Poetry

Unit Plan
Danielle Farkas
March 2, 2018
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Table of Contents
Unit Rationale ................................................................................................................ 3
Unit Organizer ............................................................................................................... 4
Lesson Overview ........................................................................................................... 6
Resources .................................................................................................................... 10
Summative Assessment ............................................................................................. 12
Lesson Plan ................................................................................................................. 19
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Unit Rationale
Summary

Grade Level: 4
Class Size: 35
Unit: Poetry
Length of Time (days): 20

Rationale

In this unit, the class will become poets and keep their own professional portfolio of their original
works as we learn what poetry is, how to write it, read it, and share it with their peers. It is
important for students to explore their creative ability in expressive writing and creating visual
representations to connect words and images. The portfolio will contain all the types of poems
that we will study: I Am Poem, Limerick, Cinquain, Diamente, Couplet, Haiku, Free Verse, and
Blackout. The students will choose at the end of the unit one poem that particularly spoke to
them, or was their favourite, and present it to the class. Throughout this unit and writing
process, students will be able to appreciate the many different ways they can express
themselves and their individuality through creating their own poems. As well, we will learn and
understand a variety of literary devices and how to effectively use them in poetry. These
devices would include simile, metaphor, alliteration, rhyme, onomatopoeia, synonyms,
antonyms, and patterns. I believe that this will be a really enjoyable unit to teach, and for the
students to learn, because there is so much variety and personality in poetry.

We will be gaining many valuable skills in this unit by learning how to creatively write through
the pre-writing, drafting and finalizing process. Another element the students will add to their
poems is illustrations, which will allow them to reflect further on their writing and make
connections. The students will also become comfortable with sharing their ideas and poems
with their peers, and collaborate on certain poems, in order to scaffold their confidence to
present their favourite poem to the class. I intend to give the students as much choice as
possible in this unit for them to decide on their own topics within each genre of poem. This is in
hopes of creating engagement and interest in their own learning, writing, and exploring the
world of poetry. I have also included fun activities to review learning at the beginning of each
day, and in particular the poetry bingo the day prior to our quizzes.

Overall, I think that this unit is important for students to strengthen their writing skills and give
them confidence to express their own identities through creative writing. The unit is geared
towards giving the students agency over their learning, by putting emphasis on becoming
“professional writers”, and maintaining professional portfolios, that they know they will have to
present from at the end. The students will feel supported throughout this entire process as a
result of the class practicing each poem, peer sharing and feedback, and validation that they
understand what is required of each poem. By sharing poems, and always doing class
collaborations before the students begin their own writing, students will inevitably improve their
vocabulary and language skills. I want the students to take pride in this project and understand
that writing poetry can be a fun way to explore their creativity, identities, feelings and emotions.
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Unit Organizer
Inquiry Question

How can we use express our individuality?

Essential Questions

How do we define poetry?

What are the elements of poetry?

In what ways can we appreciate the art of poetry?

How can we become creative composers of our own poetry?

How do we share poetry?

General Learning Outcomes Specific Learning Outcomes

2. Students will listen, speak, read, write, 2.2 Respond to Texts

view and represent to comprehend and Appreciate the artistry of texts
respond personally and critically to oral, explain how onomatopoeia and alliteration
print and other media texts. are used to create mental images

Appreciate the artistry of texts

explain how language and visuals work
together to communicate meaning and
enhance effect

2.3 Understand Forms, Elements and

Techniques
Understand forms and genres
describe and compare the main
characteristics of a variety of oral, print and
other media texts

Experiment with language

recognize how words and word
combinations, such as word play, repetition
and rhyme, influence or convey meaning

