APRIL 10, 2023

UNIT PLAN: ENGLISH

EDUC4725

MADISON BREESE-FIEGERT
STUDENT ID: 2165920
Flinders University
 Unit Plan – Year 4 English
Unit Outline / Inquiry Focus / Real World
Unit Duration of Unit
Applications
Students explore a range of poetic devices and types
Poetry 6 Weeks of poetry and will use these devices in creating their
own poems.
Relevant Achievement Standards
By the end of Year 4, students interact with others, and listen to and create spoken and/or multimodal texts including stories. They share and extend ideas, opinions and
information with audiences, using relevant details from learnt topics, topics of interest or texts. They use text structures to organise and link ideas. They use language
features including subjective and objective language, topic-specific vocabulary and literary devices, and/or visual features and features of voice.

They read, view and comprehend texts created to inform, influence and/or engage audiences. They describe how ideas are developed including through characters and
events, and how texts reflect contexts. They describe the characteristic features of different text structures. They describe how language features including literary devices,
and visual features shape meaning. They read fluently and accurately, integrating phonic, morphemic, grammatical and punctuation knowledge.

They create written and/or multimodal texts including stories for purposes and audiences, where they develop ideas using details from learnt topics, topics of interest or
texts. They use paragraphs to organise and link ideas. They use language features including complex sentences, topic-specific vocabulary and literary devices, and/or visual
features. They write texts using clearly formed letters with developing fluency. They spell words including multisyllabic and multimorphemic words with irregular spelling
patterns, using phonic, morphemic and grammatical knowledge (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2022).
Learning Intentions Content Descriptions General Capabilities
• Examine the use of literary devices and Literacy – writing
Students will be able to (do):
deliberate work play in literary texts, including • Creating texts
- Students will be able to interpret and
poetry, to shape meaning (AC9E4LE04). • Grammar
experiment with a range of devices and
• Identify how texts across the curriculum have Literacy – Reading and Viewing
deliberate word play in poetry and other
literary texts.
different language features and are typically • Understanding texts
organised into characteristic stages depending Critical and Creative Thinking – Generating
Students will understand:
• Students will understand that different types of
on purposes (AC9E4LA03). • Create possibilities
• Create and edit literary texts by developing
poems have different purposes.
storylines, characters and settings
Students will know:
(AC9E4LE05).
• Students will know how to identify different
• Identify the characteristic features used in
types of poetry based on the differences
imaginative, informative and persuasive texts
presented throughout each.
to meet the purpose of the text (AC9E4LY03)
Week Lesson Focus and Activity Resources Required Australian Curriculum Links
Teaching and Learning Cycle, what key things do students need to
List what is required for your lessons
know about genre or topic? Model, Group or Independent rehearsals? Content descriptors and elaborations.
and organisational matters.
Which questions (open or closed) to put to students… Why?
Lesson 1 – Introduction / Prior Knowledge of Poetry
Lesson Learning Intention – • Counting Rhyme Poster Examine the use of literary devices and
Students will be able to (do): (Appendix A) deliberate work play in literary texts,
• Students will be able to share simple rhymes that they are • Poetic Devices PowerPoint including poetry, to shape meaning
familiar with, with the class. (Appendix B) (AC9E4LE04).
• Students will be able to devise a definition of the word ‘poetry’. • ‘Why do we create poetry?’ • Identifying how authors use
Students will understand: video What's With Poetry?, Ch language to create imaginary
• Students will understand why poems may be created and who 6: Why do we create poetry? - words.
they are created for. ABC Education
Students will know: Describe the effects of text structures
• Students will know a simple definition of poetry. and language features in literary texts
when responding to and sharing
Teaching Strategy / Learning Activity – opinions (AC9E4LE02).
• Display ‘Counting Rhymes Poster’ on the board for students. • Sharing and discussing
Read the poem through as a class. Ask following questions: understanding of the effects of
1 o What type of text is this? literary techniques on their
o How do you know? appreciation of texts.
o Who has this text been written for?
o Why do you think it was written?
o What other texts do you know that are similar to this
one?
o What do you notice about this text? (Encourage
discussions about rhyming).
• Display and discuss slides 4-9 of the ‘Poetic Devices
PowerPoint’. Students to share their prior understandings and
feelings about poetry.
• Reading texts displayed on slides 5-9. Discuss each text after
reading and whether or not students consider it to be a poem
and why. Asking following questions:
o What did the texts we considered to be poems have in
common?
 o What was different about the texts that we did not
consider to be poems?
o How might we describe what makes a poem?
• Students to split into pairs and think-pair-share their own
definitions of the word ‘poetry’. Students share definitions with
the class, then whole class to come up with a class definition of
poetry.
• Display and discuss slides 10-11 of the PowerPoint. Have
students compare class definition with the definition on the
PowerPoint.
• Review lesson by watching ‘Why do we create poetry’ video on
YouTube. Ask the following questions:
o Who is poetry for?
o Why might someone decide to write a poem?
o What might you think about when reading a poem?

Teaching and Learning Cycle: This lesson is centred around building the
students’ knowledge of the field and determining any prior knowledge
of poetry that the students may have (Derewianka & Jones, 2016, pp.
57-58). Reading the poems displayed on the slides of the PowerPoint to
the class provides an opportunity to extend the knowledge that
students already have about poetry, in this lesson, there is a
combination of teacher-led and shared reading (Derewianka & Jones,
2016, pp. 58-59).
Four Resources Model: In this lesson, students are developing their
skills in being a text participant, as they are drawing on prior knowledge
of poetry to gain a deeper understanding (Freebody & Luke, 1990, pp.
9-10). Students are participating in the texts while reading and
comprehending the texts displayed throughout the lesson (Flint et al.,
2020, p. 116).
Lesson 2 – Purpose, Audience and Context of Poems
• ‘I am me’ video. I Am Me! (A Use comprehension strategies such as
Lesson Learning Intention –
Poem for Preschoolers) - visualising, predicting, summarising,
Students will be able to (do):
YouTube monitoring and questioning to build
• Students will be able to identify the purpose, audience and
• Exploring Poetry Workbook literal and inferred meaning, to expand
context of different poems.
(Appendix C) topic knowledge and ideas, and evaluate
Students will understand:
texts (AC9E4LY05).
 • Students will understand that poems are usually written for a • Reading or listening to interpret
particular purpose, audience and context. the main idea and supporting
Students will know: ideas.
• Students will know the difference between purpose, audience Identify how texts across the curriculum
and context. have different language features and are
typically organised into characteristic
Teaching Strategy / Learning Activity – stages depending on purposes
• Students to watch the poem ‘I am me!’ on YouTube. Ask the (AC9E4LA03).
following questions: • Recognising that poems have
o What is this poem about? different purposes that
o Who do you think this poem was written for? influence the organisation into
o Why do you think the poet decided to write this poem? characteristic stages; for
• Explain that poems are usually written for a particular reason example, poems that tell stories,
(purpose), for a particular group of people (audience) about a poems that describe, and poems
particular topic (context). that reflect on aspects of life.
• Provide students with a copy of the ‘Exploring Poetry
Workbook’ and read the first poem ‘Daycare Disasters’.
Students to share initial thoughts and feelings, with supporting
reasons. As a class, identify the purpose, audience and context
of the poem and have students record answers on page 4 of
workbook.
• Read poems ‘My House’ and ‘Night’ to the class. Have students
complete the rest of the table on page 4 of the workbook. Ask
students following questions to finish the lesson:
o Did you notice any similarities in the purpose, audience
and context of the poems?
o Which of the three poems did you like the best?
o Why do you think this poem appealed to you?

