Exploration as Poetry

Georgia Strain
Dr. Robert LeBlanc
PS II
20 March 2023
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Table of Contents

Unit Overview…....….…2

Unit Organizer…...…..2-3

Resources………………4

Month-at-a-Glance……..6

Unit Assessment Plan….8

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Unit Title: Poetry as Exploration

Course: ELA, Grade 7
Unit Length: 13 Instructional Days

Overview: In this unit, students will learn the forms and language of poetry and how to take writing
inspiration from their daily lives. Poetry is a form of writing that can take an ordinary moment in
everyday life and examine it until it is strange and unusual to the person reading. Its exploration of the
moments that make up a lifetime can be used to share experiences and inspire emotions in people from
different walks of life. By reading poetry, students learn to look for deeper meaning in what they read and
to think of the multiple layers of interpretation that exist in the texts. Writing poetry can be used as a self-
reflective tool for students as well, which will develop their sense of identity and ability to express their
emotions. Grade 7 students will begin the process of learning to read and write poetry by gaining
appreciation for poetry as a craft, and by performing their poetry in front of an audience.

This unit will use a variety of texts in order to teach students the different forms of poetry and the
figurative language that is used in poetry. Students will utilize their knowledge of the forms and language
by analyzing a poem every day and by writing one poem every class. Students will be quizzed on the
forms and figurative language concepts learned in this unit. They will also create a poem using word
magnets, so they can focus solely on practicing the form of poetry and make a tactile connection with
moving words around to get them in the right order. Students will also practice editing their poems and
performing them, first in a Flipgrid they can record at home and then on the last day of class in front of
the other students. Students will learn to associate poetry with performance and personal expression, as
well as respecting other people’s self-expression.

Essential Questions:
 How does figurative language and form affect meaning in the texts? 
 How does figurative language assist self-reflection in the creation of poetry? 
 How does reading texts assist in the understanding of other perspectives?

Focused Language Demonstrations of Learning

Outcomes Arts

2.1 Use prior knowledge: select and Reading Poetry Café

focus relevant ideas from personal Writing Magnetic Poems
experiences and prior knowledge to Speaking Writing Journal
understand new ideas and information. Listening Poem Portfolio
Viewing Class Poem (1st and last day)
2.1 Use comprehension strategies: Representing Poem-a-Day (analyze and identify
identify, connect, and summarize in literary devices)
own words, the main ideas from two or Literary Devices Quiz
more sources on the same topic. Flipgrid (perform poem and
metacognition analysis about why they
2.2 Experience various texts: chose it)
experience oral, print and other media Literary Devices Booklet (notes)
texts from a variety of cultural
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traditions and genres, such as journals,

nature programs, short stories, poetry,
letters, CDROM programs, mysteries,
historical fiction, drawings and prints.

2.3 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 Structure texts: create a variety of

oral, print and other media texts to
explore ideas related to particular
topics or themes.

4.1 Appraise own and others’ work:

identify particular content features that
enhance the effectiveness of published
oral, print and other media texts.

4.1 Enhance artistry: choose words,

language patterns, illustrations or
sounds to add detail and create desired
effects in oral, print and other media
texts.

5.1 Relate texts to culture: identify and

discuss recurring themes in oral, print
and other media texts from diverse
cultures and communities.

5.2 Cooperate with others: contribute

collaboratively in group situations, by
asking questions and building on the
ideas of others.
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Resources:
Student Resources:

“Billy Collins Teaches Reading and Writing Poetry” Youtube. https://www.youtube.com/watch?