2.4 Create Original Text

Generate ideas
use a variety of strategies for generating and
organizing ideas and experiences in oral,
print and other media texts
 -5-
3. Students will listen, speak, read, write,
view and represent to manage ideas and
information.
4. Students will listen, speak, read, write,
view and represent to enhance the clarity
and artistry of communication
3.4 Share and Review
Share ideas and information
select visuals, print and/or other media to
add interest and to engage the audience
4.1 Enhance and Improve
Expand knowledge of language
use an increasing variety of words to express
and extend understanding of concepts
related to personal interests and topics of
study
4.3 Present and Share
Present information
present to peers ideas and information on a
topic of interest, in a well-organized form
Demonstrate attentive listening and
viewing
connect own ideas, opinions and
experiences to those communicated in oral
and visual presentations

Day 1
Monday
Theme: I am Poem
SLO: 2.3 Understand Forms,
Elements and Techniques
Understand forms and genres
describe and compare the main
characteristics of a variety of
oral, print and other media texts
2.4 Create Original Text
Generate ideas
use a variety of strategies for
generating and organizing ideas
and experiences in oral, print
and other media texts
Text: I am Poem Example
Activities: Class Discussion –
What is poetry?
How do we write poetry?
Create Heart Map (list “all the
things I love” to keep in portfolio
for inspiration throughout unit)
I am Poem Brainstorming
Check Understanding
Students Quick Write Ideas
Students Share with Peers
Begin Prewriting Process
Assessments: Class
Discussions (ongoing), Quick
Writes
Day 2
Theme: I am Poem
SLO: 3.4 Share and Review
Share ideas and information
select visuals, print and/or other
media to add interest and to
engage the audience
Text: Student Original Poems
Activities: Review of I am
Poem, how do we write
Draft I am Poem in Good
Writing
Drawing activity - Add an
illustration representing identity
and aspects of poem Finalize I
am Poem and add to Portfolio
Class Discussion – How do we
share poetry?
Practice speaking - Share poem
with two peers
Hand in Portfolio
Assessments: Professional
Portfolio
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Lesson Overview
Day 3
Theme: Literary Devices
SLO: 2.2 Respond to Texts
Appreciate the artistry of
texts
explain how onomatopoeia and
alliteration are used to create
mental images
2.3 Understand Forms,
Elements and Techniques
Experiment with language
recognize how words and word
combinations, such as word
play, repetition and rhyme,
influence or convey meaning
Text: “Measurement” by A.M.
Sullivan
“I’m Glad the Sky is Painted
Blue” by Anonymous
“The Secret Song” by
Margaret Wise Brown
“Stopping by Woods on a
Snowy Evening” by Robert
Frost
Activities: Review I am Poem
Class Discussion – What are
the elements of poetry?
How to rhyme? Identifying
patterns? AABA
Teacher Reads Poem
Class Practice
Check Understanding
Students Quick Write Ideas
using Literary Devices
Students share examples with
Peers
Worksheet/Labeling
Assessments: Quick Writes
Day 4 Day 5
Theme: Limericks Theme: Limericks
SLO: 2.3 Understand Forms, SLO: 3.4 Share and Review
Elements and Techniques Share ideas and information
Understand forms and genres select visuals, print and/or other
describe and compare the main media to add interest and to
characteristics of a variety of engage the audience
oral, print and other media texts
2.4 Create Original Text Text: Student Original Poems
Generate ideas
use a variety of strategies for
Activities: Review Limericks
generating and organizing ideas
Teacher Reads Poem Again
and experiences in oral, print
Draft Poem in Good Writing
and other media texts
Drawing activity - Add an
illustration representing own
identity and/or aspects of poem
Text: The Book of Pigericks Finalize Poem and add to
by Arnold Lobel Portfolio
Practice speaking - Share poem
Activities: Poetry Bingo with two peers
Class Discussion – How do we Hand in Portfolio
read poetry?
What are Limerick Poems? Assessments: Professional
What are the characteristics of Portfolio
these poems?
Teacher Reads Poems
Class Practice
Check Understanding
Students Quick Write Ideas
Students Share with Peers
Begin Prewriting Process
Assessments: Quick Writes