Teaching and Learning Cycle: This lesson is focused on multiple stages

of the Teaching and Learning Cycle. The activity is first modelled to the
students, while they are then encouraged to then deconstruct the
information and complete the worksheet individually or in their table
groups (Derewianka & Jones, 2016, pp. 60-61).
Four Resources Model: In this lesson, students are becoming
developing the skills required to be a text user (Freebody & Luke, 1990,
pp. 10-12). Students are learning to use the text to understand its
purpose and intended audience, while also learning to recognise
similarities between the texts (Flint et al., 2020, p. 116).
Lesson 3 – Poetic Devices
Lesson Learning Intention – • ‘Poetry Introduction’ video. Describe the effects of text structures
Students will be able to (do): Poetry Introduction - YouTube and language features in literary texts
• Students will be able to analyse poems and discuss the use of • Poetic Devices PowerPoint when responding to and sharing
poetic devices used within poetry. (Appendix B) opinions (AC9E4LE02).
Students will understand: • Sharing and discussing
• Exploring Poetry Workbook
• Students will understand that poetic devices are the tools that understanding of the effects of
(Appendix C)
poets use to build their poems. literary techniques on their
• Poetry Analysis Template appreciation of texts.
Students will know:
(Appendix D)
• Students will know how to determine the poetic devices that Examine the use of literary devices and
are being used throughout a range of poems. deliberate word play in literary texts,
including poetry, to shape meaning
Teaching Strategy / Learning Activity – (AC9E4LE04).
• Watch ‘Poetry Introduction’ video on YouTube. After watching, • Discussing poetic language,
ask the students the following questions: including adjectives that engage
o According to the video, what is the purpose of poetry? readers emotionally and bring
o What are some of the tools that poets can use when the poet’s subject matter to life.
writing a poem?
o What are some of the different types of poems that
poets can write?
• Introduce the concept of a poetic device, as outlined on slide 12
of the ‘Poetic Devices PowerPoint’. Then examine each poetic
device outlined on slides 13-22, and how they are used in each
of the example poems.
• Project the ‘Poetry Analysis Template’ on the board. Revisit the
poem, ‘Daycare Disasters’, from the previous lesson. Model to
the class how to record the use of poetic devices on the
template.
• Students to then use their own template to complete an
analysis of either ‘My House’ or ‘Night’.

Teaching and Learning Cycle: Throughout the lesson, students are

modelled how to complete the worksheet provided to them in a joint
construction style as a class (Derewianka & Jones, 2016, p. 62). Students
 are then encouraged to complete the worksheet on their own,
providing them the opportunity to use the skills that they have learnt to
independently construct an analysis (Derewianka & Jones, 2016, p. 63).
Four Resources Model: This lesson provides students with the
opportunity to practice the skills required to analyse a text, which aligns
with the text analyst stage of the Four Resources Model, as outlines by
Freebody & Luke (1990, p. 13).
Lesson 4 – Alliteration as a Poetic Device
Lesson Learning Intention – • Poetic Devices PowerPoint Describe the effects of text structures
Students will be able to (do): (Appendix B) and language features in literary texts
• Students will be able to describe why poets use literary devices • Exploring Poetry Workbook when responding to and sharing
such as alliteration in their poems. (Appendix C) opinions (AC9E4LE02).
Students will understand: • ‘Alliteration Song’ video. The • Sharing and discussing
• Students will understand that alliteration is a poetic device Alliteration Song - YouTube understanding of the effects of
commonly used to create tongue twisters. literary techniques on their
Students will know: appreciation of texts.
• Students will know how to create alliterations of their own that Examine the use of literary devices and
include their own names. deliberate word play in literary texts,
including poetry, to shape meaning
Teaching Strategy / Learning Activity – (AC9E4LE04)
• Revise the concept of sound play as a poetic device, outlined on • Discussing poetic language,
2 slide 17 of ‘Poetic Devices PowerPoint’. Look at poem on slide including adjectives that engage
18 and encourage students to identify examples of alliteration. readers emotionally and bring
• Watch ‘The Alliteration Song’ on YouTube. Encourage students the poet’s subject matter to life.
to recall some of the alliterations featured in the song. Explain
the use of alliteration to create tongue twisters. Then have
students spend a few minutes thinking of a tongue-twisting
sentence that features their name e.g. Stephanie secretly sails
the seven seas on Saturdays and Sundays.
o Students to share with the class.
• Students to take out their copy of the ‘Exploring Poetry
Workbook’. Read the poem, ‘The Falling Leaves’, to the class.
Students to share their thoughts and feelings about the poem –
including the use of alliteration. Ask following questions:
o How does the language used in the poem describe the
leaves falling from the trees?
 o What alliteration did you notice in the poem?
o How did the poet achieve her purpose of the poem?
• Read through the activities on page 6 and answer any questions
the students may have. Monitor and support the students as
they independently complete the alliteration activities in the
workbook.
• As a class, discuss the answers to the questions in the
Workbook. Encourage students to volunteer to share the
alliterations that they brainstormed with the class.

Teaching and Learning Cycle: Group discussions are the main focus of
this lesson, allowing students to continue building their knowledge
around poetic devices – in particular alliteration (Derewianka & Jones,
2016, p. 57-58). Students are then encouraged to complete the
worksheet independently, furthering their ability to share their
understanding of the information that they are learning (Derewianka &
Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116). Students are also using alliteration as a form of code breaking
(Flint et al., 2020, p. 116).

