LANGUAGE ARTS 7 - UNIT PLAN

POETRY

MS. SHELBY JOHNSON

 SERIES OF INFORMATION

UNIT INTRODUCTION

UNIT SPECIFICS

SUPPLEMENTARY/GUIDING QUESTIONS

GENERAL LEARNING OUTCOMES

SPECIFIC LEARNING OUTCOMES

RESOURCES

WEEKLY BREAKDOWNS

UNIT ASSESSMENT PLAN

ASSESSMENT OVERVIEW

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UNIT INTRODUCTION

The primary purpose of this unit is to expose students to a variety of poetry. In doing so,
students will engage with different styles of poems, learn about some of the basic fundamental
principles of poetry, explore the usage and purpose of figurative language, and also create their
own written works, both by following particular guidelines and also by engaging in free writing.
In addition to this, students will also engage their prior (and new) knowledge of poetry during
this unit to help them explore, analyze, interpret, and respond to poems.
The unit is designed to spark student interest in poetry, as often it can be a unit that is
despised by students. To ensure students feel confident in their poetic writing abilities, the
assignments are designed to walk students through the writing process if need be. Guidelines
are used where needed and there are also opportunities for students to participate in more free
verse writing.
Students will be assessed primarily in two categories; the first being completed poems
and the second being their ability to analyze and respond to poetry. I believe it is important to
not overwhelm students with analyzing poetry from the beginning, so we will ease into that once
we have established a solid understanding of various forms of poetry. Students will get to
explore different forms of poetry for a solid few weeks, all the while trying to incorporate
figurative language into their original pieces. In addition to these opportunities to create their
original poems, students will also get the chance to learn about how meaningful and impactful
poetry can be through an assignment centered on analyzing song lyrics!
Students should be able to walk away from this poetry unit with confidence in being able
to identify, define and create poems of particular forms and analyze and interpret poems by
applying their knowledge of poetry conventions. Students should also come out of this unit with
a higher understanding of and respect for poetry in general.

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UNIT SPECIFICS
❖ St. Francis Junior High School.
❖ Lethbridge, Alberta.
❖ LA 7JH
▪ Two 80-minute double periods (Tuesday & Thursday) + one 40-minute period (Friday)
▪ 30 students
▪ This unit will be tailored towards the 7JH class and differentiation for the adapted
class will be developed as needed

SUPPLEMENTARY/GUIDING QUESTIONS

❖ What are some basic principles of poetry?

❖ What is figurative language? (What are the different types of figurative language?)
❖ How is figurative language used in poetry?
❖ What is the purpose behind using figurative language?
❖ What are some various forms of poetry?
❖ How can I use poetry to express myself?
❖ How do we analyze poetry?
❖ Where do we see poetry the most?
❖ What does poetry consist of?
❖ What makes a poem, a poem?

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GENERAL LEARNING OUTCOMES

Students will listen, speak, read, write, view and represent to:

❖ 1. explore thoughts, ideas, feelings and experiences.

❖ 2. comprehend and respond personally and critically to oral, print and other media texts
❖ 4. enhance the clarity and artistry of communication
❖ 5. respect, support and collaborate with others

SPECIFIC LEARNING OUTCOMES

1.1 Discover and Explore

❖ Express and develop understanding

- Extend understanding of ideas and information by finding and exploring oral, print
and other media texts on related topics and themes
- Express personal understandings of ideas and information based on prior knowledge,
experiences with others and a variety of oral, print and other media texts
❖ Experiment with language and forms
- Discuss and respond to ways that content and forms of oral, print and other media
texts interact to influence understanding

1.2 Clarify and Extend

❖ Consider the ideas of others

- Listen and respond constructively to alternative ideas or opinions
❖ Combine ideas
- Use talk, writing and representing to examine, clarify and assess understanding of
ideas, information and experiences
❖ Extend understanding
- Talk with others to elaborate ideas, and ask specific questions to seek helpful
feedback

2.2 Respond to Texts

❖ Experience various texts

- experience oral, print and other media texts from a variety of cultural traditions and
genres, such as journals, nature programs, short stories, poetry, letters, CDROM
programs, mysteries, historical fiction, drawings and prints
- justify own point of view about oral, print and other media texts, using evidence from
texts

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 ❖ Construct meaning from texts
- Develop, clarify and defend own interpretations, based on evidence from the text
with support from own experiences