Day 6
Theme: Literary Devices
SLO: 2.2 Respond to Texts
Appreciate the artistry of
texts
explain how onomatopoeia and
alliteration are used to create
mental images
2.3 Understand Forms,
Elements and Techniques
Experiment with language
recognize how words and word
combinations, such as word
play, repetition and rhyme,
influence or convey meaning
Text: “Lawn-Mower” by
Dorothy Baruch
“Our Washing Machine” by
Patricia Hubbell
“The Letter A” by Darren
Sardelli
Activities: Review Limerick
Poems
Class Discussion – What is
onomatopoeia?
What is alliteration?
Teacher Reads Select Poems
Class Practice
Check Understanding
Students Quick Write Ideas
using Literary Devices
Students Share definition and
examples with Peers
Worksheet/Crossword
Assessments: Quick Writes
-7-
Day 7 Day 8 Day 9 Day 10
Theme: Cinquain Poem Theme: Cinquain Poem Theme: Diamante Theme: Diamante
SLO: 2.3 Understand Forms, SLO: 3.4 Share and Review SLO: 2.3 Understand Forms, SLO: 3.4 Share and Review
Elements and Techniques Share ideas and information Elements and Techniques Share ideas and information
Understand forms and genres select visuals, print and/or other Understand forms and genres select visuals, print and/or other
describe and compare the main media to add interest and to describe and compare the main media to add interest and to
characteristics of a variety of engage the audience characteristics of a variety of engage the audience
oral, print and other media texts oral, print and other media texts
2.4 Create Original Text Text: Student Original Poems 2.4 Create Original Text Text: Student Original Poems
Generate ideas Generate ideas
use a variety of strategies for use a variety of strategies for
Activities: Review of Cinquain Activities: Quiz – limericks,
generating and organizing ideas generating and organizing ideas
Poems cinquain, patterns, rhymes,
and experiences in oral, print and experiences in oral, print
Teacher Reads Poems onomatopoeia, alliteration
and other media texts and other media texts
Examples Again Review of Diamente Poems
Draft Poem in Good Writing Teacher Reads Poem
Drawing activity - Add an Examples Again
Text: “Ice Cream” and “Messy illustration representing own Text: “Sun/Moon”, “Cat/Dog”, Draft Poem in Good Writing
Room” by Kenn Nesbitt identity and/or aspects of poem “Monsters/Creatures” by Drawing activity - Add an
Finalize Poem and add to Kenn Nesbitt illustration representing own
Activities: Review of Literary Portfolio identity and/or aspects of poem
Devices Practice speaking - Share poem Activities: Poetry Bingo Finalize Poem and add to
Class Discussion – How do we with two peers Class Discussion – What are Portfolio
share poetry? Hand in Portfolio Diamente Poems Practice speaking - Share poem
What are Cinquain Poems? What are the characteristics of with two peers
What are the characteristics of Assessments: Professional these poems? Discuss Hand in Portfolio
these poems? Portfolio synonyms/antonyms
Teacher Reads Poems Teacher Reads Poems Assessments: Quiz,
Class Practice Class Practice Professional Portfolio
Check Understanding Check Understanding
Students Quick Write Ideas Students Quick Write Ideas
Students Share with Peers Students Share with Peers
Begin Prewriting Process Begin Prewriting Process
Assessments: Quick Writes Assessments: Quick Writes,
Poetry Bingo