Lesson 5 – Onomatopoeia as a Poetic Device

Lesson Learning Intention – • Poetic Devices PowerPoint Describe the effects of text structures
Students will be able to (do): (Appendix B) and language features in literary texts
• Students will be able to create an onomatopoeic poem of their • Exploring Poetry Workbook when responding to and sharing
own. (Appendix C) opinions (AC9E4LE02).
Students will understand: • ‘Everyday Grammar: • Sharing and discussing
• Students will understand what onomatopoeia is and why poets Onomatopoeia’ video. Everyday understanding of the effects of
use it throughout their poems. Grammar: Onomatopoeia - literary techniques on their
Students will know: YouTube appreciation of texts.
• Students will know why literary devices such as onomatopoeia Examine the use of literary devices and
are used throughout poems. deliberate word play in literary texts,
including poetry, to shape meaning
Teaching Strategy / Learning Activity – (AC9E4LE04)
 • Watch the ‘Everyday Grammar: Onomatopoeia’ video on • Discussing poetic language,
YouTube. After watching, ask the students the following including adjectives that engage
questions: readers emotionally and bring
o What were some of the onomatopoeic words included the poet’s subject matter to life.
in the video?
o How can onomatopoeic words be used as verbs?
o How might these words be helpful to a poet?
• Students to use their ‘Exploring Poetry Workbook’ to follow
along while teacher reads ‘The Noisy House’,
‘Pancakes’ and ‘Raindrops’ poems to the class. After reading,
discuss the use of onomatopoeia in the poems. Encourage the
students to suggest how these language choices help the poet
to achieve her purpose in each example.
• Read through the activities on page 8 and answer any questions
the students may have. Monitor and support the students as
they independently complete the onomatopoeia activities in
the workbook.
• Students who are confident, encouraged to share their
onomatopoeic poems with the class. Allow the students to
provide positive feedback, as well as helpful suggestions for
improvement.

Teaching and Learning Cycle: Students are taken through the building
knowledge field stage of the Teaching and Learning Cycle, as they revise
and discuss onomatopoeia (Derewianka & Jones, 2016, pp. 57-58). They
are then given an opportunity to construct a short onomatopoeia poem
individually, aligning with the independent construction stage of the
Teaching and Learning Cycle (Derewianka and Jones, 2016, p. 63).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116).
Lesson 6 – Word Play in Poetry
Lesson Learning Intention – • Poetic Devices PowerPoint Describe the effects of text structures
Students will be able to (do): (Appendix B) and language features in literary texts
• Students will be able to use their imaginations to create when responding to and sharing
neologisms in the form of ‘dino names’. opinions (AC9E4LE02).
Students will understand: • Exploring Poetry Workbook • Sharing and discussing
• Students will understand what a neologism is, and why they are (Appendix C) understanding of the effects of
used within a poem. • Joke Cards for Kids (Appendix E) literary techniques on their
Students will know: • ‘Funny Jokes Song: Dumb Jokes’ appreciation of texts.
• Students will know how to detect neologisms and colloquial video. Funny Jokes Song: Dumb Examine the use of literary devices and
language within a text. Jokes - YouTube deliberate word play in literary texts,
including poetry, to shape meaning
Teaching Strategy / Learning Activity – (AC9E4LE04)
• Provide each of the students with one of the ‘Joke Cards for • Discussing poetic language,
Kids’. Students to read their joke aloud to the class. Discuss as a including adjectives that engage
class, what it is that makes the joke funny (play on words that readers emotionally and bring
feature in the punch line). the poet’s subject matter to life.
• Watch ‘Funny Jokes Song: Dumb Jokes’ video on YouTube. After
watching, ask the students the following questions:
o What makes the jokes in the song and the jokes from
the jokes cards similar?
o How do the jokes in the song play with words and their
meanings?
o Which joke was your favourite? Why?
• Revise the concept of word play as a poetic device, outlined on
slides 19-20 of the ‘Poetic Devices PowerPoint’. Students to
then get their ‘Exploring Poetry Workbook’ to follow along as
the teacher reads ‘A Family of Dinosaurs’ to the class.
• Discuss the use of word play in the poem. Encourage the
students to suggest how these language choices help the poet
to achieve her purpose.
• Read through the activities on page 10 and answer any
questions the students may have. Monitor and support the
students as they independently complete the word play
activities in the workbook.
Encourage the students to share their ‘dino name’ with the
class. If time permits, allow the students to write their dino
name in a decorative font to be displayed in the classroom.

Teaching and Learning Cycle: Students are taken through the building
knowledge field stage of the Teaching and Learning Cycle, as they revise
 and discuss the use of word play in poetry (Derewianka & Jones, 2016,
pp. 57-58).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116).
Lesson 7 – Imagery as a Poetic Device
Lesson Learning Intention – • Poetic Devices PowerPoint Describe the effects of text structures
Students will be able to (do): (Appendix B) and language features in literary texts
• Students will be able to list the adjectives and adverbs used • Exploring Poetry Workbook when responding to and sharing
throughout the ‘Tiger’ poem in the Exploring Poetry Workbook (Appendix C) opinions (AC9E4LE02).
and describe how they assist the reader in visualising the tiger • Sharing and discussing
described in the poem. understanding of the effects of
Students will understand: literary techniques on their
• Students will understand why poets use descriptive language appreciation of texts.
when writing poems. Examine the use of literary devices and
Students will know: deliberate word play in literary texts,
• Students will know how to incorporate descriptive language in including poetry, to shape meaning
their own poetry, and why it’s important to do so. (AC9E4LE04)
Teaching Strategy / Learning Activity – • Discussing poetic language,
• Revise the concept of imagery as a poetic device, as outlined on including adjectives that engage
3 slides 21-22 of the ‘Poetic Devices PowerPoint’. Explain that readers emotionally and bring
poets use descriptive language, such as adjectives and adverbs, the poet’s subject matter to life.
to help create visual images of people and places in the minds
of readers.
• Students given a piece of blank paper and a pencil to draw an
animal based a simple description given by the teacher. Read
the following description slowly and clearly to the students:

“This animal has a body covered in fur. It has a tail. It has four legs and
four feet. It has two ears and eyes. It has a nose and whiskers.”
• Students to hold up their drawings and compare with the rest
of the class. Ask the following questions:
o Do all of your drawings look the same?
o Why do you think they look so different?
o What words might need to be added to the description
to make it easier to draw the animal?
 • Repeat the activity with following description:

“This animal has a tiny, egg-shaped body. It is smaller than a rat. Its
body is covered in short, soft fur. It has a long tail, about the same length
as a child’s finger. It has four short legs and four tiny feet. It has two,
leaf-shaped ears and small eyes. It has a pink, pointed nose and long
whiskers.”
• Ask the students to hold up their drawings for comparison. Ask
the students:
o Do all of your drawings look more similar this time?
o Why do you think this is?
o What words in the second description make it easier to
draw the animal?
• Students to then get their ‘Exploring Poetry Workbook’ to
follow along as the teacher reads ‘Tiger’ to the class. Discuss the
use of descriptive words in the poem (focus on adjectives and
adverbs).
• Read through the activities on page 12 and answer any
questions the students may have. Monitor and support the
students as they independently complete the imagery activities
in the workbook.