2.3 Understand Forms, Elements and Techniques

❖ Experiment with language

- explore surprising and playful uses of language and visuals in popular culture, such as
cartoons, animated films and limericks; explain ways in which imagery and figurative
language, such as simile, convey meaning

2.4 Create Original Text

❖ Structure texts
- create a variety of oral, print and other media texts to explore ideas related to
particular topics or themes

4.1 Enhance and Improve

❖ Expand knowledge of language

- identify and explain figurative and metaphorical use of language in context
❖ Enhance artistry
- experiment with figurative language, illustrations and video effects to create visual
images, provide emphasis or express emotion

4.2 Present and Share

❖ Present information
- present ideas and opinions confidently, but without dominating the discussion,
during small group activities and short, whole class sessions
❖ Demonstrate attentive listening and viewing
- ask questions or make comments that elicit additional information; probe different
aspects of ideas, and clarify understanding

5.2 Work Within a Group

❖ Cooperate with others

- contribute collaboratively in group situations, by asking questions and building on the
ideas of others
❖ Work in groups
- contribute ideas, knowledge and questions to establish an information base for
research or investigations

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RESOURCES

Benke, Karen. (2010). Rip the Page! Adventures in Creative Writing. Shambhala Publications, Inc.
Boulder, Colorado.

❖ This text highlights many poetic devices and ways of introducing them to students that I
think will be effective. Some terms include alliteration, metaphor, simile, and
personification. There are also helpful tips on some of the review terms I will cover
before we reach the poetry unit like verbs and nouns. In addition to this, Benke’s book
also inspired many of the “poetry forms” that are used in this unit, particularly concrete
poems, Tanka poems, acrostic poems and haikus. To introduce these styles of poems I
will read excerpts and share examples from the text.

Nesbitt, Kenn. (2019). Kenn Nesbitt’s poetry 4 kids. “How to write a limerick”
https://www.poetry4kids.com/lessons/how-to-write-a-limerick/

❖ This lesson plan covers limericks in a highly detailed manner, and I like the way it is
structured. I will be using this lesson plan to teach limericks to my students.

Scholastic. (2019). What are the elements of poetry? Lesson Plan.

https://www.scholastic.com/teachers/lesson-plans/teaching-content/what-are-elements-
poetry/

❖ Using this lesson plan as inspiration, this beginning exercise in identifying key vocabulary
in poetry and applying particular writing strategies will warm students up to the analysis
side of responding to poetry. This lesson encourages students to analyze and look closer
at a particular poem, “Ode to Pablo’s Tennis Shoes” by Gary Soto.

Silverstein, S. (1996). Falling up: Poems and drawings. New York, N.Y.: HarperCollins.

❖ A variety of poems from this text will be used for the students’ Rhyme and Rhyme
Scheme assignment. Silverstein is a master of created kooky and entertaining poems that
have strong rhyme schemes. After being introduced to the concept of rhyme scheme and
having some time to practice identifying rhyme schemes in poetry, students will then
take their knowledge and apply it to the Shel Silverstein poems!

Wallace, Ronald. “Grandmother Grace.”

❖ This poem will be used during an introductory activity to our poetry unit. This text was
provided to my Curriculum and Instruction class for PSII, thanks to our instructors. We did
the exact activity that my students will be doing, and it was an effective way to introduce
poetry and get students actively engaging with it.

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Various YouTube Videos – to introduce/review Figurative Language

Personification - "The Blue Umbrella"

https://www.metatube.com/en/videos/224049/Blue-Umbrella-FULL-Short-Film-Pixar-2014-HD/

Personification - Song by the Bazillions

https://www.youtube.com/watch?time_continue=42&v=VqBZMR83wCg

Simile - "Similes in Pop Culture"

https://www.youtube.com/watch?time_continue=408&v=4GLSsX7Rg2s

Hyperbole – Catchy Song

https://www.youtube.com/watch?time_continue=205&v=kuzWLDWm6Zs

Alliteration Song – Catchy Song

https://www.youtube.com/watch?v=zVQQlD__HnI

Alliteration - Daniel Radcliffe raps the alphabet aerobics

https://www.youtube.com/watch?v=aKdV5FvXLuI

Figurative Language in Pop Culture - video - good for a review activity/ quiz!
https://www.youtube.com/watch?v=Qkz6jcnDY-o

Metaphor - "I'm Already There"

https://www.youtube.com/watch?v=1jm5gfuT9Z4

Onomatopoeia Song – Catchy Song

https://www.youtube.com/watch?v=f1b5kCvVBo8

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 WEEKLY BREAKDOWNS

GRADE 7 – POETRY

TUESDAY THURSDAY FRIDAY

1:25-2:06 1:25-2:06 11:08-11:48
2:09-2:50 2:09-2:50

Introduction Figurative Language Figurative Language

1.1, 1.2, 2.2, 4.3 1.1, 1.2, 2.3, 4.3 1.1, 1.2, 2.3, 4.3
-What is figurative language?
-What is a poem anyway? -Where is figurative language found?
-Continue Figurative Language
-How can I effectively introduce poetry to -How can we use pop culture references to
middle school students? effectively review figurative language?