v=Ff03AY_ucFw
“All the World’s a Stage” by William Shakespeare https://www.youtube.com/watch?v=pfECXVeCHJ8
I’m Finding My Talk by Rebecca Thomas
Long Powwow Nights David Bouchard (audio available)
Fairy Tales by Shu Ting
“Alphabets” by GZA https://genius.com/Gza-alphabets-lyrics
Valentine for Ernest Mann by Naomi Shihab Nye
https://www.commonlit.org/en/texts/valentine-for-ernest-mann
What Am I? by Anonymous https://khamush.com/hyperbole-poems/
Themes on the Journey edited by James Barry
-Farewell by Isapo-muxika (Crowfoot)
-Shadows by Dave Turner
-Absurd Limerick by John Robert Columbo
Poetry Alive edited by Dom Salini
-Computer Report Card by Meguido Zola
-Bonsai, Haiku, A Seashell by Elizabeth Gourlay
Haiku Poems in Japanese and English https://www.masterpiece-of-japanese-culture.com/literatures-and-
poems/most-famous-10-haiku-poems-in-japanese-and-english
The Gnome, the Gnat, and the Gnu by Shel Silverstein
Cynthia in the Snow by Gwendolyn Brooks
The Road Not Taken by Robert Frost
“Why People Need Poetry” Youtube. https://www.ted.com/talks/stephen_burt_why_people_need_poetry
Online Magnetic Poetry http://magneticpoetryplayonline.com/original/
How to Perform a Haiku https://www.kennedy-center.org/education/resources-for-educators/classroom-
resources/lessons-and-activities/lessons/9-12/performing-a-haiku/

Teacher Resources:

The Power of Poems by Margaret Ruurs

Inside Poetry by Richard Davies and Jerry Wowk 2nd Edition
Inside Poetry: Teacher’s Guide by Richard Davies and Jerry Wowk 2nd Edition
The Practice of Poetry edited by Robin Behn & Chase Twichell
Awakening the Heart: Exploring Poetry in Elementary and Middle School by Georgia Heard
Immersed in Verse by Allan Wolf
Inside Out: Strategies for Teaching Writing by Dan Kirby, Dawn Latta Kiry, and Tom Liner
Studying Poetry: Activities, Resources, and Texts by Brian Moon
Poems are Teachers by Amy Ludwig Vanderwater

Literary Learnings:
Simile
Metaphor
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Onomatopoeia
Alliteration
Hyperbole
Personification
Rhyme Scheme
Stanza
Key Activities:
Opening Developmental Culminating
[Romance] [Precision] [Generalization]

Class Poem (1st and last day) Magnetic Poems Class Poem (1st and last day)
KWL Chart Writing Journal Poetry Café
Group Discussion of poetry and Poem-a-Day (analyze and Poem Portfolio
where it appears in students’ identify literary learnings) Group Discussion on Essential
life: Literary Devices Quiz Questions
-Also talk about forms and Flipgrid (perform poem and
literary devices. metacognition analysis about
-Give overview of the unit and why they wrote it)
the assignments. Literary Devices Booklet
(notes)
Editing Groups
Group Discussions on Poems
Mini-lessons:
Simile
Metaphor
Onomatopoeia
Alliteration
Hyperbole
Personification
Rhyme Scheme
Stanza
Sonnets
Haiku
Free Verse
Limerick

Assessments:
Formative:
Writing Journal (at least 5 poems)
Class Poem (1st and last day)
Poem-a-Day (analyze and identify literary learnings)
Literary Devices Booklet (notes)

Summative:
Poetry Café
Magnetic Poems
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Literary Devices Quiz

Flipgrid (perform poem and metacognition analysis about why they wrote it)
Poem Portfolio (3 edited poems)

M T W Th F
Class Poem (1st and last Poem-a-Day Poem-a-Day
day) “Alphabets” by GZA
KWL Chart Mini-Lessons:
Group Discussion of “Billy Collins Teaches Simile
poetry and where it Reading and Writing Metaphor
appears in students’ life: Poetry” Youtube.
-Also talk about forms and https://www.youtube.com Valentine for Ernest
literary devices /watch?v=Ff03AY_ucFw Mann by Naomi
-Give overview of the unit Shihab Nye
and the assignments Mini-Lessons: https://www.commonlit
“Why People Need Stanza (Quatrains) .org/en/texts/valentine-
Poetry” Youtube. Onomatopoeia for-ernest-mann
https://www.ted.com/talks/
stephen_burt_why_people Learn about Sonnets Farewell by Isapo-
_need_poetry muxika (Crowfoot)
Skip 3:04-7:42 (Just go Magnetic Poems
over the sun poem and Introduction (2 Magnetic Poems Due
listen to the rest of the Quatrains)
talk) Writing Journal
Writing Journal Poetry Terms Booklet
Mini-Lesson: Poetry Terms Devices
Start Poetry Terms Booklet SLOs: 2.1, 2.2, 5.1
Booklet
Rhyming Dictionary site
Rhyme Scheme tool
Long Powwow Nights
David Bouchard “All the World’s a
Shadows by Dave Turner Stage” by William
Bonsai, Haiku, A Seashell Shakespeare
by Elizabeth Gourlay Cynthia in the Snow by
Learn about Haiku poems Gwendolyn Brooks

