Year level: 3 Unit: English: Poetry

Unit Outline: During this unit, students will learn about different styles of poetry and how they all are ways of representing our ideas.
Aim: Teach students the differences between different styles of poetry.
Outcome: Students will learn about how poems are composed and how they are used as a form of expressing ideas and our
creative abilities. They will respond to types of poetry as well as create their own unique poem for a class book.
Resources: Poetry examples, templates, brainstorm activity
Duration: 4 Weeks

ACARA Strand Focus

Examining Literature: Students will learn to explore how rhythm, onomatopoeia and
Discuss the nature and effects of some language devices used alliteration give momentum to poetry and prose read aloud, and
to enhance meaning and shape the readers reaction, enhance enjoyment (ACELT1600).
including rhythm and onomatopoeia in poetry and prose
(ACELT1600). Students will discuss relevant prior knowledge and past
Responding to Literature: experiences to make meaningful connections to the people, places,
Draw connections between personal experiences and the events, issues and ideas in the text (ACELT1596).
worlds of texts, and share responses with others
(ACELT1596). Also, students will create multimodal texts that combine visual
Creating Literature: images, sound effects, music and voice over's to convey settings
Create texts that adapt language features and patterns and events in a fantasy world (ACELT1791).
encountered in literary texts, for example characterisation,
rhyme, rhythm, mood, music, sound effects and dialogue
(ACELT1791).
Achievement Standard
Receptive Mode: By the end of Year 3, students understand how content can be organised using different text structures depending on the
purpose of the text. They understand how language features, images and vocabulary choices are used for different effects. They read texts that
contain varied sentence structures, a range of punctuation conventions, and images that provide extra information. They use phonics and word
knowledge to fluently read more complex words. They identify literal and implied meaning connecting ideas in different parts of a text. They
select information, ideas and events in texts that relate to their own lives and to other texts. They listen to others views and respond
appropriately using interaction skills.

Productive Mode: Students understand how language features are used to link and sequence ideas. They understand how language can be used
to express feelings and opinions on topics. Their texts include writing and images to express and develop, in some detail, experiences, events,
information, ideas and characters.

Students create a range of texts for familiar and unfamiliar audiences. They contribute actively to class and group discussions, asking questions,
providing useful feedback and making presentations. They demonstrate understanding of grammar and choose vocabulary and punctuation
appropriate to the purpose and context of their writing. They use knowledge of letter-sound relationships including consonant and vowel clusters
and high-frequency words to spell words accurately. They re-read and edit their writing, checking their work for appropriate vocabulary, structure
and meaning. They write using joined letters that are accurately formed and consistent in size.
 WEEKLY TIMETABLE:

Time Monday Tuesday Wednesday Thursday Friday

8:50-
9:20

9:20-
10:10

10:10-
11:00

Lunch Time (11:00-11:40)

11:40-
12:25

12:25-
1:10

Recess Time (1:10-1:40)

1:40-
2:30

2:30-3:10
 SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 1: Introduction Wk 3 Monday - Brainstorm template
3
Invite students to brainstorm what they know about poetry and what they associate with - Homework Notice?
T poetry. Students will add to the brainstorm on the board and then copy the brainstorm in
E their English Books for further addition throughout the unit. Students can also add to their
A brainstorm during this lesson if they would like. Introduce homework for the week which
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is for students to choose a poem they like and why did they like it. They will share their
poem Friday in class.
Lesson 2- Wk 3 Monday
3
Introduce a worksheet on Responding to and Evaluating Poetry. Worksheet will ask
- Responding to Poetry
worksheet
E students to respond to different types of poetry each week. Start by giving students the
X opportunity to work in groups of 4 responding to a specific poem. The worksheet will ask
P students to answer: What is this poem about? What parts of the poem did you like? What
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parts of the poem did you not like? Is there any part of the poem you'd change? How
R does the poem make you feel?
E Lesson 3- Wk 3 Tuesday - Free Verse Example
3 Introduce the concept of a Free Verse Poetry. Students will read some Free Verse Poems
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R Poems as a class and discuss what they notice about the poems. Prompt students with - Pieces of Paper with
O questions: Does it Rhyme etc? As a class, students will contribute one or two lines to a 'Teacher says..' on it.
U class poem based around the prompt of 'Teacher says...'. They will then construct the
P class poem together as a class and rearrange it as they would like.