-Introduce poetry unit -Using YouTube videos (music compilations,

commercials, etc.) review the following
-Tea Party Exercise/Activity – “Do Not Go figurative language forms: alliteration,
Gentle into that Good Night” metaphor, simile, hyperbole, personification,
onomatopoeia
Figurative Language Figurative Language Poetry Forms

1.1, 1.2, 2.3, 4.3 1.1, 1.2, 2.3, 4.3 2.4, 4.1

-Continue Figurative Language -Idiom Poster + Gallery Walk – Review -Introduce Poetry Portfolios
-Paint Chip Poetry – Assign a colour and type idioms. Assign pairs of students an idiom to
of figurative language to groups of 4. Each research. They must look up the meaning -Title Pages
student in the group needs to come up with and draw a representation of this idiom.
a line that relates to the colour they have Finish the lesson with a gallery walk and -Bio Poems – following a template, have
been assigned and also must include the discussion students introduce themselves to an
figurative language they have been assigned. audience
Then students will compile their lines onto a -Figurative Language Quiz
paint chip card to create a poem

Poetry Fundamentals Poetry Forms Poetry Forms

1.1, 2.3 1.1, 2.2, 2.3, 2.4 1.1, 2.2, 2.3, 2.4, 5.2

-Review some poetry fundamentals -Focusing on a rhyming scheme -Acrostic Poems

-Theme, repetition, and stanzas -Write about your favourite movie, hobby, or
-Limericks! animal
-Rhyme + Rhyme Scheme – provide students -What are the fundamentals of Limericks? -Incorporate figurative language into your
with notes and modelled instruction on how -How do we read limericks? acrostic poem
to identify types of rhyme in poems, and also -What are some examples of limericks
how to write a rhyme scheme for a poem -How do we write limericks? - Create good copy to put into portfolio

-Rhyme + Rhyme Scheme Assignment -Create good copy to put into portfolio

Poetry Forms Poetry Forms Poetry Forms

1.1, 2.2, 2.3, 2.4, 4.1, 4.2, 5.2 1.1, 2.2, 2.3, 2.4, 4.2, 5.2 1.1, 2.2, 2.3, 2.4
-Concrete Poems
-Haikus - Noticing Walk -Tanka Poem (Rip the Page, 35) -Have students choose an object/thing they
- As Haikus are usually written about nature, -Have students follow the guidelines for this know they can draw (it does not have to be a
I want students to go on this walk with a clip poem to create their own original piece of work of art! If students need help, offer
writing

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board and write down everything they assistance – use objects to trace,
notice, even the most mundane things! - Create good copy to put into portfolio demonstrate on the board, etc.)
-Introduce haikus and how we will approach -No matter how mundane the object or
them -Pair and Share practice providing feedback thing is, have students try to write a
for one another – 2 things you liked + 1 meaningful poem about it
-Provide examples and the correct format suggestion! -An extra idea: have students write about
for haikus (Rip the Page the object without explicitly naming what it
-Using the notes they took on Friday from is!
their noticing walk, students will choose a -Encourage students to include at least one
key word or phrase to write their haiku writing convention in their poems (rhyming,
about alliteration, hyperbole, simile, metaphor,
-Encourage students to include at least one etc.)
writing convention in their poems (rhyming,
alliteration, hyperbole, simile, metaphor, - Create good copy to put into portfolio
etc.)

- Create good copy to put into portfolio

-Haiku Open Mic

-Students must come up to the front of the
classroom and share their haikus – must
participate – must have a strong presenter’s
voice – must not rush

Poetry Forms Catch Up Day/Poetry Analysis Unit Test

1.1, 2.2, 2.3, 2.4 -Ensure students have all good copies -Poetry Unit Test
completed for their Poetry Portfolios
-Blackout Poetry
-Provide students with a random page from -Introduce TPDAT poetry analysis tool
a book -Formative Assessment: Analyze a “Ode to
-Show examples of blackout poetry and the Pablo’s Tennis Shoes” together as a class
potential it holds. using the TPDAT acronym (title, paraphrase,
-Have them create a poem by crossing devices, attitude/mood, theme)
(blacking out) words – encourage students
to use a pencil first to circle the words they
want to use – or if students are feeling
carefree, let them go for it – what pops out
on the page? What is screaming at you to be
recognized?