Teaching and Learning Cycle: Students are taken through the building
knowledge field stage of the Teaching and Learning Cycle, as they revise
and discuss the use of imagery in poetry (Derewianka & Jones, 2016, pp.
57-58).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11).
Lesson 8 – Narratives in Poems
• ‘The Cat Came Back’ video. The Describe the effects of text structures
Lesson Learning Intention –
Cat Came Back - Camp Songs - and language features in literary texts
Students will be able to (do):
Kids Songs - Children's Songs by when responding to and sharing
• Students will be able to make assumptions on what a poem may
The Learning Station - YouTube opinions (AC9E4LE02).
be about based on the visual prompt shown before listening to
• Tiger Picture (Appendix F) • Sharing and discussing
the poem.
understanding of the effects of
 • Students will be able to outline the orientation, complication, • Exploring Poetry Workbook literary techniques on their
series of events, climax and resolution within the narrative (Appendix C) appreciation of texts.
poem ‘Tilly the Tiger’. Examine the use of literary devices and
Students will understand: deliberate word play in literary texts,
• Students will understand that poems often tell a story, similar including poetry, to shape meaning
to a narrative. (AC9E4LE04)
Students will know: • Discussing poetic language,
• Students will know that mood words are used throughout including adjectives that engage
poems to help set the tone of the poem. readers emotionally and bring
the poet’s subject matter to life.
Teaching Strategy / Learning Activity – Discuss how authors and illustrators
• Watch ‘The Cat Came Back’ video on YouTube. After watching, make stories engaging by the wat they
explain to the students that the lyrics (words) of songs are often develop character, setting and plot
poems that tell a story. Ask the students: tensions (AC9E4LE03).
o What is this story about? • Examining an author’s choice of
o Who are the main characters in the story? language to describe a
o Where is the story set? character’s appearance,
o What are the main events that take place? behaviour and speech.
o How does the story make you feel?
• Display the picture of ‘The Tiger’. Explain that images can be
used to stimulate ideas for imaginative texts and poems.
Discuss with students how the image displayed could generate
ideas for a story. Ask students:
o What might the story be about?
o Who might be the main characters in the story?
o Where might the story be set?
o What events might take place?
o How might the reader feel during the story?
• While students are taking out their ‘Exploring Poetry
Workbook’, explain that the tiger image was used to write the
poem about to be read. Students to use their workbook to
follow along while the teacher reads the ‘Tilly the Tiger’ poem.
• Discuss the use of narrative structure in the poem. Read
through activities on page 12 and answer any questions the
students may have. Monitor and support the students as they
independently complete the activities in the workbook.
 • Class discussion at the end of the class in relation to answers
provided in the workbook.

Teaching and Learning Cycle: Students are taken through the building
knowledge field stage of the Teaching and Learning Cycle, as they revise
and discuss the use of a narrative structure in poetry (Derewianka &
Jones, 2016, pp. 57-58).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11).
Lesson 9 – Writing Short Narrative Poems
Lesson Learning Intention – • Narrative Poetry Visual Prompts Create and edit literary texts by
Students will be able to (do): (Appendix G) developing storylines, characters and
• Students will be able to work individually to create a narrative • Exploring Poetry Workbook settings (AC9E4LE05).
poem of their own, using the visual prompts provided to them. (Appendix C) • creating texts using a range of
Students will understand: • Narrative Writing Template sentence types, including
• Students will understand that visual prompts can be used to (Appendix H) dialogue and literary devices.
create a narrative poem. Describe the effects of text structures
Students will know: and language features in literary texts
• Students will know that narrative poetry is constructed using when responding to and sharing
characters, a setting and a story line. opinions (AC9E4LE02).
• Sharing and discussing
Teaching Strategy / Learning Activity – understanding of the effects of
• Revisit the poem ‘Tilly the Tiger’ from the ‘Exploring Poetry literary techniques on their
Workbook’. Remind the students that narrative poetry is appreciation of texts.
constructed around: Examine the use of literary devices and
o a main character or characters deliberate word play in literary texts,
o a setting including poetry, to shape meaning
o a series of events (storyline). (AC9E4LE04)
• Provide students with a copy of the ‘Narrative Poetry Visual • Discussing poetic language,
Prompts’ and project the ‘Narrative Writing Template’ on the including adjectives that engage
readers emotionally and bring
board.
the poet’s subject matter to life.
• As a class, choose one of the prompts and brainstorm
characters, a setting, and a story line (will need to be relatively
short to fit into the structure of a poem).
 • Remind students of the poetic devices of sound play, word play
and imagery (discussed in previous lessons). Brainstorm pairs of
rhyming words that could be used in the poem and list these on
the board for the students to refer to while writing.
• Students to use brainstorming and templates to write a short
(2-4 verse) narrative poem in their workbooks. Monitor and
support the students as they are writing. Ask guiding questions,
such as:
o What is the structure of your poem? Are you using
verses?
o Does your poem rhyme? What is the rhyming pattern?
o What is the mood of your poem? What words might
you use to create this mood?
• Reassure students that writing poetry is a challenging process
which takes time. Sometimes it is necessary to abandon an idea
which is not working and try something else. Encourage the
students to continually adapt and improve their poem
throughout the writing process.

