Poetry 9

A. Traboulay
Start date: November 2nd/November 3rd
End date: December 5th/December 6th

Background Information

This unit focuses on the literary art of poetry and using it as a medium to develop student speaking, listening,
reading, writing, presenting and representing. Students will work individually and in groups to explore
different genres of poetry and poetic language. Students will develop multiple genres of work during this unit.

Stage 1 Desired Outcomes

Established Goals
Based on the Alberta Education Program of Studies for English Language Arts 9
Students will listen, speak, read, write, view and represent to:
GLO 1: explore thoughts ideas, feelings and experiences
1.1 Discover and Explore
Express ideas and develop understanding
talk with others and experience a variety of oral, print and other media texts to explore, develop and justify
own opinions and points of view
explore and explain how interactions with others and with oral, print and other media texts affect personal
understandings (previous dealing with poetry are good or bad)
extend understanding by taking different points of view when rereading and reflecting on oral, print and
other media texts
Express preferences
explain preferences for texts and genres by particular writers, artists, poets
1.2 Clarify and Extend
Consider the ideas of others
integrate own perspectives and interpretations with new understandings developed through discussing and
through experiencing a variety of oral, print and other media texts
Combine ideas
examine and re-examine ideas, information and experiences from different points of view to find patterns and
see relationships
Extend understanding
assess whether new information extends understanding by considering diverse opinions and exploring
ambiguities
GLO 2: comprehend and respond personally and critically to oral, print and other media texts.
2.1 Use Strategies and Cues
Use prior knowledge
discuss how interpretations of the same text might vary, according to the prior knowledge and experiences of
various readers

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 use previous reading experiences, personal experiences and prior knowledge as a basis for reflecting on and
interpreting ideas encountered in texts
Use comprehension strategies
identify explicit and implicit ideas and information in texts; listen and respond to various interpretations of
the same text
select appropriate reading rate and strategies for comprehending texts less closely connected to prior
knowledge and personal experiences
Use textual cues
use knowledge of visual and textual cues and structural features when skimming and scanning various print
and other media texts to locate relevant information effectively and efficiently
2.2 Respond to Texts
Experience various texts
experience oral, print and other media texts from a variety of cultural traditions and genres, poetry and music
identify and discuss how timeless themes are developed in a variety of oral, print and other media texts
consider historical context when developing own points of view or interpretations of oral, print and other
media texts
compare and contrast own life situation with themes of oral, print and other media texts
express the themes of oral, print or other media texts in different forms or genres
Construct meaning from texts
analyze how the choices and motives of characters portrayed in oral, print and other media texts provide
insight into those of self and others
identify and discuss theme and point of view in oral
discuss and explain various interpretations of the same oral, print
Appreciate the artistry of texts
discuss how techniques, such as irony, symbolism, perspective and proportion, communicate meaning and
enhance effect in oral, print and other media texts
describe how theme, dominant impression and mood are developed and sustained through choices in
language use and the interrelationship of all choices
identify features that define particular oral, print and other media texts; discuss differences in style and their
effects on content and audience impression
2.3 Understand Forms, Elements and Techniques
Understand forms and genres
explain the relationships between purposes and characteristics of various forms and genres of oral, print and
other media texts
Understand techniques and elements
identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts
Experiment with language
analyze creative uses of language and visuals in popular culture, such as advertisements, electronic
magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a
dominant impression, mood and tone
2.4 Create Original Text
Generate ideas
generalize from own experience to create oral, print and other media texts on a theme
Structure texts
create oral, print and other media texts that recognizes how imagery and figurative language, such as
metaphor, create a dominant impression, mood and tone
GLO 3: to manage ideas and information
3.1 Plan and focus
Focus attention

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 synthesize ideas and information from a variety of sources to develop own opinions, points of view and
general impressions
3.4 Share and Review
Share ideas and information
communicate ideas and information in a variety of oral, print and other media texts, such as media scripts,
multimedia presentations, panel discussions and articles
integrate appropriate visual, print and/or other media to reinforce overall impression or point of view and
engage the audience
GLO 4: enhance the clarity and artistry of communication
4.1 Appraise own and others' work
share sample treatments of a topic with peers, and ask for feedback on the relative effectiveness of each
work collaboratively to make appropriate revisions based on feedback provided by peers
identify and experiment with some principles of design that enhance the presentation of texts
Enhance artistry
experiment with the language and components of particular forms to communicate themes or represent the
perspectives of a variety of people or characters
4.2 Attend to conventions
Attend to grammar and usage
Attend to spelling
Attend to capitalization an punctuation
4.3 Present and Share
Present information
select, organize and present information to appeal to the interests and background knowledge of various
readers or audiences
Enhance presentation
choose appropriate types of evidence and strategies to clarify ideas and information, and to convince various
readers and audiences
Use effective oral and visual communication
integrate a variety of media and display techniques, as appropriate, to enhance the appeal, accuracy and
persuasiveness of presentations
Demonstrate attention listening and viewing
follow the train of thought, and evaluate the credibility of the presenter and the evidence provided
provide feedback that encourages the presenter and audience to consider other ideas and additional
information
GLO 5: to respect, support and collaborate with others
5.1 Respect Others and Strengthen Community
Appreciate diversity
examine how personal experiences, cultural traditions and Canadian perspectives are presented in oral, print
and other media texts
take responsibility for developing and sharing oral, print and other media texts and for responding
respectfully to the texts of others
Relate texts to culture
analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different
cultures, communities or periods in history
Use language to show respect
create or use oral, print and other media texts in ways that are respectful of people, opinions, communities
and cultures

