FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 2, YEAR LEVEL: Three LEARNING AREA/TOPIC: English, Poetry writing
WK7/8

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
At the end of this To assess the
Discuss the 1. Begin with roll and morning prayer/special intentions and Monday morning routine.
WK 7, lesson students will lesson objective, I This includes: Glue in diary entry, HW slips and spelling words.
Lesson 1 nature and effects be able to: will use the ‘Write it
of some language  Write a short down/summaries’ Motivation and Introduction:
devices used to
enhance meaning
summary of formative 2. Students are sitting on the carpet in front of the teacher. Teacher introduces students Poetry
and shape the ‘What is assessment to a variety of poems on the interactive whiteboard (Slide 1-3). PowerPoint
reader’s reaction, poetry’? strategy. I will also - After reading, have students ‘hands down and think about this question, because I
COMPL including rhythm  Test their use the Kahoot quiz could choose anyone’. Use the popsticks to randomly choose students and ask the Popsticks
ETED and as a diagnostic questions:
knowledge What type of text is this? How do you know? Who has this text been written for? Why
onomatopoeia in assessment
using a Kahoot
poetry and strategy. do you think this text was written?
prose (ACELT160 (diagnostic test
0) I will read these 3. View poetry Brainpop video – on the whiteboard
summaries to help - Students share an Ipad with their partner and complete the Kahoot quiz. They must Poetry brainpop
inform my use their real names.
Jr. video
instruction, and Lesson Steps (Lesson content, structure, strategies & Key Questions):
write comments on
them (or discuss 4. Students return to the carpet. The teacher draws the students back to the slideshow
them with the on the whiteboard (Slide 4).
student) to give - The teacher selectively chooses boys to read the slide.
them feedback.
5. Students return to their desks and are to write a summary of what poetry is on the
summary card (attached). Teacher explains this task and sets the classroom timer for ‘What is poetry’
10minutes. cloud

Lesson Closure:(Review lesson objectives with students)

- Students share their poetry summaries with their partner and have a few minutes to
add anything to their summary they might’ve missed that their partner had.
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
At the end of this To assess the
Discuss the Motivation and Introduction:
WK 7, lesson students will lesson objective, I
Lesson 2 nature and effects be able to: will use a checklist 1. Review yesterday’s poetry lesson
of some language  Brainstorm why to ensure that the - What is poetry? What are some different types of poetry that we saw in the
devices used to
enhance meaning
people write boys have met the Brainpop video?
and shape the poems objectives. - Use information from the diagnostic test in the previous lesson to clarify any
reader’s reaction,  Write an misconceptions/re-explain concepts.
COMPL
ETED including rhythm explanation
and and example Lesson Steps (Lesson content, structure, strategies & Key Questions):
onomatopoeia in for four types of 1. Introduce students to their poetry booklets, explain that we are going to work
poetry and poetic devices through these throughout the English lessons.
prose (ACELT160
0)
2. Students watch the video
http://education.abc.net.au/home#!/media/2118089/why-do-we-create-poetry-
- Discuss some of the reasons why people create poems? ABC video

3. Boys go back to their desk and write some of these in the ‘Why do we create
poetry brainstorm of their booklets’. They also need to glue in their ‘What is Poetry booklets
poetry’ clouds from the previous English lesson.
- Give the boys 5mins to do this task.

4. Attention returns back to the whiteboard to read slide 6-14 of the poetry Poetry
PowerPoint. PowerPoint
- The boys need to separate into groups of 4, and move around the room filling
in the poetic device and example for: rhythm, rhyme, sound play and
imagery.
- Each station has the A3 slide from the PowerPoint A3 copies of
- Explain how to take notes. PowerPoint
slides
Lesson Closure:(Review lesson objectives with students)
- Students check with their partner that they have included all the necessary
information in their booklets.

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
At the end of this I will use anecdotal
Discuss the Motivation and Introduction:
WK 8, lesson students will notes to assess the
Lesson 3 nature and effects be able to: boys’ poem writing. 1. Review with the boys the poetic devices: rhythm, rhyme, sound play and Word wall cards
of some language
 Write a free imagery and introduce them to the word wall and they students can pin their
devices used to
enhance meaning verse poem word on the back wall.
and shape the about making
reader’s reaction, popcorn that Lesson Steps (Lesson content, structure, strategies & Key Questions):
including rhythm includes sound 2. Introduce the boys to the sound play that were going to be focusing on today:
and play (either
onomatopoeia in Alliteration and Onomatopoeia
alliteration or Slide show and
poetry and - Watch alliteration song https://www.teachstarter.com/au/lesson-plan/sound-
videos loaded
prose (ACELT160 onomatopoeia). play-poetry-alliteration/
0) - Explain to the students that alliteration is a poetic device commonly used to
create ‘tongue twisters’ (sentences that are tricky to say, due to the repetition
of similar sounds). Display slide 15 as an example.
‘What are the alliteration in each verse?’ Highlight these on the whiteboard.