Teaching and Learning Cycle: In this lesson, students are moving past
the building knowledge of the field stage of the Teaching and Learning
Cycle, and are moved into the joint and independent construction
phase. While they are encouraged to create a short narrative poem of
their own, many of the concepts are modelled for them, through
brainstorming and class discussions (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their narrative poems as a group. Students can draw from personal
experiences in this activity and therefore create a text that is personal
to them (Freebody & Luke, 1990, p. 9).
Lesson 10 – Writing Cinquains
4 • Sample Cinquain Poems Create and edit literary texts by
Lesson Learning Intention –
(Appendix I) developing storylines, characters and
Students will be able to (do):
settings (AC9E4LE05).
 • Students will be able to work in pairs to create a cinquain poem • How to write a Cinquain Poem • creating texts using a range of
that they will share back with the class. PowerPoint (Appendix J) sentence types, including
• Students will be able to work individually to create a cinquain • Puppies Differentiated dialogue and literary devices.
poem. Worksheet (Appendix K) Describe the effects of text structures
Students will understand: • Students’ workbooks and language features in literary texts
• Students will understand the steps required to write a cinquain when responding to and sharing
poem. opinions (AC9E4LE02).
Students will know: • Sharing and discussing
• Students will know the structure of a cinquain poem. understanding of the effects of
literary techniques on their
Teaching Strategy / Learning Activity – appreciation of texts.
• Project ‘Sample Cinquain Poems’ on the board. Read some of Examine the use of literary devices and
them aloud to the students, and then encourage confident deliberate word play in literary texts,
students to read some aloud to the class. Ask students what including poetry, to shape meaning
they notice about the poems. (AC9E4LE04)
• Work through the ‘How to Write a Cinquain Poem PowerPoint’ • Discussing poetic language,
with the students. Create a Cinquain Poem as a class as per including adjectives that engage
instruction on slide 7 of the PowerPoint. readers emotionally and bring
• Split students into pairs to create a cinquain poem. Encourage the poet’s subject matter to life.
students to share their poems with the class, allowing for
positive feedback from their peers.
• Students to then create a Cinquain Poem independently.
Monitor the students as they are writing their poems and ask
questions such as:
o What is the mood of your poem? What words are you
going to use to create this mood?
o Are you using adjectives and nouns that relate to the
title of your poem?
o What poetic devices are you using?

Teaching and Learning Cycle: In this lesson, students are developing

their skills in joint and independent construction phases of the Teaching
and Learning Cycle. (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their cinquain poems as a group and individually. Students can draw
from personal experiences in this activity and therefore create a text
that is personal to them (Freebody & Luke, 1990, p. 9).
Lesson 11 – Writing Reverse Poems / Palindrome Poems
Lesson Learning Intention – • ‘Turn This Around (Reverse Create and edit literary texts by
Students will be able to (do): Poem) video. Turn This Around developing storylines, characters and
• Students will be able to create their own reverse / palindrome (Reverse Poem) - YouTube settings (AC9E4LE05).
poem, with teacher support when required. • Palindrome Poem Example • creating texts using a range of
Students will understand: (Appendix L) sentence types, including
• Students will understand that a reverse / palindrome poem has dialogue and literary devices.
• Writing a Reverse Poem
two different outcomes depending on which way it is read. Describe the effects of text structures
PowerPoint (Appendix M)
Students will know: and language features in literary texts
• Students’ workbooks
• Students will know what an abstract noun is. when responding to and sharing
• Students will know what a palindrome is and how it can be opinions (AC9E4LE02).
transferred into poetry. • Sharing and discussing
understanding of the effects of
Teaching Strategy / Learning Activity – literary techniques on their
• Watch the ‘Turn This Around (Reverse Poem)’ on YouTube. After appreciation of texts.
watching the video, project the ‘Palindrome Poem Example’ on Examine the use of literary devices and
the board and read it out to the students (forwards and deliberate word play in literary texts,
backwards). Discuss following questions with the students: including poetry, to shape meaning
o What did you notice about both of the poems? (AC9E4LE04)
o What happened when the poem was read from the • Discussing poetic language,
bottom up? including adjectives that engage
readers emotionally and bring
• Go through the ‘Writing a Reverse Poem PowerPoint’ on the
the poet’s subject matter to life.
board. Work through the slides with the students. Note that it
is important to scaffold for students – making sure that they
understand what an abstract noun is (a noun you cannot touch,
such as the names of feelings like love, anger, and sadness. They
are also concepts like friendship, loyalty, and honesty)
• Students to think-pair-share with more abstract nouns and
share with the class. Write these on the board for students to
refer to.
• Students to then have a try independently at creating their own
palindrome poems. As the students are writing their poems,
 reassure them that writing poetry is a challenging process
which takes time. Sometimes it is necessary to abandon an idea
which is not working and try something else. Encourage the
students to continually adapt and improve their poem
throughout the writing process.

Teaching and Learning Cycle: In this lesson, students are developing

their skills in independent construction phase of the Teaching and
Learning Cycle. (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their palindrome poems as a group. Students can draw from personal
experiences in this activity and therefore create a text that is personal
to them (Freebody & Luke, 1990, p. 9).
Lesson 12 – Writing Diamante Poems
• ‘Diamante Poems for Kids’ Create and edit literary texts by
Lesson Learning Intention – video. Diamante Poems for Kids developing storylines, characters and
Students will be able to (do): - YouTube settings (AC9E4LE05).
• Students will be able to work in pairs to create a mind map • Diamante Poem Examples • creating texts using a range of
outlining nouns, adjectives and verbs that they can use to sentence types, including
(Appendix N)
create a diamante poem. dialogue and literary devices.
• Coloured textas
• Students will be able to create their own antonym diamante Describe the effects of text structures
poems, using the correct formatting. • Butchers paper and language features in literary texts
Students will understand: • Diamante Poem Template when responding to and sharing
• Students will understand the difference between an antonym (Appendix O) opinions (AC9E4LE02).
and a synonym. • Sharing and discussing
Students will know: understanding of the effects of
• Students will know the difference between a noun, verb and an literary techniques on their
adjective in relation to ‘-ing’ words. appreciation of texts.
• Students will know the way that a diamante poem is set out. Examine the use of literary devices and
deliberate word play in literary texts,
Teaching Strategy / Learning Activity – including poetry, to shape meaning
• Students to watch the ‘Diamante Poems for Kids’ video on (AC9E4LE04)
YouTube. Then teacher to project the two ‘Diamante Poem • Discussing poetic language,
including adjectives that engage
 Examples’ on the board. Discuss and ask the following readers emotionally and bring
questions: the poet’s subject matter to life.
o Do these poems follow the correct structure of a
diamante poem?
o What is an antonym / what is a synonym?
o How do we know if they are antonym or synonym
poems?
• Unpack and explore ‘-ing’ words. Are they nouns, verbs or
adjectives? Students to then write down as many ‘-ing’ words
in their workbooks as possible during 2 minutes. Share some
answers with the class.
• As a whole group, brainstorm opposing concepts or subjects
(city - country, mouse - elephant, sun - moon, north - south,
upstairs – downstairs).
• In pairs, have students choose a pair of antonyms for a
diamante poem. Provide butcher’s paper and textas to the
students. Have students create a mind map, brainstorming
nouns, adjectives and verbs that relate to their chosen antonym
pair.
• Students to then work individually to create their own diamante
poems using the ‘Diamante Poem Template’ and the mind maps
that they created as pairs. Challenge them to be clever with the
4th line (transitional four-word phrase or two words related to
first subject/two words related to last subject).

