Melanie Burchard

TE 848
Final Project: Writing Portfolio Draft

Ms. VonKeltz,
The narrative poetry unit I have created for my 7th grade students is attached
below. This unit will take place after the students have already shown mastery of
narrative writing, as well as mastery of figurative language devices. It will incorporate
many Common Core Standards and will require the students to participate in rigorous
reading and writing activities. Daily, students will be given the opportunity to practice
having academic conversations about poetry because I understand the importance of
providing ELLs with speaking and listening opportunities. Ultimately, the goal of the unit
will be for students to compose their own narrative poems and to participate in a gallery
walk in the foyer to admire each others work.
Before students begin writing, they will participate in a quick review of figurative
language. They will also be reading narrative poetry before they begin writing narrative
poetry. According to Certo (2004), students should be provided with quality models of
poetry so that they may eventually be led to find their own poetic voices. Additionally,
Apol (2002) claims that in order to be good writers of poetry, we first need to be good
readers of poetry. It is important to read poetry, thinking as writers, paying attention to
the way that poets have created histories and used words (Apol 2002). Therefore, I
have selected four classic narrative poems for the students to analyze to introduce them
to narrative poetry. For each poem, students will be asked to read sections aloud to a
partner or within a small group after having listened to them read aloud by me. This
method is suggested to use while teaching ELLs poetry because it helps students to
gain oral language skills, practicing rhyme, rhythm, and fluency (Robertson 2009).

As they read, students will examine different elements of narrative poetry, such
as setting, characters, and plot by completing various graphic organizers as they read.
Many of these graphic organizers have been taken from Heard (2013) and modified to
fit the needs of my learners. Roberston (2009) says graphic organizers are especially
helpful when teaching ELLs the structure of poetry and guide students to form meaning
as they read poetry. Much of this work will allow for partnered discussions before
independently writing. These graphic organizers will help to formatively assess the
students understanding.
Additionally, students will need to independently summarize each of the four
poems during an exit card. This will check comprehension while reiterating the fact that
narrative poems tell stories. Finally, students will be required to choose a poem to
illustrate and to put in sequence. According to Robertson (2009) allowing students to
illustrate poems is another way to help students think about the meaning of the poem
and express their own interpretation of events. This activity will also help the students
review how to sequence the parts of a story.
During the writing process, I am requiring students to complete two brainstorming
activities (Hillocks). I chose to assess brainstorming in two different ways because as it
is explained by Hoch, prewriting is essential when writers are not composing work in
their native language (2003). These learners will also usually need to see samples of
prewriting. The students will be fairly familiar with these narrative prewriting graphic
organizers because they will have seen them during their narrative unit; only small
sections of the brainstorming have been modified to include poetic devices. Students
will then share their ideas aloud with partners and receive feedback as to which stories

seem the most interesting to their peers (Hillocks). Not only does this require our ELL
students to use academic language while discussing and sharing their thoughts, but it
will help the writers truly focus on their audience and purpose (Sigueza 2005).
As another type of formative assessment, students will participate in two peer
reviews after completing a draft. Hillocks says that having others respond to writing is
the best way to help writers to reexamine and revise work (127). The students will
complete a peer feedback sheet, asking them to discuss (both in writing and orally)
elements of the poems. Not only will this help students to revise their work, but it will
also help the editors to further practice the analysis of narrative poetry. The peer
feedback sheets align directly with the rubric that will be used by me to provide students
with feedback. Although Wilson (2007) argues that rubrics are not helpful to students
because they do not promote conversations about writing, I have decided that it will be
useful to have a rubric.
I have taken the advice of Cooper (1999) and designed a rubric that is specific to
narrative poetry. In other words, this rubric was specifically created for this unit and
students will be able to use it as a guide as they draft their narrative poems because it
outlines what is expected of them. The rubric also has a space for me to provide
students with written feedback so I will not be confined to the pre-made comments I
included in the boxes. Furthermore, after the students have participated in a peer
editing session, I will hold writing conferences, using the rubric to guide, but not define
our spoken conversation.
While students compose their drafts, I will closely monitor them to provide
feedback as they progress. I will also immediately read the responses to their entrance