Day 11
Theme: Literary Devices
SLO: 2.2 Respond to Texts
Appreciate the artistry of
texts
explain how onomatopoeia and
alliteration are used to create
mental images
2.3 Understand Forms,
Elements and Techniques
Experiment with language
recognize how words and word
combinations, such as word
play, repetition and rhyme,
influence or convey meaning
Text: “Smoke” by Ida Tyson
Wagner
“The Subway Train” by Leland
B. Jacobs
“The Toaster” by William Jay
Smith
“The Ladies” by Arthur
Wallace Peach
Activities: Review Diamente
Poems
Class Discussion – What
similes? What are metaphors?
Teacher Reads Poem
Class Practice
Check Understanding
Students Quick Write Ideas
using Literary Devices
Students Share definition and
examples with Peers
Worksheet/Word Search
Assessments: Quick Writes
Day 12
Theme: Couplet Poems
SLO: 2.3 Understand Forms,
Elements and Techniques
Understand forms and genres
describe and compare the main
characteristics of a variety of
oral, print and other media texts
2.4 Create Original Text
Generate ideas
use a variety of strategies for
generating and organizing ideas
and experiences in oral, print
and other media texts
Text: “Porcupines” by Marilyn
Singer
“Good Morning, Dear
Students” by Kenn Nesbitt
“My Brother’s Bear” by Bruce
Lansky
Activities: Class Review of
Literary Devices
Class Discussion – What are
Couplet Poems?
What are the characteristics of
these poems?
Teacher Reads Poems
Class Practice
Check Understanding
Students Quick Write Ideas
Students Share with Peers
Begin Prewriting Process
Assessments: Quick Writes
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Day 13
Theme: Couplet Poems
SLO: 3.4 Share and Review
Share ideas and information
select visuals, print and/or other
media to add interest and to
engage the audience
Text: Student Original Poems
Activities: Class Review of
Couplet Poems
Teacher Reads Poem
Examples Again
Draft Poem in Good Writing
Drawing activity - Add an
illustration representing own
identity and/or aspects of poem
Finalize Poem and add to
Portfolio
Practice speaking - Share poem
with two peers
Hand in Portfolio
Assessments: Professional
Portfolio
Day 14 Day 15
Theme: Haiku Theme: Haiku
SLO: 2.3 Understand Forms, SLO: 3.4 Share and Review
Elements and Techniques Share ideas and information
Understand forms and genres select visuals, print and/or other
describe and compare the main media to add interest and to
characteristics of a variety of engage the audience
oral, print and other media texts
2.4 Create Original Text Text: Student Original Poems
Generate ideas
use a variety of strategies for
Activities: Review Haiku
generating and organizing ideas
Poems
and experiences in oral, print
Teacher Reads Haiku Poems
and other media texts
Again
Text: Haiku about Nature, Draft Poem in Good Writing
Drawing activity - Add an
Haiku about Seasons, Funny
Haiku by Kenn Nesbitt illustration representing own
identity and/or aspects of poem
“mosquito at my ear” by
Finalize Poem and add to
Kobayashi Issa
Portfolio
Practice speaking - Share poem
Activities: Review of Couplet with two peers
Poems Hand in Portfolio
Class Discussion – What are
Haiku Poems?
Assessments: Professional
What are the characteristics of
Portfolio
these poems?
Teacher Reads Poems
Class Practice
Check Understanding
Students Quick Write Ideas
Students Share with Peers
Begin Prewriting Process
Assessments: Quick Writes

