Spring 2023

Grade: 7-8 (grade 7 POS)

Subject: English Language Arts
Topic: Poetry

Overview and rationale:

This unit was designed to teach poetry and poetic devices to grade 7-8 ELL students. Due to the age split of this class, some students have
significantly more exposure to poetry than others. In response to this, this unit includes many forms of poetry which are not typically taught; this
way, the grade 8s are not getting repeated material, and the grade 7s are not left behind. Throughout this unit, students will study songs as poetry,
parody poems, haikus, odes, tritinas, and experimental poetry. For each style, we will discuss what makes the particular style unique, the defining
traits, and why poets would choose to create in this style. Students will then explore 2-5 poems that fit in this category (depending on length) and
annotate/ analyse for theme, mood, tone, message, and figurative language. Finally, students will write their own poems in each style with
supports such as planning pages, graphic organizers, and group brainstorming. This progression of introduce-annotate-write is used so that
students have breaks between poetry writing sessions. Both annotating and writing poetry can be challenging, so alternating between them should
be beneficial to all students. At the end of the unit, students will have created a portfolio of poetry.

Annotation and interpretation of poetry is a valuable skill for all students. In analyzing any text so closely, students develop a deepened
awareness of vocabulary and grammar in English. Poetry also can help strengthen reading comprehension as it often includes subtle or implied
meanings. Literary analysis is a skill that students use throughout their school career, and the skills they use are applicable to any style or genre of
text. Furthermore, because poetry is a universal style of literature, students are easily exposed to many different cultures. Poetry shows the writer’s
way of knowing, their sense of self, and often the intangible parts of their culture, giving readers an implicit look into the poet’s life.. In terms of
text creation, poetry writing often involves emotional/ internal reflection, making it a great exercise for social-emotional growth. Learning to write
in unusual text styles also forces students to be creative and explore their use of language.

Big questions:
1. What do poets do to convey their messages in unique and meaningful ways?
2. How does form impact the meaning of the poem?
 Outcomes to be covered:

GLO Headings SLOs

2. Students will listen, 2.2 Respond to texts 1. Experience oral, print and other media texts from a variety of cultural traditions and genres, such
speak, read, write, view as journals, nature programs, short stories, poetry, letters, CDROM programs, mysteries, historical
and represent to fiction, drawings and prints.
comprehend and 2. Reflect on, revise and elaborate on initial impressions of oral, print and other media texts,
respond personally and through subsequent reading, listening and viewing activities.
critically to oral, print 3. Justify own point of view about oral, print and other media texts, using evidence from texts.
and other media texts. 4. Express interpretations of oral, print and other media texts in another form or genre.
5. Develop, clarify and defend own interpretation, based on evidence from the text with support
from own experiences.

2.3 Understand forms,
elements and techniques
1. Explore surprising and playful uses of language and visuals in popular culture, such as cartoons,
animated films and limericks; explain ways in which imagery and figurative language, such as
simile, convey meaning.
2. Identify various forms and genres of oral, print and other media texts, and describe key
characteristics of each.

2.4 Create original text 1. Create a variety of oral, print and other media texts to explore ideas related to particular topics or
themes.

4. Students will listen, 4.1 Enhance and improve 1. Identify and explain figurative and metaphorical use of language in context.
speak, read, write, view 2. Experiment with figurative language, illustrations and video effects to create visual images,
and represent to provide emphasis or express emotion.
enhance the clarity and
artistry of 4.2 Attend to conventions 1. Use reference materials to confirm spellings and to solve spelling problems when editing and
communication. proofreading
Lesson 1 SLOs: 2.2.1
Topic: Intro
Lesson: Poetry tasting
Differentiation: Variety of poetry types (lengths, levels of difficulty, genres). Strategic groups with stronger students mixed with less-strong students.
Wrap-up: Hands-up survey: “Raise your hand if you found at least one poetic text that you liked.”

