be useful for students pursuing media and
arts careers. The students will also learn to appreciate different forms of writing so that they
may find something they find themselves attracted to and keep practicing literacy into their
lives beyond the schoolyard.

Focused Outcomes Language Arts Demonstrations of Learning

1.2 Extend Awareness Reading  Article of the Week
2.1 Construct meaning from Writing Activities
text and context Speaking  Writing Exercises
2.2 Understand and Listening  Group Discussion and
appreciate textual forms, Viewing Poem Analysis
elements, and techniques Representing  Poetic Forms Comparison
4.1 Develop and present a Chart
variety of print and nonprint  Childhood Poem and
texts Rational
 Group Poetry Analysis
Assignment

Essential Questions:
 How do different forms of poetry achieve different purposes?
 How can a work of poetry be analyzed?
 How can you utilize writing to explore the meanings of a text?
Specific Learning Outcomes:
 1.2
o 1.2.1.b. Students will compare own ideas, perspectives and interpretations with
those of others, through a variety of means, to expand perceptions and
understandings when exploring and responding to texts [for example, pro–con
charts, alternative Internet search engines, comparison tables and think–pair–
share charts]
o 1.2.2.a. Students will reflect on personal text preferences, identify influences
that have contributed to the formation of these preferences, and select
strategies that may be used to expand interests in texts and text creators [for
example, complete and share reading inventories, and examine the role
marketing plays in shaping popular culture]
o 1.2.2.b. Students will expand interests in a range of genres and in a variety of
texts and text creators, and explain how the content and style of various texts
appeal to audiences with particular interests and preferences [for example,
various versions of the same text]
o 1.2.3.a. Students will appraise own strengths and weaknesses as a language user
and language learner; select appropriate strategies to increase strengths and
address weaknesses; monitor the effectiveness of selected strategies; and
modify selected strategies as needed to optimize growth [for example, assess
growth in writing by using a writing portfolio and portfolio reflections]
o 1.2.3.c. Students will identify and access learning sources and opportunities;
assess, weigh, and manage risk; and demonstrate a willingness to continuously
learn and grow
 2.1
o 2.1.1.b. Students will explain how a text can be studied to understand the
context—or aspects of the communication situation within which the text was
created [for example, recognize that specialized terminology in a text may
represent a particular occupational group and provide insight in understanding
the text; understand current issues to recognize satire in a political cartoon]
o 2.1.1.c. Students will use strategies to gain background knowledge about history
and society when studying a particular text [for example, use references,
including the personal experiences and understandings of teachers and elders, to
help develop background knowledge of the historical period of a particular text]
o 2.1.1.d. Students will identify the impact that personal context – experience,
prior knowledge – has on constructing meaning from a text.
o 2.1.2.a. Students will use a variety of strategies to comprehend literature and
other texts [for example, reading passages out loud, forming questions, making
predictions, using context to determine the connotative meanings of words,
using graphic organizers, making annotations, inferring, rereading, seeking
assistance, using context clues, summarizing and visualizing], develop a daily
practice of reading [for example, paired reading, reading log, nightly reading,
taped reading], and develop strategies for close reading.
 o 2.1.2.f. Students will identify figurative language [such as metaphor], symbol and
familiar allusions in texts; interpret figurative language in terms of its
contribution to the meaning of a text; and explain how imagery contributes to
the creation of atmosphere, theme and characterization in a text
o 2.1.2.g. Students will recognize visual and aural elements in texts, and explain
how these elements add meanings to texts.
 2.2
o 2.2.1.a. Students will identify a variety of text forms, including communications
forms and literary forms [for example, letters, memoranda, poems, narratives
and dramatizations]; and describe the relationship of form to purpose
o 2.2.1.c. Students will explain how organizational patterns and structural features
contribute to purpose and content.
o 2.2.1.d. Students will analyze the effect of medium on message.
o 2.2.2.b. Students will describe how textual elements that are effective in the
creation of atmosphere are also effective in terms of tone and voice [for
example, setting, music, lighting, diction, syntax and image]
o 2.2.2.d. Students will describe the effects of musical devices and figures of
speech in print and nonprint texts [for example, personification, hyperbole,
alliteration, onomatopoeia and imitative harmony]
o 2.2.2.e. Students will explain the contribution of symbol to theme.
 4.1
o 4.1.1.a. Students will reflect on the purposes for text creation [for example, to
inform, explain, persuade, entertain or inspire] and on own motives for selecting
strategies to engage an audience [for example, to communicate information,
promote action or build relationships]; and consider potential consequences of
choices regarding text creation [for example, follow-up action may be required
to clarify information, a position may need to be defended and opposing
viewpoints addressed, and tone and style must be appropriate for intended
audience]
o 4.1.2.b. Students will explore a variety of structures consistent with form,
content and purpose when creating texts [for example, explore the use of
background information, examples, anecdotes and other structures when
creating personal essays]
o 4.1.2.d. Students will understand the concept of convention; and apply it to oral,
print, visual and multimedia text forms when appropriate [for example,
understand the common conventions of a modern play script; and include
dialogue, stage directions, and directions for lighting and sound effects when
creating a script, as appropriate]
o 4.1.3.a. Students will take ownership of text creation, by selecting or crafting a
topic, concept or idea that is personally meaningful and engaging
o 4.1.3.b. Students will recognize and assess personal variables [such as personal
experience and prior knowledge] and contextual variables [such as availability of
 time and resources] that influence the selection of a topic, concept or idea; and
address these variables to increase the likelihood of successful text creation
o 4.1.3.c. Students will establish a focus for text creation, and communicate scope
by framing an effective controlling idea or describing a strong unifying effect
o 4.1.4.a. Students will meet production, publication and display requirements for
print texts as appropriate to purpose, audience and situation [for example,
consider layout, font and visuals, costs and timelines when publishing a
brochure]