- Create good copy to put into portfolio

Provide students with a Study Guide for their

Poetry Unit Test

Final Project Week Final Project Week

1.1, 1.2, 2.2, 2.3, 4.1, 4.2 1.1, 1.2, 2.2, 2.3, 4.1, 4.2
Present Mood Collages
Part 1 – Google Classroom Part 2 – Mood Collage
-Choose 1/3 songs to analyze -Choose 1-2 colours to represent the mood
-Listen to all three songs as a class of the song you analyzed last day
-Fill in the TPDAT chart on Google Classroom -choose 2 words to help describe the mood
-Consider the mood of the song of the song
-create a collage to visually represent the
mood of the song

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 UNIT ASSESSMENT PLAN

Learning Title FIGURATIVE PAINT ASSORTED “ODE TO POETRY

LANGUAGE CHIP POEMS PABLO’S PORTFOLIO
Outcomes POP POETRY CHECKLIST TENNIS
CULTURE SHOES”
NOTES
FORMATIVE FORMATIVE FORMATIVE FORMATIVE SUMMATIVE
Type
1.1 Discover and Explore
Express and develop understanding
-Extend understanding of ideas and information by finding and
exploring oral, print and other media texts on related topics and
x x x
themes
-Express personal understandings of ideas and information
based on prior knowledge, experiences with others and a variety x x x x
of oral, print and other media texts

Experiment with language and forms

-Discuss and respond to ways that content and forms of oral, x x x
print and other media texts interact to influence understanding

2.2 Respond to Texts

Experience various texts
-experience oral, print and other media texts from a variety of
cultural traditions and genres, such as journals, nature
x x x
programs, short stories, poetry, letters, CDROM programs,
mysteries, historical fiction, drawings and prints

Construct meaning from texts

-Develop, clarify and defend own interpretations, based on x x
evidence from the text with support from own experiences

2.3 Understand Forms, Elements and Techniques

Experiment with language
-explore surprising and playful uses of language and visuals in
popular culture, such as cartoons, animated films and limericks;
x x x x
explain ways in which imagery and figurative language, such as
simile, convey meaning

2.4 Create Original Text

Structure texts
-create a variety of oral, print and other media texts to explore
ideas related to particular topics or themes
x x
4.1 Enhance and Improve
Expand knowledge of language
-identify and explain figurative and metaphorical use of
language in context
x x x x
Enhance artistry
-experiment with figurative language, illustrations and video
effects to create visual images, provide emphasis or express
emotion
x
4.2 Present and Share
Present information
-present ideas and opinions confidently, but without dominating
the discussion, during small group activities and short, whole
class sessions

Demonstrate attentive listening and viewing

-ask questions or make comments that elicit additional
information; probe different aspects of ideas, and clarify
understanding
x x
5.2 Work Within a Group
Cooperate with others
-contribute collaboratively in group situations, by asking
questions and building on the ideas of others
x x
Work in groups
-contribute ideas, knowledge and questions to establish an x x
information base for research or investigations

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Learning Title IDIOM FIGURATIVE RHYME + HAIKU POETRY FINAL
POSTER LANGUAGE RHYME OPEN MIC PROJECT
Outcomes QUIZ SCHEME
ASSIGNMENT
SUMMATIVE SUMMATIVE SUMMATIVE SUMMATIVE SUMMATIVE
Type
1.1 Discover and Explore
Express and develop understanding
-Extend understanding of ideas and information by finding
and exploring oral, print and other media texts on related
x x x
topics and themes

-Express personal understandings of ideas and information

based on prior knowledge, experiences with others and a x x x x
variety of oral, print and other media texts

Experiment with language and forms

-Discuss and respond to ways that content and forms of oral,
print and other media texts interact to influence
understanding
x x
2.2 Respond to Texts
Experience various texts
-experience oral, print and other media texts from a variety
of cultural traditions and genres, such as journals, nature
x x x
programs, short stories, poetry, letters, CDROM programs,
mysteries, historical fiction, drawings and prints

Construct meaning from texts

-Develop, clarify and defend own interpretations, based on x x x
evidence from the text with support from own experiences