and exit slips as additional formative assessment to help them with any writing issues
that arise during the process.
As an educator, I know that it is important to allow students to make some
choices so that they can take ownership over their learning. I designed this assignment
so that the students are able to choose the topic of their narrative poem. As authors
they are able to decide if which poetic devices they would like to include: rhyme,
repetition, metaphor, etc.
My hope is that throughout this unit, students will be guided to discover some of
their own poetic voice by emulating classic poets. I also hope they will discover that
writing is an ongoing process through peer and teacher conferences. Finally, by
participating in a gallery walk of their peers poems, my students will learn to appreciate
and celebrate the writing of their classmates.

Works Cited
Apol, L. (Jan 2002). What do we do if we dont haiku? The English Journal. Vol. 91,
No.3, Teaching Writing and Poetry. 89-97
https://d2l.msu.edu/d2l/le/content/144988/viewContent/911472/View
Certo, J. (Nov 2004). Cold plumbs and old men in the water. Let children read and
write great poetry. The Reading Teacher. 266.
Cooper, C. (1999). What we know about genres and how it can help us assign and
evaluate writing. Retrieved from
https://d2l.msu.edu/d2l/le/content/144988/viewContent/911554/View
Heard, G. (2013). Poetry lessons to meet the common core state standards. New
York,
Ny. Scholastic.
Hillocks, G. (2007). Narrative writing: Learning a new model for teaching. Portsmouth,
NH. Heinemann.
Hoch, F. (2003). Writing and English as a second language: Strategies for helping
English langauge learners throughout the writing process. Retrieved from
http://www.learnnc.org/lp/pages/672
Robertson, K. (2009). Introducing and reading poetry with english language learners.
Retrieved from http://www.colorincolorado.org/article/31169/
Wilson, M. (Mar 2007). Why I wont be using rubrics to respond to students writing.
English Journal. Vol 96. No 4. 62. Retrieved from
https://d2l.msu.edu/d2l/le/content/144988/viewContent/911555/View

Cesar Chavez Academy Middle School

Narrative Poetry Unit Burchard 7th Grade ELA
Common Core Standards:
Reading Standards
CCSS.ELA-Literacy.RL.7.3
Analyze how particular elements of a story or drama interact (e.g., how setting shapes the
characters or plot).
CCSS.ELA-Literacy.RL.7.4
Determine the meaning of words and phrases as they are used in a text, including figurative
and connotative meanings; analyze the impact of rhymes and other repetitions of sounds
(e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.
CCSS.ELA-Literacy.RL.7.5
Analyze how a drama's or poem's form or structure contributes to its meaning
Writing Standards
CCSS.ELA-Literacy.W.7.3
Write narratives to develop real or imagined experiences or events using effective
technique, relevant descriptive details, and well-structured event sequences.
CCSS.ELA-Literacy.W.7.4
Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
CCSS.ELA-Literacy.W.7.5
With some guidance and support from peers and adults, develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how
well purpose and audience have been addressed.
Speaking and Listening
CCSS.ELA-Literacy.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats
(e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue
under study.
Language
CCSS.ELA-Literacy.L.7.3.a
Choose language that expresses ideas precisely and concisely, recognizing and eliminating
wordiness and redundancy.*
CCSS.ELA-Literacy.L.7.5
Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.