Meta-Concepts:
o Metaphor o Consonance
o Symbolism o Enjambment
o Rhythm o Iambic Pentameter
o Assonance o Imagery
o Blank Verse o Meter
o Connotation o Oxymoron
o Denotation o Stanza

Unit Organizer
Opening Developmental Culminating
Opening
Introduction to Poetry Mini- Introduction to Analytical Childhood Photo Poem and
Lesson Writing Rational Assignment
“Famous” by Hillary Kobernick “Manifesto of the Lyric Selfie” by (Summative)
Becca Klaver
Class and Group Discussions Final Class
o What defines a poem? Poetic Devices Mini-Lesson Discussions/Reflections of
o How is analytical writing #1 Essential Questions
useful? 1. Metaphor
o How is exploratory writing 2. Symbolism
useful? 3. Imagery Exit Slip on thoughts about the
o Why do some poems have a 4. Stanza use of analytic and expressive
defined structure while others Using “Do not go gentle into the writing OR reflections on
don’t? good nigh” by Dylan Thomas and “In favourite poetic forms.
a Station of the Metro” by Ezra (Formative)
The Different Types of Poetry Pound
Mini-Lesson
1. Ballad All About the Rhythm Mini-
2. Elegy Lesson
3. Free Verse 1. Meter
4. Haiku 2. Iambic Pentameter
5. Lyric 3. Rhythm
6. Narrative Poem Using Sonnets 18, 29, 104 and 106
7. Ode by William Shakespeare
8. Sonnet
Sonnet Creation Activity
Comparison Charts of Poetic (Formative)
 Forms (Formative)
Reverse Poetry Writing
Workshop

Poetic Devices Mini-Lesson

#2
1. Assonance
2. Consonance
3. Enjambment
4. Oxymoron
Using “Tree Ferns” by Stanley Plumy
and “October” by Jacob Polley

Group Poetry Analysis

(Summative)