Day 16
Theme: Free Verse
SLO: 2.2 Respond to Texts
Appreciate the artistry of
texts
explain how language and
visuals work together to
communicate meaning and
enhance effect
2.4 Create Original Text
Generate ideas
use a variety of strategies for
generating and organizing ideas
and experiences in oral, print
and other media texts
Text: “Trust” by Liz Waldner
“A Boat” by Richard Brautigan
“A Monster Owl” by Lorine
Neidecker
Activities: Poetry Bingo
Class Discussion – What are
Free Verse Poems?
What are the characteristics of
these poems?
In what ways can we appreciate
poetry?
Teacher Reads Poem
Class Practice
Check Understanding
Students Quick Write Ideas
Students Share with Peers
Begin Prewriting Process
Assessments: Poetry Bingo,
Quick Writes
Day 17
Theme: Free Verse
SLO: 2.2 Respond to Texts
Appreciate the artistry of
texts
explain how language and
visuals work together to
communicate meaning and
enhance effect
3.4 Share and Review
Share ideas and information
select visuals, print and/or other
media to add interest and to
engage the audience
Text: Student Original Poems
Activities: Quiz – diamente,
couplet, simile, metaphor, haiku
Review Free Verse Poems
Teacher Reads Poem Again
Draft Poem in Good Writing
Finalize Poem and add to
Portfolio
Practice speaking - Share poem
with two peers
Hand in Portfolio
Assessments: Quiz,
Professional Portfolio
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Day 18
Theme: Blackout Poems
SLO: 2.3 Understand Forms,
Elements and Techniques
Understand forms and genres
describe and compare the main
characteristics of a variety of
oral, print and other media texts
Experiment with language
recognize how words and word
combinations, such as word
play, repetition and rhyme,
influence or convey meaning
Text: Magazines, Articles,
Short Stories, Blackout Poem
Example
Activities: Class Review of
Free Verse Poems
Class Discussion – What are
Blackout Poems
What are the characteristics of
these poems?
Teacher Reads Poem
Check Understanding
Students choose from a variety
of resources and create their
own blackout poem
Option to work in pairs (but
individual poems)
Hand in Portfolio
Assessments: Professional
Portfolio
Day 19
Theme: Peer Sharing
SLO: 4.1 Enhance and Improve
Expand knowledge of
language
use an increasing variety of
words to express and extend
understanding of concepts
related to personal interests and
topics of study
4.3 Present and Share
Demonstrate attentive
listening and viewing
connect own ideas, opinions
and experiences to those
communicated in oral and visual
presentations
Text: Student Original Poems
Activities: Select Favourite
Poem
Peer Sharing Process – practice Professional Portfolio
speaking and reading poem,
presenting visual
Revise Poem Selection if
needed
Assessments: Peer Sharing
Day 20
Theme: Presentations!
SLO: 4.3 Present and Share
Present information
present to peers ideas and
information on a topic of
interest, in a well-organized
form
Demonstrate attentive
listening and viewing
connect own ideas, opinions
and experiences to those
communicated in oral and visual
presentations
Text: Original Student Poems
Activities: Student
Presentations – Pre-assigned
order of presentations
Assessments: Presentations,
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Resources
1) Poetry Foundation. (2016, October 19). Retrieved from https://www.poetryfoundation.org

This website contains thousands of poems to choose from, organized by type, collection, poet,
topic, literary device and offers many appropriate choices for children’s poetry. There are also
audio recordings of poems, podcasts, blogs, poems of the day, articles and biographies on
famous poets. Overall, this is a rich resource to use for teaching poetry to any grade and all
learning styles.

2) Prelutsky, J., & Lobel, A. (1983). The random house book of poetry for children. New York:
Random House.

This resource contains 572 different poems offering a variety of forms and topics. The poems
are written by all different authors including Robert Frost, Edward Lear, Jack Prelutsky and
more. Arnold Lobel has illustrated the anthology which is helpful with our unit of connecting
imagery and words to create meaning.

3) Alexander, R. (1983). Poetry place anthology: More than 600 poems for all occasions!.
Jefferson City, MO: Instructor Books, Scholastic Inc.

This instructor book includes poems organized by season and other anytime poems. It also
includes a guide of different literary devices, how to use them, page numbers associated with
the poems, and ideas for projects to add dimension to a poetry unit. The guide provides many
useful ways to use poetry in other subjects, such as connecting poems to art projects
associated with a theme or season.

4) Kenn Nesbitt's Poetry4kids.com. (n.d.). Retrieved from http://Poetry4kids.com

This website provides grade appropriate poems, games, rhyming dictionary, videos, classic
poetry examples, children poetry books and “how-to’s” for all different poetry forms and styles.
The creator of this website is children’s author and former children’s poet laureate, Kenn
Nesbitt, who gives permission to teachers to use his poems and activities in their classroom.

5) Lobel, A. (1983). The book of pigericks: Pig limericks (1st -- ed.). New York, N.Y: Harper &
Row.

This resource is comprised solely of original limericks following the theme of pigs. The resource
is a good choice for our Limerick lessons because it follows a theme of humourous and
outlandish pigs with also being a picture book. Students can see a story made out of limericks
and how images can be connected to enhance the story.
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6) Instant Online Crossword Puzzle Maker. (n.d.). Retrieved from https://www.puzzle-

maker.com/cross_FreePuzzle.cgi

This website allows for customizable creation of crossword worksheets to use for student review
of concepts such as literary devices by inputting the concept and corresponding definition.
There is also an option to create word searches which will give the students variety in
worksheets as extra practice of locating and seeing the words repeatedly for review.
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Subject Area English Language Arts
ED 3604 – Evaluation of Student Learning Grade Level 4
Unit Assessment Plan Topic Poetry
Length of Unit (days) 20
Summative Assessment
Desired Results
Established Goals – GLO(s):

2. Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.