3. Get up and do some exercise/play heads down thumbs up

4. Watch Onomatopoeia song: https://www.teachstarter.com/au/lesson-

plan/sound-play-poetry-onomatopoeia/
- Explain that Onomatopoeia is a word that imitates the sound of the object or
action it refers to. Display slide 16 as an example.
‘What are the onomatopoeic words in this poem?’ Highlight these on the
whiteboard
Poetry booklets
5. Students return to their desks and get out their poem booklets, can either
write a free verse poem that include alliteration or onomatopoeia. Poem has
to be about making popcorn - display slide 17 to help.

Lesson Closure:(Review lesson objectives with students)

6. Students who wrote an alliteration poem group up and share their poems as
do the onomatopoeia group.

Extension activity: BrainPop  Poetry  Activity (on iPad)

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
 At the end of this I will use students
Discuss the Motivation and Introduction:
WK 8, lesson students will work samples to
Lesson 4 nature and effects 1. Review with the boys the poetic devices: alliteration and onomatopoeia and
be able to: ensure that they Word wall cards
of some language introduce them to the word wall and they students can pin their word on the
devices used to  Create shape have met the
back wall.
enhance meaning poems, and objective.
and shape the use adjectives Lesson Steps (Lesson content, structure, strategies & Key Questions):
reader’s reaction, and adverbs to 2. Ask the students to take out a blank piece of paper and a pencil. Explain that
including rhythm describe their Blank paper and
they are going to listen to a simple description of an animal, then draw what
and animal. pencil
onomatopoeia in
they visualise from the description.
poetry and 3. Read the following description slowly and clearly to the students: This animal
prose (ACELT160 has a body covered in fur. It has a tail. It has four legs and four feet.  It has
0) two ears and eyes. It has a nose and whiskers. 
4. Ask the students to hold up their drawings.
a. Do all of your drawings look the same?
b. Why do you think they look so different?
c. What words might need to be added to the description to make it
easier to draw the animal?
5. Repeat the activity by reading the following description slowly and clearly to
the students: This animal has a tiny, egg-shaped body. It is smaller than a
rat. Its body is covered in short, soft fur. It has a long tail, about the same
length as a child’s finger. It has four short legs and four tiny feet. It has two,
leaf-shaped ears and small eyes. It has a pink, pointed nose and long
whiskers. 
6. Again, ask the students to hold up their drawings for comparison.
a. Do all of your drawings look more similar this time?
b. Why do you think this is?
c. What words in the second description  make it easier to draw the
animal?
PowerPoint
7. Display slide 17, ‘List the adjectives and adverbs the poet uses in the poem
to describe the tiger’.
Animal
8. Students go back to their desks and cut out an animal template of choice templates
(attached) and glue this into their booklets. They need to write adjectives and
adverbs to describe their animal

Lesson Closure:(Review lesson objectives with students)

- Students share their shape poems with one another.

Extension activity: Cut out another animal and create a new poem

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
 Literature QUESTIONS
At the end of this I will use a checklist
Discuss the Motivation and Introduction:
WK 8, lesson students will to ensure that the
Lesson 5 nature and effects 1. Review with the boys the poetic devices: imagery and shape poems and
be able to: boys have met the Word wall cards
of some language introduce them to the word wall and they students can pin their words on the
 Create a 5-line, objective.
devices used to back wall.
enhance meaning Cinquain poem
and shape the about either
reader’s reaction, snakes, stars or Lesson Steps (Lesson content, structure, strategies & Key Questions)
including rhythm summer.
and 2. Give each student a copy of the purpose, audience and context worksheet. Worksheet (25)
onomatopoeia in - Divide students into groups of three, each group has one A3 poem. Need to fill out and A3 poem
poetry and the information for just one of their poems.
prose (ACELT160 - Bring information back to the carpet and the teacher fills the information out on the
0)
whiteboard.
PowerPoint
3. Watch the video: https://www.youtube.com/watch?v=R9lBrHfzkrM
Teacher displays slide 19 about Cinquain poems. Read through the examples and
show the format how the poem is structured.
Poetry booklets
4. Student’s go back to their desks and writes a Cinquian poem about either
snakes, stars or summer in their poetry booklets.
- Teacher models an example of a poor poem and a strong poem using the
poetry devices we’ve learnt. Remind students about the poetic devices that
we’ve learnt to make their poems stand out.