Introduction to Exploratory
Writing
Using “Before the Internet” by Phil
Kaye

Introduction to Final
Assessment
Using “Fifth Grade Autobiography”
by Rita Dove

Unit-at-a-Glance
Poetry
ELA 20-2
Monday Tuesday Wednesday Thursday Friday

WEEK 1 Introduction to The Different Introduction to Poetic Devices Introduction

Poetry Mini- Types of Poetry Analytical Mini-Lesson to Exploratory
Lesson Mini-Lesson Writing #1 Writing
The teacher will give The teacher will have This will be a class The teacher will The class will
an introduction to the prepared examples writing session where give a mini-lesson have a group
poetry unit and and explanations of the students will be on the first set of writing session
capture the students the following types of given copies of the poetic devices: where the
attention by showing poetry: “Manifesto of the Metaphor, students will
the spoken-word poem 1. Ballad Lyric Selfie” by Becca Symbolism, respond in an
“Famous” by Hillary 2. Elegy Klaver. It will be read Imagery, and exploratory
Kobernick. The teacher 3. Free Verse first as a whole class Stanza. After manner to the
will also hand out a 4. Haiku with a brief class giving spoken-word
transcript of the poem 5. Lyric discussion on descriptions of poem “Before
for students to follow 6. Narrative impressions and each device, the the Internet” by
along with and mark- Poem themes. The students class will read “Do Phil Kaye. The
up. 7. Ode will then go into pairs not go gentle into teacher will do a
8. Sonnet and write down what the good night” model paragraph
Quick Write and they think the poem by Dylan Thomas by asking why
Class Discussion Comparison Charts is portraying. They and split into this particular
The students will be of Poetic Forms will be required to groups to identify spoken-word
prompted to write (Formative) provide evidence for the devices within poem is effective
their thoughts, The teacher will give a each observation the poem. They in getting its
insights, and opinions chart with the eight that they make. The will then come message across.
on the poem. The class discussed types of class will then come back to discuss as The students will
will then come poetry to the students. back together with a class what they then write their
together to share what They will then get the their thoughts and have found. own exploratory
they have written and rest of the class to fill create an analytical paragraphs into
have an open in the information they paragraph with the “In a Station of the how this
discussion on poetry. learned from the teacher going first as the Metro” by poem is
lesson as well as find a model. Ezra Pound effective.
Article of the Week three examples of each The teacher will
The article of the week type of poetry. This Analytical read this poem to SLO:
will be presented to the chart will serve as Paragraph the students and 1.2.1.b., 1.2.2.a.,
students. The article reference material for (Formative) start a discussion 1.2.3.c., 4.1.3.a.,
will be centered around 4.1.3.b., 4.1.3.c.
the students to use Students will write an on how these
current poetry and will during the unit and as analytical paragraph devices are used
serve as a jumping off such will not be modelling the one within the poem.
point for students who marked. that the teacher just After the
wish to dive deeper did. These will be discussion the
into contemporary
SLO: handed in at the end teacher will ask
poetry.
2.2.1.a., 2.2.1.c., of class but only for students if they
2.2.1.d. formative have any ideas to
SLO: assessment so that the meaning of
2.2.1.a., 2.2.1.c., the teacher will know the poem. This
2.2.1.d. where to better focus discussion will
the next lessons. lead into a short
presentation on
SLO: context of the
2.1.1.d., 2.1.2.a., poem which will
4.1.1.a., 4.1.3.b. lead to more
discussion on
meaning. The
purpose of this
exercise is to
challenge
students on what
a poem is and
how certain
devices work
together.

Create a One
Line Poem
Students will be
challenged to
write a one-line
poem utilizing
two of the four
devices that were
discussed during
the mini-lesson.

Introduction to
Group Poetry
Analysis
(Summative)
The teacher will
introduce the
project to the
students and give
them the outline
as well as giving
them the chance
to find groups.
For the project
students will
choose a poem
from the course
and give it close
analysis using
terms that they
have learned. This
assessment will
be due next
Friday.

SLO:
2.2.1.a., 2.2.2.b.,
2.2.2.e., 4.1.2.d.,
4.1.3.a.
Monday Tuesday Wednesday Thursday Friday
WEEK 2 All About the Article of the Week Poetic Devices Flex Day Group Poetry
Rhythm Mini- This article will be one Mini-Lesson #3 Analysis DUE
Lesson that targets the The teacher will give A day that allows (Summative)
The teacher will give a general interests of the a mini-lesson on the students to work Students will get
mini-lesson on the class that the teacher second set of poetic on their the class to finish
rhythm and meter of has picked up during devices: Assonance, assessments, up their projects
poetry with a the semester. There Consonance, catch up on with their groups
particular focus on will be an exploratory Enjambment, and late/missed work, so that they can
iambic pentameter. free-write for five Oxymoron. After or catch up on get it in by the
The texts studied will minutes following the giving descriptions of missed readings. end of the day
be Sonnets 18, 29, 104 reading of the article each device, the class (11:59pm).
and 106 by William and a subsequent class will read “Tree Ferns”
Shakespeare. discussion. by Stanley Plumy and Introduction
split into groups to to Final
Sonnet Creation Reverse Poetry identify the devices
Assessment
Activity Writing Workshop within the poem.
Using “Fifth
The teacher will give a They will then come
(Formative) back to discuss as a
Grade
Using iambic brief explanation of Autobiography”
what a reverse poem is class what they have
pentameter while by Rita Dove, the
as well as providing found. Students will
keeping an eye on teacher will
some self-made then read “October”
meter and rhythm, introduce the
examples. The by Jacob Polley and
students will create a idea of writing
students will then get attempt to find the
sonnet of their own on an expressive
the rest of the class to devices in that poem
a topic of their choice. poem. The
create their own as well. They will
This is a formative students will be
reverse poem however then get into groups
assessment but will writing a poem
they would like. They and discuss what
still be taken in. It will based on a
will be free to these devices
be due at 11:59pm on Childhood photo
collaborate and add contribute to
Thursday. or memory that
visual components as communicating the
they have. The
desired. These poems theme of the poem.
SLO: students will also
will be shared at the be expected to
2.1.2.a., 2.1.2.f., end of the class. SLO:
2.2.1.c, 2.2.2.d., write a rational
2.1.1.b., 2.1.2.a.,
4.1.3.c. describing the
SLO: 2.1.2.f., 2.2.2.b.
format of their
1.2.1.b., 1.2.2.b., poem and the
2.1.1.d., 2.2.1.a., poetic devices
2.2.1.c., 4.1.3.b that they used.
This will be due
next Friday at
11:59pm.