3. Students will listen, speak, read, write, view and represent to manage ideas and information.

4. Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.

Understandings: Essential Questions:

Students will understand that…
How do we define poetry?
Students will understand that there are a variety of
types of poetry What are the elements of poetry?

Students will understand how to identify and use
literary devices to enhance their writing
Students will understand how to effectively
participate in class discussions and sharing ideas
and collaborating with peers
In what ways can we appreciate the art of poetry?
How can we become creative composers of our
own poetry?
How do we share poetry?

Students will participate in shared reading and

listening to poetry

Students will understand that images and words are

connected and convey meaning

Students will understand how to express

preferences for poetry and create original poetry

Students will understand how to confidently present

their original writing to the class

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 - 13 -
Prior understandings…Grade 3 SLO’s
2.2 Respond to Texts
Appreciate the artistry of texts
identify how authors use comparisons, and explain
how they create mental images
2.2 Respond to Texts
Appreciate the artistry of texts
express feelings related to words, visuals and sound
in oral, print and other media texts
2.3 Understand Forms, Elements and Techniques
Understand forms and genres
identify distinguishing features of a variety of oral,
print and other media texts
2.3 Understand Forms, Elements and Techniques
Experiment with language
recognize examples of repeated humour, sound and
poetic effects that contribute to audience enjoyment
2.4 Create Original Text
Generate ideas
experiment with ways of generating and organizing
ideas prior to creating oral, print and other media
texts
3.4 Share and Review
Share ideas and information
organize and share ideas and information on topics
to engage familiar audience
4.1 Enhance and Improve
Expand knowledge of language
explain relationships among words and concepts
associated with topics of study
4.3 Present and Share
Present information
present ideas and information on a topic, using a
pre-established plan
4.3 Present and Share
Demonstrate attentive listening and viewing
identify and set purposes for listening and viewing
EDUC 3604 – Unit Assessment Plan Template
Adapted from Understanding by Design (2005) by Wiggins and McTighe
Students will be able to…
2.2 Respond to Texts
Appreciate the artistry of texts
explain how onomatopoeia and alliteration are used
to create mental images
2.2 Respond to Texts
Appreciate the artistry of texts
explain how language and visuals work together to
communicate meaning and enhance effect
2.3 Understand Forms, Elements and Techniques
Understand forms and genres
describe and compare the main characteristics of a
variety of oral, print and other media texts
2.3 Understand Forms, Elements and Techniques
Experiment with language
recognize how words and word combinations, such
as word play, repetition and rhyme, influence or
convey meaning
2.4 Create Original Text
Generate ideas
use a variety of strategies for generating and
organizing ideas and experiences in oral, print and
other media texts
3.4 Share and Review
Share ideas and information
select visuals, print and/or other media to add
interest and to engage the audience
4.1 Enhance and Improve
Expand knowledge of language
use an increasing variety of words to express and
extend understanding of concepts related to
personal interests and topics of study
4.3 Present and Share
Present information
present to peers ideas and information on a topic of
interest, in a well-organized form
4.3 Present and Share
Demonstrate attentive listening and viewing
connect own ideas, opinions and experiences to
those communicated in oral and visual
 - 14 -
Where does this lead? presentations

Students will understand how to read a variety of

types of poetry

Students will be able to identify the characteristics

of a variety of types of poetry

Students will connect their own ideas with those of

others to influence their writing

Students will express their preferences for certain

types of poetry

Students will gain confidence in listening,

expressing and sharing ideas, and creatively
writing their own poetry

Students will understand how they can connect

words and images to convey meaning through
poetry

EDUC 3604 – Unit Assessment Plan Template

Adapted from Understanding by Design (2005) by Wiggins and McTighe
 - 15 -

Subject Area English Language Arts

ED 3604 – Evaluation of Student Learning Grade Level 4
Unit Assessment Plan Topic Poetry
Length of Unit (days) 20