I Lesson 4- Short lesson Wk 3 Friday - Poetry Books
3 N During this short lesson, students will have the opportunity to present their chosen - Teacher says poem
D poems which was homework for the week. If students didn't have an opportunity to pick
I one, they may quickly pick one from class books. Students will read their poem as best
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D they can and explain why they like it.
U After this is done, if there's time, present the finished 'Teacher says' poem they created.
A Lesson 5- Wk 4 Tuesday - 2 X Examples of Sensory
4 L
Students will be introduced to sensory poems. Teacher will read a couple of examples Poems
and explain that the poem is all about the 6 senses. Students will sit at desks or lie on - A4 sheet with senses on it
the floor while music from the beach is played. Together, students and teacher will write
a poem about what they heard, saw, smelt, tasted and felt.
Students will then write their own using a different place (eg. Forest, Playground). Drafts
will be in their Literacy book. They will fill out their worksheet then write their poem in
their book alongside their worksheet.
Lesson 6- Wk 4 Wednesday - A4 Blank paper for
4 Leading on from the previous lesson, students will create another sensory poem but publishing
about a piece of fruit (eg. apple, banana). Show example of poem and allow students to - Outliner Pens or Black
use the senses worksheet if they need to create their poem. They will then create a final Textas.
copy of this poem in their books and draw a picture to describe the poem.
 SEQUENCING lessons
Unit AC: English LINKS:
Week Flow General Capabilities
Lesson Focus and Activity Resources to be used
Cross-curriculum Priorities
Curriculum Integration
Lesson 7- Wk 5 Tuesday - Examples of Acrostic
5
Introduce Acrostic poems to students and provide examples for students to analyse. Poems
T Students will be provided with an example composed by the teacher as a final copy. - Teacher example of poem
E Students will also work together with the teacher to create a poem by brainstorming - A4 White paper for final
A adjectives and ways they can make a acrostic poem. They will then use their name to copy
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create their own acrostic poem. They will draft their poem in their literacy book, get it - Literacy Books
checked by teacher and then compose their final copy on a piece of paper. Once done,
they will be stuck in literacy book.

E Lesson 8- Wk 5 Wednesday - Examples of Haiku poems
5 X Students will be introduced to Haiku poems. Again, there will be examples read and the - Teacher example of poem
P process of Haiku will be explained. Explain that these poems are wonderful to read but - Literacy Books
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can be difficult to make, so time and effort will be needed. Explain that the poem is about
R nature so they can pick a place in nature (eg. forest, beach, the school) and write their
E poem. Students will do a draft poem in their book and final copy on paper with an
illustration on their poem underneath.
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O Lesson 9- Wk 6 Tuesday - Literacy Books
6 U Students will be told about the class poetry book which will be made. They will have two
P lessons to choose their type of poem, write it, edit it and publish in the class book as their

I final copy. During the first lesson, students will choose what type of poem they want to
N make and write a draft. They will then get it checked by the teacher and edit it
D accordingly. They may write a couple of poems if they are not sure and they can also
I pick one they have already written during the unit to modify for the book.
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U Lesson 10- Wk 6 Wednesday - A4 Blank paper for
A During the second lesson, they will be given a piece of paper to publish their poem. publishing
6 L Students will write their poem in pencil and get it checked by teacher before they outline - Outliner Pens or Black
the text with outliner pen or black texta. After that students can draw a picture to add to Textas
their picture. Explain how attention to detail is important as this will be displayed at an
assembly and that they shouldn't rush it.

Lesson 11- Wk 6 Friday - Poetry Book

6 Students will present their Poetry Book at assembly. Final copies of their poems need to
be in by Thursday Afternoon. They will explain what types of poems they have been
 writing and analysing. They will display their best work.