School: Shepardson Elementary School

Subject:Reading, Writing and Communicating, Visual Arts, Physical Education

Names: Ariel Alexander and Hannah Hasselbach
Stage 1 – Desired Results
Big Idea:
Elements of Poetry, including figurative language

Unit Summary:
This unit will include a brief lesson over the elements of poetry (stanzas, lines, author, title), a figurative
language lesson (metaphors and similes), and then two lessons on ballads.
This unit will be implemented in mid-November.

Established Goals:
The State Standard. Reference should clearly indicate which standard you are referring to, but may be
reworded to be more “kid-friendly.”
● Reading Writing and Communicating:
○ 1. Apply strategies to fluently read and comprehend various literary texts.
○ 3. Apply knowledge of spelling patterns (orthography), word meanings (morphology),
and word relationships to decode words and increase vocabulary.
● Visual Arts:
○ 2. Synthesize ideas about personal works of art and imagine possible next steps.
● Reading Writing and Communicating:
○ 1. Apply strategies to fluently read and comprehend various literary texts.
● Physical Education:
○ 2. Perform cross lateral and rhythmic exercises that make a brain-body connection.

Understandings: Essential Questions:

These are generalizations that capture what students
need to understand about the big ideas of the unit
and should be tied to the standards described in the
established goals above.
Students will understand that…
● Ask and answer questions to
demonstrate understanding of a text,
referring explicitly to the text as the basis
for the answers. (CCSS: RL.3.1) *
● Summarize central ideas and important
details from a text.
● Describe and draw inferences about the
elements of plot, character, and setting in
literary pieces, poems, and plays
● Demonstrate understanding of how
research inspires development of ideas.
These are designed to provoke and sustain inquiry,
and stimulate vital, ongoing thinking about the big
ideas.
● What are the elements of poetry?
● What are stanzas in a poem?
● What are lines in a poem?
● Where are the author and title located on the
poem?
● What is a metaphor?
● What is a simile?
● How does my drawing represent my poem?
● What certain movements relate to the
elements of poetry?
● How do I use metaphors or similes to write
my own poem?

Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
 Students will know… (KNOWLEDGE)
These are the key terms, definitions, facts, important
events, and details that students need to know.
● Elements of poetry: lines, stanzas, author,
title
● The definitions of stanzas
● The definitions of lines
● Where to find the author of a poem
● Where to find the title of a poem
● The definition of a metaphor
● The definition of a simile
● How to draw a picture that represents their
poem
● How to represent the elements of poetry
through movement
● How to use metaphors or similes to write a
short poem
Wiggins, Grant P., and Jay McTighe. The Understanding by Design Guide to Creating High-Quality Units.
Alexandria, VA: ASCD, 2011. Print. Module B: the UbD Template
Students will be able to…(SKILLS)
Measurable skills (not activities) that demonstrate
proficiency. Refer to pg. 106 in your Guide for some
helpful verbs.
● Self-Knowledge:
○ Draw a picture that represents their
poem
○ Label the elements of a poem
○ Locate the elements of a poem
○ Identify the elements of a poem,
along with similes and metaphors
● Comprehension:
○ Explain the elements of a poem, along
with similes and metaphors
○ Relates class learnings to real world
situations
○ Discuss elements of poetry with peers
in small and large groups