POETRY 9 - TRABOULAY 3
5.2 Work within a Group
Cooperate with others
contribute to group efforts to reach consensus or conclusions, by engaging in dialogue to understand the ideas
and viewpoints of others
discuss and choose ways to coordinate the abilities and interests of individual group members to achieve
group goals
Work in groups
generate and access ideas in a group, and use a variety of methods to focus and clarify topics for research or
investigations
share responsibility for the completion of team projects by establishing clear purpose and procedures for
solving problems, monitoring progress and making modifications to meet stated objectives
Evaluate group process
establish and use criteria to evaluate group process and personal contributions; set goals and make plans for
improvement

Understandings

Big ideas (these are the reasons why we study this theme)
themes in poetry reflect themes in life
Poetry helps us know each other and build community
Poetry opens venues for speaking and listening, writing and reading, viewing and representing
Poetry has space for English Language Learners
Poetry builds resilience in kids and adults; it fosters Social and Emotional Learning

Enduring Understandings (these are the understandings about our world that we learn from this theme)
in times of struggle, people come together

literature presents us with themes that are timeless and relevant to all readers
a critical reading of a text creates a deeper understanding of story's meaning
themes important to us, are important to other world views
differences in culture present differences in point of view on themes

Essential Questions

Essential Questions (these are the big questions we try to answer through our study)
1. What is poetry?
2. How does form of written word change meaning?
3. Are songs poems?
4. Are poem stories?
5. How do we study something thats based on interpretations?

POETRY 9 - TRABOULAY 4
 Knowledge and Skills

Students will know...

literary terms and poetic devices
poetry forms and genres

Students will learn that...

there are multiple viewpoints represented within the texts and that these viewpoints reflect cultural and
economic experiences, all poems are open to interpretation
experiences and opinions affect the point of view that one holds
there are similarities and differences amongst individuals across cultures

Students will be able to...

support interpretation with evidence (quotations and reference to texts)
communicate thought processes through writing, speaking, and representing
apply reading strategies to understand the text
make inferences about forms of poetry based on affect on audience
make inferences about overall mood and tone of poems
give opinions/make judgements about what they have read
develop reading fluency skills
identify and define vocabulary that is unfamiliar
write rhyming, and free verse poems
use inference skills to identify meaning based on context and connections
respond critically (analytically), personally, and creatively to the texts and their themes
identify literary techniques and elements , figurative language and poetic devices
compare and contrast own experiences and opinions with those in the texts and others
identify recurring motifs and symbols and relate their significance to themes
construct personal poems
construct a friendly letter

Stage 2: Assessment and Evidence

EVIDENCE OF LEARNING
Pre-Assessment
essential questions, What is poetry?

What is rhyme?

Formative (Assessment for Learning)

Discussion questions

Group discussions

Work periods

Rhyme

Song lyrics

Figures of Speech/Poetic Language

Black out poem

Sonnets and Ballads

Haikus

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 SLAM poetry

Summative (Assessment of Learning)

REMEMBRANCE DAY POEM
focus on writing poems with rhyme scheme
STEM 2: writing
students will write a 20-32 line rhyming poem with Remembrance Day as the theme

SONG LYRICS
focus on writing for purpose, use of poetic devices and following pattern
STEM 2: writing
students will re-write an old song in an updated version, following the patttern already set out by the
original song.

BLACKOUT POEM
focus on form and shape
STEM 2: writing
Students will create a black out poem using magazine or newspaper articles

SLAM POETRY
focus on presentation and speaking
STEM 2: writing
Students will create a slam poem and present it in front of the class

FRIENDLY LETTER TO A POET

focus on connection to text and writing for purpose
Students will create a friendly letter, writing to a poet wishing to meet and discuss the poets work.

POETRY TEST
focus on whole unit comprehension
Students will write a final test on poetry based on the poems and poetic language studied.

Self (Assessment as Learning)

reading strategies

presentation reflection

LESSON SEQUENCE
Below is a lesson sequence according to one grade 9 class

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