Assessments
Class
Professional
Title Discussions/ Poetry Bingo Quick Writes Peer Sharing Presentation Quizzes
Portfolio
Learning Outcomes Observations
Type Formative Formative Formative Formative Summative Summative Summative
(Formative/Summative)

Weighting 0 0 0 0 20 20 60
Appreciate the artistry of texts
explain how onomatopoeia and
alliteration are used to create mental
  
images
Appreciate the artistry of texts
explain how language and visuals
work together to communicate    
meaning and enhance effect
Understand forms and genres
describe and compare the main
characteristics of a variety of oral,   
print and other media texts
Experiment with language
recognize how words and word
combinations, such as word play,    
repetition and rhyme, influence or
convey meaning
Generate ideas
use a variety of strategies for
generating and organizing ideas and   
experiences in oral, print and other
media texts
Share ideas and information
select visuals, print and/or other
media to add interest and to engage   
the audience
 - 16 -
Expand knowledge of language
use an increasing variety of words to
express and extend understanding of   
concepts related to personal interests
and topics of study
Present information
present to peers ideas and
information on a topic of interest, in a 
well-organized form
Demonstrate attentive listening
and viewing
connect own ideas, opinions and  
experiences to those communicated
in oral and visual presentations
 - 17 -

Subject Area English Language Arts

ED 3604 – Evaluation of Student Learning Grade Level 4
Unit Assessment Plan Topic Poetry
Length of Unit (days) 20

Assessment Tool Overview

Assessment
Assessment Assessment OF
Assessment Tool Brief Description FOR
AS Learning Learning
Learning
Class discussions are used for student learning so
that the students can share ideas and develop new
Class understandings before applying them to their own
writing. Discussions will inform teacher of students’
Discussions and prior understandings of poetry forms and concepts. 
Observations The teacher will observe student progress through
writing process and offer assistance and guidance
for learning.
Poetry Bingo is intended for the main review the day
before a quiz. The students will be able to put their
knowledge to the test in a fun, low-stakes, and
engaging activity so that all of the concepts that they
will be quizzed on will be fresh in their heads. This
Poetry Bingo tool is used for students’ learning so that they can 
assess the areas that they need to study for the
quiz. The bingo sheets will be taken in for the
teacher to formatively assess where the class is
struggling and doing well.
Quick Writes are used after the introduction of each
new type of poem or literary device to promote free
flowing ideas onto a page as the first step of the
Quick Writes writing process. Students will use these quick writes 
to influence the topic and direction of the poem they
will compose. This tool is used for learning as the
students reflect on their ideas to build off of.
Peer sharing is an opportunity for students to reflect
on their writing by reading their original poems and
ideas aloud to their peers, and then revising and
finalizing their work based on feedback from their
Peer Sharing peers on strengths and weaknesses. This tool is 
used as learning because the students will assess
their work in progress and make changes based on
new understandings and clarity of their own work by
reading it aloud.
There will be two non-cumulative quizzes, which will
be comprised of multiple-choice, fill-in-the-blank,
Quizzes matching, and one short answer question testing the
2 x 10% each students’ knowledge of characteristics of genres of 
poems and literary devices. The quizzes will be
used as an assessment of student learning.
As different genres of poems are studied, students
will be required to compose their own poems,
expressing their original thought and identity, to add
to their professional writing portfolios. The portfolio
Professional will be the final product of the writing process for the
Portfolio students after they have pre-wrote, drafted, shared  
60% with peers, and finalized their works. The poems
will assess of learning and also as learning when
the students reflect back on their poems to select
their favourite poem to present to the class. The
assessment will be graded according to how the
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imagery represents the poem, the writing process of

pre-write, draft and finalize evident in the clarity and
organization of poem, the use of a variety of words
and experimentation with literary devices learned in
class.
The final presentation will be the students’ selection
of their favourite poem, and corresponding
illustration, to present to the class at the end of the
unit. The final presentation will represent the
Presentation students’ journey to composing poems that express
20%
their original thoughts and ideas. The presentation 
will be an assessment of learning of the students’
ability to: engage the class by connecting their
words to imagery that represents their identity, by
speaking clearly, and engaging with terms and
devices that we have learned in class.
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Lesson Plan
Summary