Teaching and Learning Cycle: In this lesson, students are developing

their skills in joint and independent construction phases of the Teaching
and Learning Cycle. (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their palindrome poems as a group. Students can draw from personal
experiences in this activity and therefore create a text that is personal
to them (Freebody & Luke, 1990, p. 9).
 Lesson 13 – Writing Free Verse
Lesson Learning Intention – • Free Verse Poetry Examples Create and edit literary texts by
Students will be able to (do): (Appendix P) developing storylines, characters and
• Students will be able to develop their own free verse poems. • Students’ workbooks settings (AC9E4LE05).
Students will understand: • creating texts using a range of
• Students will understand that free verse poetry does not sentence types, including
adhere to the common rules of poetry (the poem does not have dialogue and literary devices.
to rhyme). Describe the effects of text structures
Students will know: and language features in literary texts
• Students will know that poets use line breaks and punctuation when responding to and sharing
in free verse poetry to make the poem more exciting for the opinions (AC9E4LE02).
reader, and to trigger an emotional response in the reader. • Sharing and discussing
understanding of the effects of
Teaching Strategy / Learning Activity – literary techniques on their
• Begin lesson explaining to students that free verse poetry is free appreciation of texts.
from the normal rules of poetry – poet may choose to include Examine the use of literary devices and
rhyming words, but it is not necessary. The main object of free deliberate word play in literary texts,
verse poetry is to use colourful words, punctuation, and word including poetry, to shape meaning
5 placement to convey meaning to the reader. (AC9E4LE04)
• Read through the ‘Free Verse Poetry Examples’. Ask the • Discussing poetic language,
following questions at the end of each example: including adjectives that engage
readers emotionally and bring
o What do you notice in this poem?
the poet’s subject matter to life.
o What is the poem talking about?
o Are there any examples of similes / metaphors /
onomatopoeia / etc?
• Model reading the following poem to the students:

Heroes May Be
Boisterous, bold, brash, and loud – Yee Haw!
Or swift, silent, and sly – Woosh,
Or even filled with woes – Boo hoo.
They may crave attention – Ta da!
Or they may ask for no one to mention – Shhhh. . .
Just how they made a difference.
• Write the poem on the board in a different way and have the
students read it aloud. Then rewrite the poem, changing the
time breaks and punctuation and have them read it aloud again.
 Have the students think about how the punctuation and line
breaks affect how the poem is read.
• As a whole class, write a free verse poem.
o Choose a topic.
o Write the topic on the board as a title.
o Remind students that free verse is a controlled list of
colourful, thought-provoking words about a
topic. Encourage students to volunteer words, phrases,
or sentences about the topic. Write their responses
below the topic.
o After recording student responses, ask them to suggest
ways to organize the list so that it conveys meaning in
a better way. Revise the free verse poem several times
to model the revision process.
o Model breaking lines at different points to show how
the reading can change.
• Students then to create their own free verse poem in their
workbooks. Monitor the students as they are working
individually, providing assistance when required.

Teaching and Learning Cycle: In this lesson, students are developing

their skills in joint and independent construction phases of the Teaching
and Learning Cycle. (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their free verse poems as a group. Students can draw from personal
experiences in this activity and therefore create a text that is personal
to them (Freebody & Luke, 1990, p. 9).
Lesson 14 – Writing Haiku Poems
Lesson Learning Intention – • ‘A Cat Named Haiku’ video. A Create and edit literary texts by
Students will be able to (do): Cat Named Haiku - YouTube developing storylines, characters and
• Students will be able to create a haiku poem of their own, using • How to Write a Haiku settings (AC9E4LE05).
the correct formatting. PowerPoint (Appendix Q)
 • Students will be able to sound the syllables out in a word. • Haiku Rules Poster (Appendix R) • creating texts using a range of
Students will understand: • Haiku Planning Sheet (Appendix sentence types, including
• Students will understand that a haiku poem consists of 5-7-5 S) dialogue and literary devices.
syllables. • Spring Haiku Differentiated Describe the effects of text structures
Students will know: Worksheet (Appendix T) and language features in literary texts
• Students will know that haiku poems are a traditional Japanese when responding to and sharing
art form. opinions (AC9E4LE02).
• Sharing and discussing
Teaching Strategy / Learning Activity – understanding of the effects of
• Watch the ‘A Cat Named Haiku’ video on YouTube. After literary techniques on their
watching as the students: appreciation of texts.
o What did you notice about the poem? Examine the use of literary devices and
o Has anyone heard of a Haiku poem before? What do deliberate word play in literary texts,
you think it might be? including poetry, to shape meaning
• Display ‘How to Write a Haiku Poem PowerPoint’ on the board (AC9E4LE04)
and work through the slides. • Discussing poetic language,
• As a class create a Haiku poem. Have the students choose an including adjectives that engage
animal, and then students can suggest ideas and out the readers emotionally and bring
the poet’s subject matter to life.
syllables.
• Display the ‘Haiku Rules Poster’ on the board, and have
students create a Haiku poem of their own using the ‘Haiku
Planning Sheet’.
• Encourage confident students to share their Haiku poems with
the class at the end of the lesson, allowing for positive peer
feedback.

Teaching and Learning Cycle: In this lesson, students are developing

their skills in joint and independent construction phases of the Teaching
and Learning Cycle. (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their Haiku poems as a group. Students can draw from personal
experiences in this activity and therefore create a text that is personal
to them (Freebody & Luke, 1990, p. 9).
 Lesson 15 – Writing Visual Poetry / Shape Poems
Lesson Learning Intention – • Examples of Shape Poems Create and edit literary texts by
Students will be able to (do): Examples of Shape Poems for developing storylines, characters and
• Students will be able to work individually to create a shape Kids | YourDictionary settings (AC9E4LE05).
poem. • Students’ workbooks • creating texts using a range of
Students will understand: sentence types, including
• Students will understand that shape poetry doesn’t have to dialogue and literary devices.
rhyme. Describe the effects of text structures
Students will know: and language features in literary texts
• Students will know that a shape poem is shaped like the thing when responding to and sharing
that it is describing. opinions (AC9E4LE02).
• Sharing and discussing
Teaching Strategy / Learning Activity – understanding of the effects of
• View the ‘Examples of Shape Poetry’ website. When looking literary techniques on their
through the examples, ask the following questions: appreciation of texts.
o What do you notice about these poems? Examine the use of literary devices and
o What words / text / colours are important for this kind deliberate word play in literary texts,
of poetry? including poetry, to shape meaning
• Model how to write a shape poem on the board with the (AC9E4LE04)
students. Have students decide on a topic as a group, and • Discussing poetic language,
brainstorm how the poem will go. Complete the poem on the including adjectives that engage
board. readers emotionally and bring
the poet’s subject matter to life.
• Have students work independently to create their own shape
poems.