Formative Assessments:

Reading:
1. Identify Figurative Language in song lyrics
2. Five Senses - Walrus and the Carpenter
3. Figurative Language Reading Chart The Cremation of Sam McGee
4. 5W and H Thinking Map for The Midnight Ride of Paul Revere
5. Guided Craft Question Sheet for The Highway Man
6. Choice: Create a plot diagram for a poem of your choice OR Create
a comic strip depicting the events from a poem of your choice (The
Highway Man; The Midnight Ride of Paul Revere; The Walrus and
the Carpenter; The Cremation of Sam McGee)

Writing:
Brainstorming Graphic Organizers partner share to discuss which
ideas are most interesting
Poetry Drafting multiple conferences with teacher
Peer Conference Handout

Other:
Ticket Out the Door list and explain the elements that are included in
a narrative poem
Ticket Out the Door create an example of the following: metaphor,
simile, alliteration, personification
Ticket Out the Door How is your narrative poem coming along? What
is your plan for tomorrow? What problems are you having? Is there
anything you need help with?
Ticket In the Door (use for each poem the following day) A.
Summarize todays poem in two or three sentences. B. Explain one
thing that you are still wondering or are confused about. C. Rate your
understanding of the lesson today (use the 1-5 scale) and explain why
you gave yourself this rating.
Ticket In the Door How did yesterdays peer feedback activity go?
What did you find helpful? Are there any suggestions you have for how
we can make peer feedback more successful in the future? Which
suggestions from your peers will you use today? Why?

Partner Talk Frames Turn to a partner and discuss _____________.

To summarize the poem _________________________.
The main characters are ________________________.
The conflict of the poem is ____________________.
An example of figurative language we found is ________________. We
think it means _____________________.
A question I have is ____________________________.

Summative Assessment:
Students will compose an original narrative poem and participate in a
gallery walk to share work (see attached rubric)
Key Vocabulary:
analyze
narrative poem
characters
main idea
setting
conflict
mood
tone
rhyme
figurative language/literal
metaphor
simile
onomatopoeia
personification
alliteration
revision
stanza
Texts:
The Highway Man Alfred Noyes
The Midnight Ride of Paul Revere H.W. Longfellow

The Walrus and the Carpenter - Lewis Carroll

The Cremation of Sam McGee Robert William Service

Modifications:
Partnered or small group readings; sentence frames for written
responses; graphic organizers;

Name:
Hour:

Five Senses Poetry

Title: _________________________________________ Author:
___________________________
Directions: After reading the poem with a partner, look for sense words, phrases, or
lines in the poem and write them in the correct box.
See

Hear

Touch

Taste

Smell

Illustration of the Most Vivid Scene

Name:
Hour:

Figurative Language Reading Sheet

Title: _________________________________________ Author:
___________________________
Directions: After reading the poem aloud with a partner, hunt through the poem to find
examples of figurative language and literal or non-figurative language.
Nonliteral Words and Phrases
(Figurative Language)

Literal Words and Phrases

Name:
Hour:

5W and H Thinking Map

Title: _________________________________________ Author:
___________________________
Directions: While reading the poem as a class, you will be directed to focus on specific
boxes. You will be given time to discuss the questions with your group. The writer
(rotate) will write your responses on the poster provided.
WHO?

WHAT?

-Speaker or person named in poem

-Point of view
-Tone/mood

-What is happening in the poem?

-Does the poem express a feeling,
action, observation, thought, etc.?

WHERE?

WHEN?

-Where does the poem or its events

take place?

-When does the poem or its events take

place?
- When was the poem written?

WHY?

HOW?

-Why do you think the poet wrote this

poem?
-What is the purpose of the poem?

-How is the poem made?

-What craft tools does the poet use?

QUESTIONS

CONNECTIONS

-What are you wondering?

-What confuses you?
-What would you like to know more
about?

-Can you connect this poem to your life?

-Can you connect this poem to history?
-Can you connect this poem to another
text?
-Can you connect this poem to modern
worldly events?

Name:
Hour:

Guided Craft Question Sheet

Title: _________________________________________ Author:
___________________________
Directions: While reading the poem as a class, you will be directed to focus on specific
boxes. You will be given time to discuss the questions with your group and to
individually complete tasks.
Sound: (write in this box)
Which sound patterns (repetition,
alliteration, rhyme) does the poem
contain? Highlight them. Write and
identify the sounds in the space below.

Stanza: (write in this box)

How many stanzas does the poem
have?
How does each stanza help build the
poem?
How does the last stanza bring the ideas
of the poem together?