Start Writing Journal SLOs: 2.2, 2.3, 2.4

SLOs: 2.1, 2.2

Poem-a-Day 40 min. class 40 min. class
Mini-Lesson: Poem-a-Day
Alliteration Hand in Poetry Terms
Hyperbole Absurd Booklet for completion
Limerick by mark
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Flipgrid (perform poem John Robert

and metacognition Columbo Poetry Terms Quiz
analysis about what poetry
devices it has) Mini-Lessons: Flipgrid Due (may work
Learn about on it in class and go over
Learn about Free Verse Limericks their speech with a
Poems Personification partner)
Can also work on poems
Writing Journal Writing Journal in writing journal
Poetry Terms Booklet Poetry Terms
Booklet SLOs: 2.3, 4.1, 5.2
What Am I? by
Anonymous
https://khamush.com/
hyperbole-poems/ SLOs: 2.1, 2.2,
5.1
The Gnome, the Gnat, and
the Gnu by Shel
Silverstein

Computer Report Card by

Meguido Zola

Exit Slip: What new thing

did you learn about poetry
that you didn’t know
before?

SLOs: 2.1, 2.3

Poem-a-Day Poem-a-Day
I’m Finding My Talk by The Road Not Taken by
Rebecca Thomas Robert Frost
Fairy Tales by Shu Ting
Poetry Café
How to Perform a Haiku: Poem Portfolio (3 edited
https://www.kennedy- poems) Due
center.org/education/ Class Poem
resources-for-educators/cl Discussion of Essential
assroom-resources/lessons questions
-and-activities/lessons/9-
12/performing-a-haiku/ SLOs: 2.1, 2.4, 4.1, 5.2

Editing Groups
-Students will edit 3 of
their written poems in
order to hand in.
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SLOs: 4.1, 5.2

Unit Assessment Plan

Subject: ELA Topic: Poetry
Grade: 7 Length: 13 Instructional Days
Stage 1 – Desired Results
Established Goals (GLEs):
2. Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral,
print and other media texts.  
4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication.  
5. Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 

Constructs: Essential Questions:

 Figurative language and form affect understanding of  How does figurative language and form influence
texts.  meaning? 
 Texts can build understanding of the self and  How does figurative language assist self-reflection in the
other’s perspectives. creation of poetry? 
 How does reading texts assist in the
understanding of other perspectives?

Specific Learning Goals (SLEs):

Students will be able to…
2.1 Use prior knowledge: select and focus relevant ideas from personal experiences and prior knowledge to understand new
ideas and information.

2.1 Use comprehension strategies: identify, connect, and summarize in own words, the main ideas from
two or more sources on the same topic.

2.2 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.

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

4.1 Appraise own and others’ work: identify particular content features that enhance the effectiveness of
published oral, print and other media texts.

4.1 Enhance artistry: choose words, language patterns, illustrations or sounds to add detail and create desired effects in oral,
print and other media texts.
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5.1 Relate texts to culture: identify and discuss recurring themes in oral, print and other media texts
from diverse cultures and communities.

5.2 Cooperate with others: contribute collaboratively in group situations, by asking questions and building on the ideas of
others.