SLO:
1.2.1.b., 1.2.3.c.,
4.1.1.a., 4.1.2.d.,
4.1.4.a.
 Monday Tuesday Wednesday Thursday Friday
WEEK 3 Article of the Week Time to Work on Flex Day Peer-Review Wrap-
This week’s article will Unit Assignment on Final Up/Final
be one that highlights Students will have the A day that allows Assessment Thoughts
Canadian Literature rest of the day to work students to work on Peer-Reviewing
and provides resources on their unit their assessments,
to finding these
along with Final
assignments. catch up on subsequent
materials. After the late/missed work, or
Assessment
editing is an
article the students will SLO: catch up on missed important skill for
DUE
be asked to group up 4.1.2.d., 4.1.3.a., readings. Students will
students to learn.
and reflect on where 4.1.3.b., 4.1.3.c., have the first
This is an optional
most of the media they 4.1.4.a. half of class to
activity for those
are exposed comes finish up
students who
from, and how that editing/peer-
have completed
might affect the reviewing their
their assessments
content of that media. assessments
to a degree that
before they are
they feel it can be
Exploratory due in Google
shared with their
Classroom at
Writing Exercise peers. Not only
11:59pm.
(Summative) will they get the
Students will choose a chance to
topic that they are improve their Final Class
passionate about and writing through Discussions/
write an exploratory the peer-review Reflections of
piece that explores process, but they Essential
what makes that topic will also receive a Questions
particularly interesting, bonus 5%
as if they had to towards the
Exit Slip
convince others to assessment just
Students will
learn about that topic. for participating
write something
These will be shared in it.
they have
and discussed at the learned this unit
end of the class. This Time to Work and whether
will be worth marks, on Unit they have found
but not highly Assignment some new
weighted, as to assess Students will have appreciation in
the students’ progress the rest of the poetry.
in exploratory writing day to work on (Formative)
throughout the unit. their unit
assignments. SLO:
Time to Work on 1.2.1.b., 1.2.3.a.,
Unit Assignment SLO: 1.2.3.c., 4.1.3.b.
Students will have the 1.2.1.b., 1.2.3.a.,
rest of the day to work 1.2.3.c., 4.1.3.b.
on their unit
assignments.

SLO:
1.2.1.b., 1.2.2.a.,
1.2.3.a., 4.1.1.a.,
4.1.3.a., 4.1.3.b.
 Assessment Sketch
Assessment
Assessment
Assessment Tool Brief Description FOR
OF Learning
Weighting
Learning
There will be a multitude of teacher led discussions
which will see the students expanding their
Class Discussions understanding and exploring various aspects of X N/A
poetry. The teacher will take notes based on the
discussion to better know how to move forward.
The students will periodically be asked to complete
short exit slips which will ask questions that
require more critical thinking about what they have N/A
Exit Slips X
learned in class so that the teacher can have a
better idea of how the class is progressing in the
unit.
The students will complete a comparison chart of
Comparison Charts of poetic forms to better cement their understanding
X
Poetic Forms of the topic while also creating reference material N/A
for themselves.
Using iambic pentameter while keeping an eye on
Sonnet Creation
meter and rhythm, students will create a sonnet of X N/A
Activity
their own on a topic of their choice.
Students will be challenged to write a one-line
Create a One Line poem utilizing two of the four devices that were N/A
X
Poem discussed during the mini-lesson.

Students will choose a topic that they are

Exploratory Writing passionate about and write an exploratory piece 20%
X
Exercise that explores what makes that topic particularly
interesting.
Students will complete various article of the week
Article of the Week activities which relate to content or technique of 15%
X
Activities the current unit. Each activity is worth 5% of the
unit grade.
Group Poetry Students will work in groups to create a close
X 30%
Analysis analysis of a poem which has been studied in class.
Students will write a poem in the style of their
choice while using at least two of the poetic 35%
Childhood Photo
devices taught in class. The students will also write X
Poem and Rational
an accompanying rational explaining the poem and
the devices they used.