Teaching and Learning Cycle: In this lesson, students are developing

their skills in joint and independent construction phases of the Teaching
and Learning Cycle. (Derewianka & Jones, 2016).
Four Resources Model: Students are given further opportunities to
deepen their knowledge in relation to understanding the purpose of the
text, allowing them to again practice being a text user (Flint et al., 2020,
p. 116; Freebody & Luke, 1990, pp. 10-11). Students are also
encouraged to become text participants in order to brainstorm ideas for
their shape poems as a group. Students can draw from personal
experiences in this activity and therefore create a text that is personal
to them (Freebody & Luke, 1990, p. 9).
Lesson 16 – Summative Assessment
 Lesson Learning Intention – • Poetry Posters (Appendix U) Create and edit literary texts by
Students will be able to (do): • Poetry Rubric (Appendix V) developing storylines, characters and
• Students will be able to use the poetry rubric provided to them, • Students’ workbooks settings (AC9E4LE05).
to create a poem of their own for assessment. • Laptops • creating texts using a range of
Students will understand: • Exemplar of Poetry assessment sentence types, including
• Students will understand that they need to meet the (Appendix W) dialogue and literary devices.
requirements outlined in the rubric for the assessment. Describe the effects of text structures
Students will know: and language features in literary texts
• Students will know the 6 types of poetry introduced to them when responding to and sharing
throughout the unit. opinions (AC9E4LE02).
• Students will know why the use of poetic devices is important • Sharing and discussing
in poetry. understanding of the effects of
literary techniques on their
Teaching Strategy / Learning Activity – appreciation of texts.
• Inform students that over the next three lessons, they will Examine the use of literary devices and
6 create a Poetry poster for their assessment. They will need to deliberate word play in literary texts,
choose a theme or topic for their poster that includes the including poetry, to shape meaning
following: (AC9E4LE04)
• Onomatopoeia • Discussing poetic language,
including adjectives that engage
• Alliteration
readers emotionally and bring
• Rhyme the poet’s subject matter to life.
• Imagery
• Alliteration
• Haiku
• Each aspect of their poster will need to relate to their chosen
topic (e.g. School – see Appendix W).
• Display and discuss the example poems, using the ‘Poetry
Posters’. Discuss the poetic devices they have learnt throughout
the unit:
o Rhyme
o Alliteration
o Rhythm
o Onomatopoeia
o Word play
o Imagery
 • Hand out the checklist (Appendix X) to the students and discuss
each criteria along with the exemplar so students can see how
the checklist should be used.
• Students to begin planning and writing their poems. Monitor
and support students as they are writing.

Teaching and Learning Cycle: In this lesson, students are using the
knowledge that they have gained throughout the unit to plan, draft and
finalise their own poems, allowing them to move into the independent
construction phase of the Teaching and Learning Cycle. (Derewianka &
Jones, 2016).
Four Resources Model: For this lesson, students are using their skills
and knowledge to develop their own poems. In giving the students the
option to choose which poem they would like to create, they are able
to draw from their personal experiences to create a poem, assisting
them to be text participants (Freebody & Luke, 1990, p. 9). Students are
also using their code breaking skills to create the poem of their choice
as they are required to recognise and correctly use grammar and
punctuation (Flint et al., 2020, p. 116).
Lesson 17 – Summative Assessment
• Exploring Poetry Workbook Create and edit literary texts by
Lesson Learning Intention – (Appendix C) developing storylines, characters and
Students will be able to (do): • Students’ workbooks settings (AC9E4LE05).
• Students will be able to use the poetry rubric provided to them, • Laptops • creating texts using a range of
to create a poem of their own for assessment. sentence types, including
Students will understand: dialogue and literary devices.
• Students will understand that they need to meet the Describe the effects of text structures
requirements outlined in the rubric for the assessment. and language features in literary texts
Students will know: when responding to and sharing
• Students will know the 6 types of poetry introduced to them opinions (AC9E4LE02).
throughout the unit. • Sharing and discussing
• Students will know why the use of poetic devices is important understanding of the effects of
in poetry. literary techniques on their
appreciation of texts.
Teaching Strategy / Learning Activity – Examine the use of literary devices and
• Continuing on with their assessment task. Assist students deliberate word play in literary texts,
without giving them any specific examples for their own topic. including poetry, to shape meaning
(AC9E4LE04)
 • Encourage students to refer to anchor charts at the back of the • Discussing poetic language,
classroom, look at their English books and their Poetry including adjectives that engage
Workbooks. readers emotionally and bring
the poet’s subject matter to life.
Teaching and Learning Cycle: In this lesson, students are using the
knowledge that they have gained throughout the unit to plan, draft and
finalise their own poems, allowing them to move into the independent
construction phase of the Teaching and Learning Cycle. (Derewianka &
Jones, 2016).
Four Resources Model: For this lesson, students are using their skills
and knowledge to develop their own poems. In giving the students the
option to choose which poem they would like to create, they are able
to draw from their personal experiences to create a poem, assisting
them to be text participants (Freebody & Luke, 1990, p. 9). Students are
also using their code breaking skills to create the poem of their choice
as they are required to recognise and correctly use grammar and
punctuation (Flint et al., 2020, p. 116).
Lesson 18 – Summative Assessment
• Students’ poems from the Create and edit literary texts by
Lesson Learning Intention – previous lesson. developing storylines, characters and
Students will be able to (do): settings (AC9E4LE05).
• Students will be able to use the poetry rubric provided to them, • creating texts using a range of
to create a poem of their own for assessment. sentence types, including
Students will understand: dialogue and literary devices.
Describe the effects of text structures
• Students will understand that they need to meet the
and language features in literary texts
requirements outlined in the rubric for the assessment.
when responding to and sharing
Students will know:
opinions (AC9E4LE02).
• Students will know the 6 types of poetry introduced to them
• Sharing and discussing
throughout the unit.
understanding of the effects of
• Students will know why the use of poetic devices is important literary techniques on their
in poetry. appreciation of texts.
Teaching Strategy / Learning Activity – Examine the use of literary devices and
deliberate word play in literary texts,
• Students will have this lesson to finalise their poetry poster for
including poetry, to shape meaning
assessment. Monitor and support students as they publish their
(AC9E4LE04)
poems.
• Discussing poetic language,
including adjectives that engage
 • Once all of the students have published their posters, collate readers emotionally and bring
these together in a class anthology. Display the collection in the the poet’s subject matter to life.
classroom for the students to read through at their leisure.