Prior understandings… Where does this lead? (Future outcomes in the same course,
-Understand that there are different rules for following grade-level classes, etc.)
-Improved reading comprehension and interpretation of
poetry and prose. symbolism in writing (example: future unit in short stories). 
-Reading comprehension should be advanced -Improved writing and mastery of grammar and spelling.
enough. -Prepared for next grade’s poetry course.
-Some familiarity with figurative language and
poetry forms.
Stage 2 – Assessment Evidence
Pre-Assessment
-KWL Chart
Formative Assessments
Writing Journal (8 poems)
Class Poem (1st and last day)
Poem-a-Day (analyze and identify literary learnings)
Literary Devices Booklet (notes)
Summative Assessment(s)
Poetry Café
Magnetic Poems
Literary Learnings Quiz
Flipgrid Poem Video (perform poem and metacognition analysis about why they wrote it)
Poem Portfolio (3 edited poems)
Other Evidence (observations, work samples, dialogues)
-Observation
-Group Discussion
-Exit Slips
-Writing Journal Check
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Stage 3: Content Validity of Assessments and Evaluations

Poetry Poetry Poem
Writing Class Poem- Poetry Magnetic
Learning Title Terms Terms Flipgrid Portfolio
Journal Poem a-Day Café Poems
Outcomes Booklet Quiz
(Specific Type S S
F F F S S S
Outcomes) (Formative/Summative) F
N/A N/A N/A N/A 20% 30%
Weighting 15% 20% 15%
(10%Each)
2.1 Use prior knowledge: select and focus
relevant ideas from personal experiences X
X X
and prior knowledge to understand new
ideas and information.
2.1 Use comprehension strategies: identify,
connect, and summarize in own words, the X
X X X
main ideas from two or more sources on
the same topic.
2.2 Experience various texts: experience
oral, print and other media texts from a
variety of cultural traditions and genres,
such as journals, nature programs, short X X X
stories, poetry, letters, CDROM programs,
mysteries, historical fiction, drawings and
prints.
2.3 Experiment with language: explore
surprising and playful uses of language and
visuals in popular culture, such as cartoons,
X X X X
animated films and limericks; explain ways X
in which imagery and figurative language,
such as simile, convey meaning.
2.4 Structure texts: create a variety of oral,
print and other media texts to explore ideas X X X X X
related to particular topics or themes.
4.1 Appraise own and others’ work:
identify particular content features that X X X X
enhance the effectiveness of published
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oral, print and other media texts.

4.1 Enhance artistry: choose words,
language patterns, illustrations or sounds to
X X X X X
add detail and create desired effects in oral,
print and other media texts.
5.1 Relate texts to culture: identify and
discuss recurring themes in oral, print and X
X
other media texts from diverse cultures and
communities.
5.2 Cooperate with others: contribute
collaboratively in group situations, by
X X X
asking questions and building on the ideas
of others.
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Formative Conversation Cognitive

Assessment Tool Brief Description or Observation Engagement
Summative? Product (Taxonomy)
Students will be given different poetry
forms and 1-3 different types of
figurative language to follow as they
Writing Journal
quick write a poem for 15 minutes. Creating
(4 poems) F Product
Students will be given the option to
share the poem and what form and
figurative language they used with the
class.
This will demonstrate to students how
Class Poem (1st Understanding
far they have come in their poetry Product/
and last day) F
writing skills and serve as a wrap up of Conversation
the course for students.
Students will read the poems given at
Poem-a-Day Evaluating
the beginning of class and analyze
Analysis F Conversation
their use of figurative language and
forms as a group.
This booklet will serve to record their
Poetry Terms Understanding
definitions and examples of literary
Booklet (notes) F Product
devices and will also help students
study for the quiz.
This form of poetry will allow students
Magnetic Poems to focus on rhyming and word choice Applying
S Product
rather than spelling in order to create a
poem.
Students will record their performance
Flipgrid Poem Analyzing
of a poem of their choice and give an
Video S Product
analysis about why they chose it and
what literary devices they used in it.
This quiz will test students’ knowledge
Literary Remembering
of the figurative language terms and
Learnings Quiz S Product
forms of poetry that they learnt
throughout the unit. 
Students will be asked to create a
Poetry Portfolio over the course of the
Poem Portfolio unit. Students must take and edit 3 of Creating
S Product
the 4 written journal poems. Poems
must contain different literary
learnings from each other.
Poetry Café Students will come together at the end S Observation
of the unit to conduct a “Poetry Café". Applying
They will be asked to read aloud 1-2
original poems from their Poetry Book
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assignment. This will be graded as an

oral presentation.