Lesson Closure:(Review lesson objectives with students)

- Students share their cinquian poems with one another and make sure that
the structure on the board is in their poems as well.

Extension activity: Cut out another animal and create a new poem

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
At the end of this I will use students
Discuss the Motivation and Introduction:
WK 9, lesson students will work samples to
Lesson 6 nature and effects be able to: ensure that they 1. Review with the boys the poetic devices: purpose, audience, context and Word wall cards
of some language  Create an have met the cinquain poems and introduce them to the word wall and they students can
devices used to acrostic poem objective. pin their words on the back wall.
enhance meaning using the
and shape the
reader’s reaction,
letters of their
Lesson Steps (Lesson content, structure, strategies & Key Questions):
including rhythm names. PowerPoint
2. Teacher displays slide 20 about Acrostic poems. Read through the examples
and and show the format how the poem is structured. Instruct boys that today were going
onomatopoeia in
to make a cloud poem using our names.
poetry and
prose (ACELT160 Cloud, strips of
0) 3. Boys must first do a draft in their poetry booklets of the cloud and words and
coloured paper
then get it checked by the teacher. Then they can cut out their cloud and get strips of
coloured paper.
- Teacher models an example of a poor poem and a strong poem using the
poetry devices we’ve learnt. Remind students about the poetic devices that
we’ve learnt to make their poems stand out.

Lesson Closure:(Review lesson objectives with students)

- Students leave their poems on their desk and the boys walk around the
classroom and read everyone’s cloud poems.

Extension activity: BrainPop  Poetry  Graphic organiser (on iPad)

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
At the end of this I will use a checklist
Discuss the Motivation and Introduction:
WK 9, lesson students will to ensure that the
Lesson 7 nature and effects be able to: boys have met the 1. Review with the boy’s acrostic poems and introduce them to the word wall Word wall cards
of some language  Create their objective. and they students can pin their words on the back wall.
devices used to own Haiku
enhance meaning poem (needs to
and shape the Lesson Steps (Lesson content, structure, strategies & Key Questions):
reader’s reaction,
have the PowerPoint
2. Teacher displays slide 21 about Haiku poems. Read through the examples
including rhythm structure)
and show the format how the poem is structured.
and - Clap out the syllables in both poems.
onomatopoeia in Poetry book
poetry and
prose (ACELT160
3. Teacher reads a poem from the poetry book (green one, can’t remember the
0) title)
Haiku slip (25)
4. Give each person a Haiku slip that they need to glue into their poetry booklets.
Boys need to write a Haiku poem about either: fire, raindrops or wind. Ask some boys
what they’re going to write about.
- Teacher models an example of a poor poem and a strong poem using the
poetry devices we’ve learnt. Remind students about the poetic devices that
we’ve learnt to make their poems stand out.

Lesson Closure:(Review lesson objectives with students)

- Students can get into small groups and read aloud their Haiku poems.

Extension activity: BrainPop  Poetry  Vocabulary (on iPad)

WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING RESOURCES

LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES and
LINKS KEY
Literature QUESTIONS
At the end of this I will use a checklist
Motivation and Introduction:
WK 9, Discuss the lesson students will to ensure that the 1. Review with the boy’s haiku poems and introduce them to the word wall and
Lesson 8 nature and effects be able to: boys have met the they students can pin their words on the back wall. Word wall cards
of some language  Create their objective.
devices used to own poem of
enhance meaning Lesson Steps (Lesson content, structure, strategies & Key Questions):
and shape the
any form (need
2. Teacher reads a poem from the poetry book (green one, can’t remember the
reader’s reaction, to have the
title)
including rhythm correct
and structure)
3. Students have time to write own:
onomatopoeia in
poetry and
Free verse
prose (ACELT160 Shape,
0) Cinquain,
Acrostic,
Or Haiku poem in their poetry booklets.
Poetry booklets
Teacher generates a random photo as a stimulus for writing.
http://writingexercises.co.uk/random-images.php

4. Discuss with students the purpose, audience and context of their writing.
‘Who is the poem for? How do you know?’

- This is also a time for them to finish off any other poems.

Lesson Closure:(Review lesson objectives with students)

- Students can get into small groups and read aloud their created poems.

Extension activity: https://quizizz.com/admin/quiz/587329ca5514cfc73b7677c6/poetry on

the iPads.