2.3 Understand Forms, Elements and Techniques

Experiment with language
-explore surprising and playful uses of language and visuals
in popular culture, such as cartoons, animated films and
x x x x
limericks; explain ways in which imagery and figurative
language, such as simile, convey meaning

2.4 Create Original Text

Structure texts
-create a variety of oral, print and other media texts to
explore ideas related to particular topics or themes
x x
4.1 Enhance and Improve
Expand knowledge of language
-identify and explain figurative and metaphorical use of
language in context
x x x x
Enhance artistry
-experiment with figurative language, illustrations and video
effects to create visual images, provide emphasis or express
emotion
x x x
4.2 Present and Share
Present information
-present ideas and opinions confidently, but without
dominating the discussion, during small group activities and
x x x
short, whole class sessions

Demonstrate attentive listening and viewing

-ask questions or make comments that elicit additional
information; probe different aspects of ideas, and clarify
understanding
x x x
5.2 Work Within a Group
Cooperate with others
-contribute collaboratively in group situations, by asking
questions and building on the ideas of others
x
Work in groups
contribute ideas, knowledge and questions to establish an
information base for research or investigations
x

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 ASSESSMENT OVERVIEW
Assessment Assessment Assessment
Assessment Tool Brief Description FOR AS OF
Learning Learning Learning

Assign a colour and type of figurative language

PAINT CHIP to groups of 4. Each student in the group needs
to come up with a line that relates to the colour
POETRY they have been assigned and also must include X X
the figurative language they have been assigned.
Then students will compile their lines onto a
paint chip card to create a poem
Students will use this checklist as a monitoring
ASSORTED tool throughout the poetry unit. It is important
for them to do some self-reflecting to ensure
POEMS they are staying on track with their completed X X
CHECKLIST poems. Check off the boxes as you complete the
particular poems. This is also a helpful practice
for students to get into and it will hopefully help
them stay organized and on top of the ball.
With this formative assessment tool, students
will be introduced to a poem and they will have
to analyze it using their base knowledge of
“ODE TO poetry and the TPDAT chart. This will not be for
PABLO’S TENNIS marks, as we are just beginning the unit and X X
SHOES” they need to be given the opportunity to
practice these skills in order to feel more
confident in analyzing and interpreting poetry.
This exercise will help them gain the necessary
skills they will need later on for their summative
assessments.
Review idioms. Assign pairs of students an idiom X X
IDIOM POSTER to research. They must look up the meaning and
draw a representation of this idiom. Finish the
lesson with a gallery walk and discussion.
X
FIGURATIVE Students will be assessed on their knowledge of
figurative language through taking this quiz.
LANGUAGE QUIZ

As we delve into different poetry forms, it is X

RHYME + important that students know how to recognize
different types of rhyme in poetry, and also how
RHYME SCHEME to accurately write in a rhyme scheme for a
ASSIGNMENT poem.

This exercise will accompany the lesson on

HAIKU OPEN Haikus. Students will be required to write their
original haiku and share it with the class. X X
MIC Students must have a strong presenter’s voice
and they must deliver their poems with
confidence.

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 Throughout this unit students will be introduced
to a wide range of poetry forms and styles. They
will get plenty of opportunities to create poems
of their own in these formats. Generally, for
POETRY these lessons we will look at the necessary
PORTFOLIO parameters of the poem as well as some X X
examples, then they will have the rest of the
class to create their own. These assorted poems
must be handed in. This is where the “assorted
poems checklist” comes in handy to ensure
students stay on track and submit their work.
Students will be required to write one test for
this unit, and it will encompass key terms and
concepts that we have covered throughout the
unit. Examples of terms include, alliteration,
metaphor, simile, hyperbole, personification,
etc. Students must be able to define and identify
POETRY UNIT these terms. In addition to this, students must X
TEST complete a respond and reflect component in
the test. Mirroring what they are doing in the
previous assignment, they must use evidence
from the text to support their position. The
format for this test will include multiple choice,
true/false questions, matching, short answer,
and the long answer (respond and reflect)
questions.
For this final project students must choose a
song to analyze. Songs are often overlooked as
poetry, but its true! Lyrics of songs are just
poems in disguise! Once students choose a song
FINAL PROJECT they must analyze and interpret the lyrics using
the TPDAT chart provided to them in Google X
Classroom. Students will also need to produce a
Mood Collage that visually represents the mood
to match the song they analyzed. Students will
then present their mood collages to the class.

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