Unit: Poetry
Today’s Theme: I am Poem
Date: March 6, 2018
Duration: 90 minutes (3) 30 min blocks

Essential Questions

How do we define poetry?

How can we become creative composers of our own poetry?

General Learning Outcomes Specific Learning Outcomes

2. Students will listen, speak, read, write,
view and represent to comprehend and
respond personally and critically to oral,
print and other media texts.
Generate ideas
use a variety of strategies for generating and
organizing ideas and experiences in oral,
print and other media texts
Understand forms and genres
describe and compare the main
characteristics of a variety of oral, print and
other media texts

Learning Objectives

Students will understand how to express their identity through an “I am Poem”.

Materials and Equipment

 Journals
 Portfolios
 Pencil and Eraser
 “I am” Poem Exemplar
 Whiteboard and markers
 Music player
 Spotify

Preparation and Logistical Considerations

 Students will have their journals and pencils ready to record ideas from class discussions
and record individual ideas for quick writes
 Students are arranged in desks of four to easily confer with peers
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Procedure
Introduction Time
 What is a poem? 15 min
 How can we become creative composers of our own poetry? What is the process
of writing?
 Create Heart Map to keep in portfolio (All the things I love… to keep in portfolio for
idea inspiration throughout unit)

Body Time
Class Discussion What is an “I am Poem”? 15 min
Go through each element (I am, I wonder, I want, I worry, etc).
Read “I am Poem” Example
Brainstorming Brainstorm as a class examples of some elements of the “I am” 15 min
poem (ex. I am, I hear, I understand, etc.) to give students a
jumping off point for their own ideas
Check understanding before the students pre-write

Quick Writes Students quick write in journal everything they can think of that 5 min
makes them individual and unique
Teacher circulate to observe process – quietly assist those that
are struggling

Sharing ideas Students share ideas with peers, and then add, change, or 15 min
with Peers expand on their own
Movement Break Movement Break/Logistics:
Students get up and walk around class while teacher plays
music, and when music stops they sit at the nearest seat and
share with peer
Repeat 2 more times, then students return to their own desks

Pre-writing Students create a first draft of their “I am Poem” in journal 20 min

Closure Time
 Students ensure draft poem is stored in their portfolio for class the next day 5 min
 Students put away portfolio, notebook, and writing

Assessments
 Class Discussions to gauge student knowledge and interests
 Quick Writes to assess students language, writing skills, and interests

Notes and Considerations for Next Lesson

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Cross-Curricular Connection
Art
This unit would pair easily with Art, as the illustrations for each type of poem could be
elaborated and expanded on with more time being devoted to this part of the process. The
drawing activities could become a variety of options for students to express their preferences
and play to their strengths. The students would enjoy the freedom of options for how to add
imagery to their poems. Some ideas for imagery could come in the form of paintings, 3D Art,
Dioramas, collages, or photo essays. By allowing the poetry unit to extend into Art classes the
connection of words to images could deepen for the students as they invest more time critically
thinking about how (the variety of forms) they could represent their poems, adding vibrant
colours/expression, and they could also go through deeper explanations of their imagery
projects with their final presentations of their poems. The class could also create a theme
(season, holiday or maybe a social issue being discussed in class) with a few poem selections
written around it, and then decorate a board in or outside of their class. Students will be able to
immerse themselves in this larger project that extends beyond their language arts class and see
that writing is just a part of the process, and then they add meaning with art, for themselves and
others, by putting it on display. The students would take pride on their projects knowing that
they would be a representation of their best work for others to see.