Imagery: (discuss with a partner and

be prepared to share with the whole
class)
What pictures do you see in your mind
as you read the poem? What can you
see, hear, taste, touch, and smell? What
are some of the words, phrases, and
lines that help the poem come alive?

Figurative Language: (write in this

box)
Can you identify any figurative
language?
How does the figurative language add to
the poem? Is there a deeper meaning
than whats on the surface of the poem?

Words: (discuss with a partner and be

prepared to share with the whole
class)
Which words feel important or
surprising?
Highlight them. Underline the words you
need to look up for clarification.

Theme: (write in this box)

What might be a theme of this poem?
Which characters, words, or phrases
contribute to this theme?

Name:
Hour:
Brainstorming for Narrative Poem
Directions: Complete the following chart to brainstorm ideas for your narrative poem.
Share the ideas with partners as instructed.
Experiences that have made me feel very
happy or very sad

Experiences that have been very

frightening or shocking for me

Experiences that have made me feel

proud of myself

Experiences that have been very difficult

for me to deal with

Experiences that have made me feel

ashamed of myself

Experiences that have made me realize

that I truly care about someone

Experiences that have made me laugh a

lot

Name:
Hour:

Brainstorming for Narrative Poem

Directions: Complete the following chart to brainstorm ideas for your narrative poem.
Share the ideas with partners as instructed.
Setting: Where does the poem take
place? How is the setting important to the
story? What needs to be explained?
Characters: Who is in the poem? Which
characters are important to the poems
action? What do we need to know about
them?
Initiating Action: What begins the action
of the poem? What motivates, or causes, a
character to do something?
Attempts: What attempts does the main
character make? To do what? Why?
Results: What are the results of the
characters attempts? Does the result start
a new action?
Responses: How does the character
respond to or feel about the initiating
action, attempts, and results?
Dialogue: What do the characters say?
Figurative Language/Poetic Devices:
Will any part of the poem be repeated?
Will you use similes? Metaphors?
Alliteration? Onomatopoeia?
Personification? Will your poem rhyme?

Name:
Partner:
Hour:
Peer Feedback
Directions: Complete this peer review with at least two partners from class. First, read
their poem twice silently. Next, independently complete the handout below. Then, give
the draft of the poem and feedback sheet back to your partner. Each of you will silently
re-read your own poem and the feedback you received. Finally, speak with your partner
to clarify any of the feedback you have provided.
Is the poem a narrative poem? Why or why not?

What is the mood or tone of the poem? What words are you basing this on?

What happens in the beginning of the poem? The middle? The end?

What examples of figurative language can you find?

How many stanzas does this poem include?
Go through and correct any spelling, punctuation, and grammatical errors you see.

Provide Two Pieces of Positive Feedback (frames on screen):

Provide Two Helpful Suggestions (frames on screen):

Name:
Hour:
Narrative Poem Rubric
0

Ideas

Does not tell a

story

Attempts to tell a
story

Tells a story

Tells a clear story

Voice

No obvious
mood or tone

Attempted mood
or tone

Mood or tone
included

Clear mood or
tone present
throughout the
poem

Figurative
Language

No figurative
Use of one
Correctly uses two
Correctly uses
language used element figurative
elements of
three elements of
language
figurative language figurative language

Organization

No stanzas
present
Story does not
have a
beginning,
middle, or end.

Attempted to
group poem into
stanzas but
difficult to
determine.
Narrative
attempted to
include a
beginning,
middle, and end

Poem is grouped
into stanzas (at
least 6)
Narrative includes
a beginning,
middle, and end

Poem is clearly
grouped into
stanzas (at least 8)
Narrative includes
a structured
beginning, middle
and end

Conventions

Frequent
misuse of
punctuation
and
capitalization;
many
grammatical
errors

Somewhat
correct use of
punctuation and
capitalization,
some
grammatical
errors

Mostly correct use

of punctuation and
capitalization, few
grammatical errors

Correct use of
punctuation and
capitalization, no
grammatical errors

Teacher Comments:
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