Teaching and Learning Cycle: In this lesson, students are using the
knowledge that they have gained throughout the unit to plan, draft and
finalise their own poems, allowing them to move into the independent
construction phase of the Teaching and Learning Cycle. (Derewianka &
Jones, 2016).
Four Resources Model: For this lesson, students are using their skills
and knowledge to develop their own poems. In giving the students the
option to choose which poem they would like to create, they are able
to draw from their personal experiences to create a poem, assisting
them to be text participants (Freebody & Luke, 1990, p. 9). Students are
also using their code breaking skills to create the poem of their choice
as they are required to recognise and correctly use grammar and
punctuation (Flint et al., 2020, p. 116).

Differentiation
Supportive Learning Environment:
Special Education Requirements and Resources
• Visual Aids for students to refer back to throughout the lessons.
• Teacher support when independent work is commencing.
• Explicit teaching and instruction where possible.
• Students that have trouble writing for themselves, student to tell teacher / SSO what they want written, and the teacher / SSO to write it out.
Narrative Poems:
• For students that may require assistance with this activity, the length of the poem that they are required to create will be shorter in length.
Cinquain Poems:
• For students struggling to create a cinquain poem, provide them with the ‘Puppies Cinquain Differentiated Worksheet’. This worksheet provides an example
cinquain poem, with the structure written out next to it. It also provides a word bank for the students to draw from to create a cinquain poem about puppies.
Reverse Poems:
• For students that may require assistance with this activity, the length of the poem that they are required to create will be shorter in length.
Diamante Poems:
• For students struggling to write an antonym Diamante poem – have them create a synonym Diamante poem.
• Provide a topic for the students to draw from – choose a topic that interests them so that it is easier for them.
Free Verse Poems:
• For students struggling to write a free verse poem – have them create a free verse poem using the following structure and topic:
“Sunlight”
1. Looks like…
2. Sounds like…
3. Feels like…
4. Smells like…
5. Tastes like…
Haiku Poems:
• For students struggling to write a Haiku poem, provide them with the ‘Spring Haiku Differentiated Worksheet’. This worksheet provides students with an outline of
how to write a Haiku, and a bank of words that they can choose from to write their Haiku poem.
Shape Poems:
• For students struggling to create a shape poem, provide them with a shape that they can base their poem around. If required, teacher to draw a basic outline of
the shape for the student to put their poem into. Students can also use the poem created as a class to put into a shape that they draw themselves.
Extension Activities
Narrative Poems:
• For students that are likely to finish this activity early, have them create a narrative poem with at least 2 characters that have a problem arise between the two of
them. This allows for the students to have a more challenging activity that will require them to take more time to complete.
Cinquain Poems:
• If students complete the activity early, have them create another but have them write it about the opposite topic that they wrote their first one for. This will
challenge the students thinking and assist them in developing their critical thinking skills.
Reverse Poems:
• If students complete this activity early, have the students assist their peers who are still completing the activity.
Diamante Poems:
• For students that are likely to complete this activity early, have them create two Diamante poems; an antonym Diamante poem, and a synonym Diamante poem.
Free Verse Poems:
• If students complete this activity early, have the students assist their peers who are still completing the activity.
Haiku Poems:
• Students that complete this activity prior to the lesson finishing, encourage them to continue writing another Haiku poem that follows on from their original –
similar to the Haiku’s shown in the ‘A Cat Named Haiku’ video on YouTube.
Shape Poems:
• If students complete this activity early, have the students assist their peers who are still completing the activity.
Summative Assessment:
• Encourage students to create another poem from the 6 types that they learnt over the unit – allowing them to practice writing a poem without support from the
teacher.
Assessment

Formative Assessment Summative Assessment

• Completed Exploring Poetry Workbooks. • Final Poetry assessment poster
• Informal discussions with students throughout lessons.
• Poems created during lessons 9 – 15 (some in students’ workbooks, others
on worksheets).
• Peer feedback
References –

Australian Curriculum, Assessment and Reporting Authority [ACARA]. (2022). English – Year 4.
https://v9.australiancurriculum.edu.au/f-10-curriculum/learning-areas/english/year-
4?view=quick&detailed-content-descriptions=0&hide-ccp=0&hide-gc=0&side-by-side=1&strands-start-
index=0&subjects-start-index=0

Derewianka, B., & Jones, P. (2016). Teaching language in context. Oxford University Press.

Flint, A.S., Kitson, L., Lowe, K., Shaw, K., Humphrey, S., Vicars, M., & Rogers, J. (2020). Literacy in Australia:
pedagogies for engagement (3rd ed.). John Wiley and Sons Australia.

Freebody, P., & Luke, A. (1990). Literacies programs: Debates and demands in cultural context. Prospect: An
Australian journal of TESOL, 5(3), pp. 7-16.
Appendix A – Counting Rhyme Poster
Appendix B – Poetic Devices PowerPoint
Appendix C – Exploring Poetry Workbook
Appendix D – Poetry Analysis Template
Appendix E – Joke Cards for Kids
Appendix F – Tiger Picture
Appendix G – Narrative Poetry Visual Prompts
Appendix H – Narrative Writing Template
Appendix I – Sample Cinquain Poems
Appendix J – How to Write a Cinquain Poem PowerPoint
Appendix K – Puppies Differentiated Worksheet
Appendix L – Palindrome Poem Example
Appendix M - Writing a Reverse Poem PowerPoint
Appendix N – Examples of Diamante Poems
Appendix O – Diamante Poem Template
 Appendix P – Free Verse Poetry Examples

Free Verse by Robert Graves

Fog by Carl Sandburg

I now delight The fog comes

In spite on little cat feet.
Of the might
And the right It sits looking
Of classic tradition, over harbor and city
In writing on silent haunches
And reciting and then moves on.
Straight ahead,
Without let or omission,
Just any little rhyme
In any little time
That runs in my head;
Because, I’ve said,
My rhymes no longer shall stand arrayed
Like Prussian soldiers on parade
That march,
Stiff as starch,
Foot to foot,
Boot to boot,
Blade to blade,
Button to button,
Cheeks and chops and chins like mutton.
No! No!
My rhymes must go
Turn ’ee, twist ’ee,
Twinkling, frosty,
Will-o’-the-wisp-like, misty
Appendix Q – How to Write a Haiku PowerPoint
Appendix R – Haiku Rules Poster
Appendix S – Haiku Planning Sheet
Appendix T - Spring Haiku Differentiated Worksheet
Appendix U – Poetry Posters
Appendix V – Poetry Rubric
Appendix W – Poetry Poster Exemplar
Appendix X – Poetry Checklist (including differentiated checklist)

Differentiated:

Regular: