GR 4 5 6 Poetry Unit Plan

Brown 1
Education 3601
ELA Unit Plan
Pocket Poetry
Kayta Brown
Poetry Unit for English 4/5/6
Brown 2
Table of Contents:
1. Overview
2. Learning Outcomes
3. Connections to English Language Arts Strands
4. Assessment Plan
5. Organization and Structure: Unit Calendar
6. Lesson Plans
7. Modifications for Enrichment/Differentiation/Special Considerations
8. Pocket Poetry Book Assessment Plans
9. Reflections
Brown 3
Overview
Topic: Poetry
Grade: ELA 4/5/6
Timeline - 4 weeks, 16 days (55 min. M/W, 110 min. Tu/Th)
Pocket Poetry is a resource based unit designed to teach grade 4/5/6 English Language Arts
poetry through discovery and creation using a variety of formats and literary devices.
Central Emphasis: The students will read, write, view, and listen to different forms of poetry to
better understand literary devices and use of language. (The highlighted outcomes relate to each
other in each grade level).
Essential Question: How can poetry be used as a form of writing to experiment with language
and convey meaning?
Literary Devices:
- Simile
- Repetition
- Alliteration
- Hyperbole*
- Synonyms*
- Homonyms*
- Synecdoche
- Tone
Poetry Formulas:
- Acrostic*
- Ballad
- Free Verse
- Lyric
- Senses*
- Concrete
- Metaphor
- Onomatopoeia
- Imagery*
- Personification*
- Antonyms*
- Mood
- Senses*
- Blank Verse
- Limerick
- Haiku
- Definition*
Brown 4
Daily Instruction:
Students will get a mix of readers and writers workshop throughout the unit but not every day
will be structured that way. Students will learn hopefully learn 1-2 literary devices or concepts and then
incorporate them into paragraphs or poetry formulas. We will look at poetry as a class, reading in different
ways (out loud, in pairs/groups, watching videos, etc). Students will also be able to personally respond to
the poetry we look at on these days.
Students will have opportunities to experiment with poetry and literary devices in the form of
personal response, paragraphs, and creative writing. This will be where students will work on their
writing portfolios which will later help them create their poetry pocketbook.
Assignments:
- Individual Writing Goals: At the beginning of the unit, students will will come up with a writing goal
they have to work on using and understanding during their unit. Students may need to adjust their goals
as they go through the unit but it will always be on the desk beside them when they write in their
portfolios. (Formative - Did you meet your goal? Why or why not?)
- Writing Portfolios: Students will respond personally to poems using prompts or simply free writing.
They will also find devices present in the poem, quote them, say what device is used, and how they
know. Students will also experiment creating poetry and sayings using the devices they learn.
(Formative and Summative - I will give feedback throughout to make sure they are understanding
concepts, devices, and formulas. They will get to pick 3 pieces at the end for me to mark summatively.)
- Visual Representation: Before their final project, students will be introduced to the song Firework by
Katy Perry. Students will have the remainder of class to come up with some sort of a visual
representation of the song. However, the challenge is to not simply draw a firework. Students will be
required to look through and pick out lines of the poem that they think capture the mood and tone of the
poem and create a visual representation from that. It can be a skit, poster, drawing, video, etc. This will
be a formative assessment to see if students understand how to visually represent.
- Pocketbook Poetry: At the end of the unit (for roughly the last week), students will create mini poetry
books. They will need to include 3-5 poems they have found online or in books that use literary devices.
They will also create 3-5 poems using the formulas and literary devices they have learned in class. As
well, they will need to incorporate one visual representation of a poem in their book (picture, cartoon,
video?). After they have picked their poetry, they will need to create a book that looks creative and
displays all of their poetry. After their books are created, they will need to write a a few sentences for
each poem to say which literary devices it has, how they know, why the author used that device, and
why they chose/wrote that poem.
- Daily Check-ins/Exit Slips: There will be at least one activity at the end of every lesson to wrap up the
lesson and see what students have learned. They may be games, questions students answer on their
white-boards, team challenges, or written questions. Most of these will go in their portfolios but will
have Exit Slip as the title instead of a more formal writing title so that they will only be able to be
formatively assessed.
Texts or Materials (Devices): Students will view a variety of songs, written poetry, concrete poetry,
poetry formulas, visual representations, etc. throughout this unit.
Brown 5
Outcomes and Their Connections:

Grade 4 GLOs
GLO 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
GLO 2 - Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.

GLO 3 - Students will listen, speak, read, write, view and represent to manage ideas and
information.
Grade 5 GLOS

GLO 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and
artistry of communication.
Grade 6 GLOS and SLOS
GLO 1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
GLO 4 - Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
SLOs and Their Connections
Grade 4:
1.1.1: Share personal responses to explore and develop understanding of oral, print and other media
texts.
2.1.2: Comprehend new ideas and information by responding personally and discussing ideas with
others.
Grade 5:
2.1.2: Comprehend new ideas and info by responding personally, taking notes and discussing with
others.
Grade 6:
1.1.1: Read, write, represent and talk to explore and explain connections between prior knowledge
and new information in oral, print and other media text.
Common Goals: Respond personally to new ideas and information in a variety of ways including
writing, reading, representing, and talking. Make connections to prior knowledge and information.
Grade 4:
2.3.3: Recognize how words and word combinations, such as word play, repetition and rhyme,
influence or convey meaning.
Grade 5:
2.3.3: Experiment with words or sentences patterns to create word pictures; identify how imagery,
figurative language such as simile and exaggeration convey meaning.
4.1.5: Experiment with words, phrases, sentences, and multimedia effects to enhance meaning and
emphasis.
Grade 6:
2.2.3: Experiment with sentence patterns, imagery and exaggeration to create mood and mental
images.
Common Goals: Recognize/experiment with literary devices and written/visual forms to convey
meaning. (repetition, rhyme, simile, hyperbole, imagery)
Brown 6
Grade 4:
2.2.3: Explain how onomatopoeia and alliteration are used to create mental images.
Grade 5:
2.2.3: Explain how simile and hyperbole are used to create mood and mental images.
Grade 6:
2.2.3: Explain how metaphor, personification and synecdoche are used to create mood and mental
images.
Common Goals: Explain how literary devices are used to create mental images. (onomatopoeia,
alliteration, simile, hyperbole, metaphor, personification, synecdoche)
Grade 4:
2.3.2: Identify how specific techniques are used to affect viewer perceptions in media texts.
Grade 5:
2.3.2: Identify examples of appropriate word choice and imagery that create particular effects.
Grade 6:
2.3.2: Explore techniques, such as visual imagery, sound, flashback and voice inflection, in oral,
print and other media texts.
2.4.2: Use literary devices, such as imagery and figurative language, to create particular effects
Common Goals: Identify, use, and explore specific techniques and literary devices used to create
particular effects. (word choice, imagery, visual imagery, sound, voice infliction)
Grade 4:
2.2.3: Explain how language and visuals work together to communicate meaning and enhance
effect.
Grade 5:
4.1.4: Extend word choice through knowledge of synonyms, homonyms and antonyms.
2.2.3: Alter sentences and word choices to enhance meaning and create mood and special effects.
Grade 6:
4.3.4: Identify the tone, mood and emotion conveyed in oral and visual presentations.
4.1.4: Choose words that capture a particular aspect of meaning and that are appropriate for context,
audience and purpose.
Common Goals: Identify and experiment with words and visuals to enhance meaning. (synonyms,
homonyms, antonyms, tone, mood, emotion)
Grade 4:
3.4.1: Communicate ideas and information in a variety of oral, print and other media texts, such as
short reports, talks and posters.
Grade 5:
2.4.2: Experiment with modeled forms of text to suit particular audiences and purposes.
Grade 6:
4.1.4: Choose words that capture a particular aspect of meaning and that are appropriate for context,
audience and purpose.
4.1.5: Experiment with several options, such as sentence structures, figurative language and
multimedia effects, to choose the most appropriate way of communicating ideas or information.
Common Goals: Choose and experiment with language to convey meaning for particular audiences
and purposes. Communicate and experiment using a variety of oral, print, multimedia forms.
Brown 7
Connections to English Language Arts Strands:

This unit will touch on all six of the English Language Arts Strands:
- Listening: Students will listen to poetry and songs to gain understanding. Students will
also hear daily instruction in each lesson. Finally, students will listen to each other in
reading and when sharing ideas.
- Speaking: Students will read poetry outloud as a class or in pairs/groups. Students may
also speak when they present their poetry books for their final assignments.
- Reading: Students will read poetry daily to look for literary devices, expose themselves
to various poetry formulas, and to gain a more rich understanding of poetry as a whole.
- Writing: Students will write to experiment and create poetry with literary devices,
sentences, and formulas. Students will also have the opportunity to respond personally
to the poetry presented in class.
- Viewing: Students will view music videos accompanying songs to gain a visual
representation. Students will also view video clips from Youtube and look at visual
representations of poetry to gain understanding. As well, students will view each others
poetry books on the last day of the unit.
- Representing: Students will experiment with concrete poetry as a form of representing
language. As well, they will include a visual representation of one poem in their poetry
books.
Assessment Plan:
Assessments and Evaluation: Students will be assessed and evaluated through a variety of
formative and summative activities and assignments. Daily assessment will include teacher
observation, class discussions, participation, and effort.
Pre-Assessment: Poetry Brainstorm/Class Discussion
Formative: Individual Writing Goals, Writing Portfolios, Daily Checkins/Exit Slips
Summative: Pocket Poetry Books, 2 Writing Portfolio Submissions
Learning Activities and Instructional Strategies:
Daily Instruction (Direct)
Readers Workshop
Writers Workshop
Quick Writes
Portfolio Entries
Group Discussion
Small Group/Pair Discussion
Think, Pair, Share
Pocket Poetry Books
Books Presentation
Resources and Materials:
Technology: Smartboard, whiteboard, individual student whiteboards, computers, and internet.
Brown 8
UNIT CALENDAR
Monday
Tuesday
Wednesday
Thursday
9th
Introduction to Poetry
Personal Response
10th
Descriptive Words to
Create Imagery
Paragraph Writing
14th
Synonyms, Antonyms,
Homonyms
Paragraph Writing
15th
Hyperboles and
Personification
Senses Poem
Free Verse
16th
Tone and Mood
17th
Rhyme, Rhythm, and
Repetition
Limericks and Rhyme
Scheme Poems
21st
Alliteration and
Onomatopoeia
22nd
Lyrical Poetry and
Personal Response
Lyric Poems
23rd
Simile and Metaphor
24th
Symbolism and
Synecdoche
More Formula Poetry
Introduction
Possible Flex Day
28th
NO SCHOOL
29th
Visual Poetry and
Concrete Poetry
Concrete Poems
30th
Poetry Books
31st
Poetry Books
4th
Poetry Books
5th
Poetry Books
6th
Poetry Books
7th
Presentations
Brown 9
Wednesday, March 9th

Title: What is Poetry?
Objective: Introduce students to the unit. Get a sense of their prior knowledge of poetry and
their feelings towards it. Also, give them a general outline of what they will learn in the coming
weeks.
Grade 4:
1.1.1: Share personal responses to explore and develop understanding of oral, print and other
media texts.
2.1.2: Comprehend new ideas and information by responding personally and discussing ideas
with others.
Grade 5:
2.1.2: Comprehend new ideas and info by responding personally, taking notes and discussing
with others.
Grade 6:
1.1.1: Read, write, represent and talk to explore and explain connections between prior
knowledge and new information in oral, print and other media text.
Common Goals: Respond personally to new ideas and information in a variety of ways
including writing, reading, representing, and talking. Make connections to prior knowledge
and information.
Activities: Introductory Powerpoint, individual/partner/group brainstorming activity, creating
writing goals for the unit, exit slip saying their favourite songs/poems and what they
individually think of poetry both before and after this class.
Lesson Outline:
What is poetry? What is considered poetry? How do you feel about poetry?
- Brainstorming individually, then in pairs, and as a class.
- Give them the definition of poetry if needed
- Students will write down writing goals they have for themselves this unit after thinking
about poetry and what they already know
- Students will do an exit slip saying their thoughts about poetry and some of their
favourite songs/poetry
Brown 10
Thursday, March 10th

Title: Creating Mental Images - Using Descriptive/Juicy Words to Create Imagery
Objective: Introduce descriptive language and imagery by looking at pictures and using
descriptive language to describe what they see.
Grade 4:
effect.
Grade 5:
Grade 6:
4.1.4: Choose words that capture a particular aspect of meaning and that are appropriate for
context, audience and purpose.
Common Goals: Identify and experiment with words and visuals to enhance meaning.
(synonyms, homonyms, antonyms, tone, mood, emotion)
Common Goals: Identify, use, and explore specific techniques and literary devices used to
create particular effects. (word choice, imagery, visual imagery, sound, voice infliction)
Readings: Poem with descriptive language (to be found), 3 simplistic pictures, Acrostic poem (to
be found), and Definition poem (to be found).
Activities: 1st period: Start by reading a poem with lots of description. We will go over
adjectives, adverbs, and verbs in a minilesson to refresh their memories. Then the class will be
divided into 2 and shown 2 different pictures. Each group will have 1-2 minutes to write a
description of the picture. Then they will try to get their partner to draw the same picture, just
using the description they wrote down. Then students will be given another picture to practice
descriptive language with. If there is time, students will describe scenery outside using
descriptive language.
2nd period: Students will be introduced to two types of formula poems - acrostic and definition to practice with and experiment with juicy words. I will show them examples, we will do one as
a group on the board and then students will be free to pick one of the two formulas to practice.
Students will need to pick something to talk about - it can be a person, place, thing, emotion, etc.
and they need to practice describing it using descriptive language. Students will put these
practice poems into their portfolios an hand them in for formative assessment.
Brown 11
Monday, March 14th

Title: What is that telling us? - Synonyms, Homonyms, and Antonyms
Objective: Continue working with descriptive language with the introduction of synonyms,
homonyms, and antonyms. Students will broaden their knowledge of word choice and how
words affect imagery.
Grade 4:
Grade 5:
Grade 6:
Common Goals: Identify, use, and explore specific techniques and literary devices to create
Readings: Passage with homonyms to be found/created, list of words (some with homonyms and
some without).
List
Their/There/Theyre, Hair/Hare, Bare/Bear, Whole/Hole, Pair and Pear, Night/Knight, Piece/
Peace, See/Sea, Which/Witch , Your/Youre, Hear/Here, Write/Right, Weight/Wait, Two/To/Too
Activities: Start with the definitions and examples of each word. First, read a passage that uses
several homonyms. Have students write down the words they hear twice and what they think the
different meanings are. Group discussion about the spellings and their meanings. How did the
meaning change the sentence? Next, we will go over antonyms and synonyms. A list of words
will be on the smart board. Students will make a chart saying whether or not the words have
homonyms, a synonym for that word, and an antonym for that word. Think, Pair, Share
then Group Discussion. Make connections back to the imagery lesson the day before. If there is
time, students will pick 1 word from their list and write a paragraph using the word, its
homonym, a synonym, and an antonym to create effect and meaning.
Brown 12
Tuesday, March 15th

Title:
For the Sake of Effect! - Hyperboles and Personification
Objective: Students will experiment with literary devices such as hyperboles and personification
through writers workshop.
Grade 4:
Grade 5:
2.3.3: Experiment with words or sentences patterns to create word pictures; identify how
imagery, figurative language such as simile and exaggeration convey meaning.
Grade 6:
2.2.3: Experiment with sentence patterns, imagery and exaggeration to create mood and mental
images.
2.2.3: Explain how metaphor, personification and synecdoche are used to create mood and
mental images.
Common Goals: Recognize/experiment with literary devices and written/visual forms to
convey meaning. (repetition, rhyme, simile, hyperbole, imagery)
Common Goals: Explain how literary devices are used to create mental images.
(onomatopoeia, alliteration, simile, hyperbole, metaphor, personification, synecdoche)
Readings:
Hyperbole: Hyperbole Poems by Sharon Hendricks - http://www.mywordwizard.com/
hyperbole-poems.html
Personification: Furniture Bash by Shel Silverstein
Senses Poem
Activities: 1st period: WRITERS WORKSHOP: We will start with hyperboles and the
concept definition. Next we will read several poems that include hyperboles (Appetite,
Thanksgiving, and Summertime is Here). As a class, we will pick a verb. We will talk about how
we can use hyperboles to exaggerate the size of that action (Ex: She danced beneath the
moonlight, leaping over stars and two-stepping with mountains. Ex. The sound of his voice
boomed so loud it shattered mirrors. Ex. She cried a river of tears when she found out she was
moving). Then students will be introduced to senses poetry and write a practice poem using
hyperboles. Their senses poems will go into their portfolios.
2nd Period: WRITERS WORKSHOP: We will start with personification and the concept
definition. We will read Furniture Bash by Shel Silverstein and discuss what was being
personified and how it was personified. Next, I will have the students pick any object in the room
and ask how we can describe this object to make it sound like it was alive. Think, Pair, Share
then group discussion. Students will be introduced to free-verse poetry to practice
personification. Their free verse poems will go into their portfolios.
Brown 13

Title: Tone and Mood
Objectives: Students will learn the different between tone and mood and how to find them in
poetry.
Grade 4:
Grade 5:
Grade 6:
Readings:
Selections from: http://ourenglishclass.net/class-notes/writing/the-writing-process/craft/tone-andmood/
Piece by Piece by Kelly Clarkson
Activities: Students will be taught tone and mood and the difference between them. Students will
hear a song and read the lyrics. Students will need to pick out the mood and tone for the story.
(Students may need to look at another poem, song, or piece of writing to solidify their
understanding between the two). Game at the end of class - I will read a passage or song and
students will use their whiteboards to tell me the general tone of the poem and the mood of
the poem.
Title: The 3 Rs - Rhyme, Rhythm, and Repetition
Objectives: Students will be introduced to rhyming and rhythm and rhymed verse forms.
Grade 4:
2.3.3: Recognize how words and word combinations, such as word play, repetition and
rhyme, influence or convey meaning.
Grade 5:
4.1.5: Experiment with words, phrases, sentences, and multimedia effects to enhance
meaning and emphasis.
Grade 6:
Brown 14
2.2.3: Experiment with sentence patterns, imagery and exaggeration to create mood and
mental images.
convey meaning. (repetition, rhyme, simile, hyperbole, imagery)
Readings: Limerick poem & Ballads
Chosen from: http://www.webexhibits.org/poetry/explore_famous_limerick_examples.html
Activities: Students will listen to poems with various rhyme schemes. Students will be
introduced to limerick poems (a,a,b,b,a) As a task, in pairs they will choose one word and
brainstorm as many words as they can that rhyme with that word. They will them create a poem
about the original word using the words they brainstormed. Students will both write down the
poem in their portfolios.
Monday, March 21st
Title: Special Effects - Alliteration and Onomatopoeia
Objectives: Students will learn about alliteration and onomatopoeia through writers workshop.
Grade 4:
2.2.3: Explain how onomatopoeia and alliteration are used to create mental images.
Grade 5:
Grade 6:
Common Goals: Explain how literary devices are used to create mental images.
(onomatopoeia, alliteration, simile, hyperbole, metaphor, personification, synecdoche)
Readings:
Mmm Cookies - Robert Munsch
Alliteration Poem
Activities: WRITERS WORKSHOP: Students will be introduced to alliteration and
onomatopoeia first by concept or definition and then we will read poems and stories that include
onomatopoeia. Students will then write about their favourite activities outside of school using
onomatopoeia and alliteration in the form of free verse poetry. Students will share their writing
with their elbow partners and give constructive criticism. Students will edit their poems and
include them in their portfolios.
Brown 15
Tuesday, March 22nd

Title: Feel the Words - Lyrical Poetry and Personal Response
Objectives: Students will respond personally to poetry introduced in class and also look up their
favourite songs to explore the literary devices present in them and also to respond personally.
Students will also have the opportunity to write their own lyrical poetry through free verse
poetry.
Grade 4:
1.1.1: Share personal responses to explore and develop understanding of oral, print and
other media texts.
2.1.2: Comprehend new ideas and information by responding personally and discussing
ideas with others.
Grade 5:
2.1.2: Comprehend new ideas and info by responding personally, taking notes and
discussing with others.
Grade 6:
1.1.1: Read, write, represent and talk to explore and explain connections between prior
knowledge and new information in oral, print and other media text.
Common Goals: Respond personally to new ideas and information in a variety of ways
including writing, reading, representing, and talking. Make connections to prior knowledge
and information.
Readings:
The Sound of Silence - Disturbed
Mean - Taylor Swift
Activities: READERS WORKSHOP: Students will have an opportunity to listen to music and
read the lyrics and respond personally to the messages. They should talk about both the mood
and the tone of the song. Then, students will have the opportunity to look up their favourite
songs and write personal responses to them and pick out how the literary devices are used in that
song. This writing will go into students portfolios. If there is time, students will have the
opportunity to write lyrical poems.
Wednesday, March 23rd
Title: Comparisons - Simile and Metaphor
Objectives: Students will learn how to compare two things for the sake of effect. Students will
listen to poetry with similes and metaphors and try to pick them out.
Grade 4:
Grade 5:
Grade 6:
Brown 16
mental images.
convey meaning.
create particular effects.
Readings: Traveller - Chris Stapleton
Activities: Students will learn about metaphors and similes and how they can be used to compare
two things for the sake of effect. We will go over the concept definition and then listen to a song
by Chris Stapleton. After that, students will roll dice to decide which two things that they need to
compare in a sentence, doing using both similes and metaphors. Students will do this several
times and submit the sentences in their writing portfolios as an exit slip.
Title: Synecdoche - Possible flex day?
Objectives: Students will learn about synecdoche and how to use/find it in poetry. Students will
also have the opportunity to edit their work for their portfolios and hand them in.
Grade 4:
Grade 5:
Grade 6:
mental images.
create particular effects. Readings:
Readings:
Chosen from either: http://literarydevices.net/synecdoche/
or http://education.seattlepi.com/examples-synecdoche-poetry-6533.html
Activities: Students will be taught the concept and shown examples. Students will also be
introduced to syllable poems. Students will then have the opportunity to write an example of
synecdoche into a haiku. Students will include this haiku in their portfolios.
In the second period, students will do through their portfolios and select 3 pieces that they
would like to submit to me. The remainder of the class will be spent editing the pieces they
would like to submit to me for grades and will also finish any other pieces that are not yet
completed.
Monday, March 28th - NO SCHOOL
Brown 17
Tuesday, March 29th

Title: Visual Poetry - Concrete Poetry and Visual Representations
Objectives: Students will learn how to make connections between text and visuals. They will
also learn how a piece of literature can
Grade 4:
effect.
Grade 5:
Grade 6:
Common Goals: Identify, use, and explore specific techniques and literary devices to create
Readings:
Firework - Katy Perry
Chosen from: http://www.poetry4kids.com/blog/news/how-to-write-a-concrete-poem/
Activities: We will discuss the idea of visuals working with poems. We will discuss the different
ways this can be done (concrete poetry, pictures, drawings, videos, etc). Then students will then
listen to the song Firework by Katy Perry. They will have the remainder of the class to create a

Title: Who Wants to be a Poet? Review Class
Objectives:
We will touch on most of the objectives previously touched on.
Readings:
Powerpoint presentation
Activities: Review class and Team Who Wants to Be a Poet? Challenge - What Kind of Poem
is This? What Device is used?
Brown 18
Thursday, March 31st

Students will look for poems online. The poems must have at least 2 literary devices present
within them. They can be poems or songs or a combination of the two. Students can also look up
formula poems.
Objectives:
Grade 4:
3.4.1: Communicate ideas and information in a variety of oral, print and other media texts,
such as short reports, talks and posters.
Grade 5:
2.4.2: Experiment with modeled forms of text to suit particular audiences and purposes.
Grade 6:
4.1.5: Experiment with several options, such as sentence structures, figurative language and
multimedia effects, to choose the most appropriate way of communicating ideas or
information.
Monday, April 4th
Students will create poetry using the literary devices and formulas we have went over in class.
Students will have notes and practice working with these. Students will also create one visual
representation to go with one of their poems (either found or created).
Tuesday, April 5th
Wednesday, April 6th
Thursday, April 7th
Present Pocket Poetry Books and hand in
Brown 19
Modifications and Differentiation

While there are no coded children in my class that will require special differentiation, my
lessons and expectations will be tiered. Because I have 3 grade levels in my classroom,
assignments and expectations will be modified to accommodate each grade and meet each
curriculum outcome.
Readings: Students will read most of the same material. The material chosen will be
appropriate for all age groups and will include aspects that will satisfy the different
outcomes in each grade.
Assignments: The assignments will be very similar, but my expectations for them will be
different. I will expect more in depth and extensive work in the portfolios and writing
goals from my grade 6s than my grade 4s. As well, the final assignment will be tiered and
each grade will have their own rubric to follow.
Timeline: While the schedule is fairly tight, there will be some time on Thursdays in the
second period to complete assignments. As well, the timeline can be negotiated if
necessary.
IPPs: There are no IPPs in the classroom but it can be accommodated if there was.
Brown 20
Pocket Poetry Book Assessment

You will have 5 days to create your own mini poetry books! I want these books to be able to
fit into my pocket. Your completed books will be presented in class on Thursday, March
7th.
What do I need to include in my book?

Your book should include these 4 elements:
_____ 4 poems found online or in books (a maximum of 3 songs)
_____ 4 written poems (a minimum of 3 different formulas)
_____ 1 visual representation
_____ Description/Rationale for each chosen poem/visual included
Your book should include a minimum of 8 different literary devices (These
can be onomatopoeia, alliteration, simile, hyperbole, metaphor, simile, rhyme,
or repetition)
What do I write in my rationales?

Your rationales for your chosen poems should include:
_____ Why you chose that poem
_____ The literary devices used
_____ How those literary devices helped create imagery
_____ The mood and tone of the piece
How can I do my visual representation?

Your visual representation can either be for a chosen poem or a poem you have written. It can be
in the form of a:
- Picture
- Skit
- Video
- Symbol
- Anything else you can come up with! (Check with my first before doing it)
Do I need to print or can I use the computer to type my poems?

Your poems can be printed, typed, or a mix of both - the choice is up to you.
Brown 21
Rubric for Pocket Poetry Books

Criteria
Grade
Level/
Outcome
4
Excellent
3
Proficient
2
Adequate
1
Limited
Written poetry
experiments
with formula
poems
Grade 4
(2.3.3)
Grade 5
(2.3.3,
4.1.5)
Grade 6
(2.2.3)
Experiments
with a
significant
amount of
formulas in
their written
poetry
Experiments
with several
formulas in
their written
poetry
Somewhat
experiments
with some
formulas in
their written
poetry
Barely
experiments
with
formulas in
their written
poetry
Written and
chosen poetry
include
literary
devices
Grade 4
(2.3.3)
Grade 5
(2.2.3)
Grade 6
(2.2.3,
2.4.2,
4.1.4,
4.1.5)
Provides
precise
examples of
literary devices
Provides
logical
examples of
literary
devices
Provides
partially
correct
examples of
literary
devices
Examples of
literary
devices are
confusing
and vague
Creating a
visual
representation
that clearly
correlates with
the poem
Grade 4
(2.2.3)
Grade 5
(4.1.5)
Grade 6
(4.1.5)
Creates a
memorable
visual
representation
that effectively
represents the
poem
Created a
detailed
visual
representatio
n that
accurately
represents the
poem
Creates a
simplistic
visual
representatio
n that
generally
represents the
poem
Creates a
visual
representatio
n that is only
vaguely
related to the
poem
Organization
of Poetry
Book
Grade 4
(3.4.1)
Grade 5
(2.4.2)
Grade 6
(4.1.5)
Creates a
vivid,
memorable
book made
with careful
attention to
organization
Creates an
interesting
book made
with
sufficient
attention to
organization
Creates a
simplistic
book with
some
attention to
organization
Creates a
book with
barely any
attention to
organization
The rationale
explained why
they chose
that poem and
could identify
literary
devices used
throughout
Grade 4
(1.1.1,
2.1.2,
2.3.2)
Grade 5
(2.1.2,
2.3.2)
Grade 6
(1.1.1,
2.3.2)
Provides an in
depth rationale
for including
the poem in
their book
Provides a
sufficient
rationale for
including the
poem in their
book
Provides a
partial
rationale for
including the
poem in their
book
Provides a
limited
rationale for
including the
poem in their
book
Insufficient/
Blank
No score is
awarded
because these
is insufficient
evidence of
student
performance
on the
requirement
of the
assessment
task.
Brown 22
Reflection
I have been everywhere and back with this unit. I had a lot of ideas that I wanted to fit into 4
short weeks but in the end, I was able to cut it down and keep what I thought were the most
meaningful activities and texts that would help kids learn about poetry and possibly even inspire
a love for it.
My TA gave me the outcomes for this unit so that is where I began. I tried to group the outcomes
together to find common goals throughout the grades to get a sense of what I needed to teach and
how I would structure my unit. In the end, I managed to work all of the outcomes into the unit
more than once. I know I will be touching on more outcomes than what I have provided, but
these are the ones that I focused on for this unit. Originally, I had hoped to do writers and
readers workshop on rotating days. However, after I saw all of the areas I needed to cover, I
discovered that it would not be possible to structure the class how I had first envisioned it
(learning literary devices one day and finding it in poems and songs and working with writing it
in poetry the next day). Therefore, I included a few days where I plan on using readers and
writers workshop so that I can still get a sense of it and try it out.
I have worked to create a unit that I think will be enjoyable for kids. Because there is a
significant amount of students who do not enjoy poetry, this unit was designed to bring in some
of the students interests in songs. As well, this unit focused more on students using poetry as a
form of writing and studying the elements within it rather than exploring the meaning of the
poetry. Our textbook Language Arts: Content and Teaching Strategies suggests avoiding finding
the meaning of a poem. I find that searching for meanings in poems can really frustrate kids and
cause a lot of frustration. Therefore, I focused on the literary devices and taught how they can
inspire meaning. This way, students can find meaning in a close reading of a line in a poem,
rather than trying to gain an understanding of the meaning of the entire poem.
The theme for my poetry unit is inspired by the final summative assessment piece. I wanted to
include it in the name of the unit so that students will be thinking about the final project as the
unit goes on. As well, I want to inspire a love of poetry in them. My hope was a play on words - I
want kids to use poetry in their other classes and projects and carry around the form in their back
pockets. I have chosen to leave some room open for difference songs and poems because I want
to get an idea of the students favourite songs and poems on the first day and hopefully include
them in the unit throughout.
Poetry is not my strongest area so I was terrified and excited to take on this unit because I think it
will force me to step outside of my comfort zone and tackle something I am not confident with.
After creating this unit, I am proud to say that I am excited to teach this unit and see how the
students respond.

GR 4 5 6 Poetry Unit Plan

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Brown 1

Outcomes and Their Connections:

personally and critically to oral, print and other media texts.

personally and critically to oral, print and other media texts.

Connections to English Language Arts Strands:

Wednesday, March 9th

Thursday, March 10th

Monday, March 14th

Tuesday, March 15th

Wednesday, March 16th

Tuesday, March 22nd

Monday, March 28th - NO SCHOOL

Tuesday, March 29th

Wednesday, March 30th

Thursday, March 31st

Modifications and Differentiation

Pocket Poetry Book Assessment

What do I need to include in my book?

What do I write in my rationales?

How can I do my visual representation?

Do I need to print or can I use the computer to type my poems?

Rubric for Pocket Poetry Books

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