Lesson 2 SLOs: 4.1.1

Topic: Songs as Poetry Intro
Text: ‘Buy dirt’, Jordan Davis. ‘The house that built me’, Miranda Lambert
Lesson:
-How does music impact the meaning/ feeling of a song? What is mood, tone and theme? Are songs poetry? Why?
-PPt about mood, tone, and theme.
-We will listen to the song as a group. Students will analyse the meaning of the song in groups of 2-3 using a graphic organiser provided.
-Afterwards, we will have a group discussion about what they wrote down.
Assessment: Graphic organiser
Differentiation: Content delivered orally and visually. Annotate the first half of the song as a group. Students will work in their table groups for discussion purposes. Key words for
theme, mood, and tone on the board for reference.

Lesson 3 SLOs: 2.2.4, 2.4.1

Topic: Parody poems Intro
Text: ‘How doth the busy bee’, ‘How doth the little crocodile,’ Carrol. ‘Foil’, Weird Al. ‘Royals’, Lorde. ‘We Real Cool’. ‘We Old Dudes’. Beat it, Micheal Jackson. Eat it, Weird Al.
Lesson:
-What is a parody? What makes an effective parody? What is unique about parody poems? What are syllables? What is a rhyme scheme and how do you identify it?
-Intro; quick-write: finish the poem to roses are red violets are blue… Note that each student successfully wrote a parody poem.
-What is a parody poem? Reminder of rhyme scheme and rhythm.
-Lorde vs weird Al.
-Side-by-side comparison of Busy Bee and Crocodile.
-Small group pair/share analysis of We Real Cool vs We Old Dudes
Assessment: Class participation
Differentiation: Content delivered orally and visually.

Lesson 4 SLOs: 2.4.1

Topic: Parody Poems Writing
Lesson:
-Make a list as a class about what a parody poem is/ needs.
-Use graphic organiser to do a parody poem
Assessment: graphic organiser of poem analysis, written poem
Differentiation: Students can pick any poem they want (can choose shorter or longer/ difficulty level). Based on classroom vote, had study music playing in the background.

Lesson 5 SLOs: x
Topic: Fun thing
Lesson: Using what you know about poetry, write the worst poem you possibly can. We will evaluate the poems as a class and make it a contest to see who can write the worst one.
Assessment: Formative, see if they can use their knowledge of what makes a good poem to create a bad one.
 Wrap-up: The worst poem goes to…. They get a prize of some sort

Lesson 6 SLOs: 2.2.2

Topic: Free Verse Priming
Text: ‘I Lost my Talk’, Joe.
Lesson:
-How can one poem have various moods and tones? How did the feeling of the poem change between videos? What changed?
-Discussion about poetry in other cultures- specifically indigenous cultures
- Watch 3 different videos of people reading the poem, between each viewing students will discuss their thoughts in their table groups
-What was similar and different between the videos, how did each speaker represent the poem?
Assessment: Question page, class discussion/ observation.
Differentiation: Students will work in groups of 4-6, and they will choose one scribe to document their thoughts. Students will be able to discuss their thoughts and build off of
eachother.

Lesson 7 SLOs: 2.3.1, 2.3.2, 4.1.1

Topic: Odes Intro
Text: ‘Ode to my socks,’ ‘Ode to the cat’, Pablo Neruda.
Lesson:
-What is an ode? What is free verse? What is unique about free verse poetry? How and why do poets use figurative language in an ode?
-Free verse intro, fig. Lang. review (simile, metaphor, hyperbole, personification). Filling in poetry cards during ppt.
- Class analysis of Ode to my Socks.
-Partner analysis of Ode to the Cat using the graphic organiser question sheet.
Assessment: Graphic organiser for Ode to the Cat
Wrap-up: Exit slip- list some things that you love enough to write about-- examples in the book of awesomes.
Differentiation: Content delivered orally and visually. Analyzing first poem as a class. Graphic organizers to guide analysis. Brainstorming possible ode topics.

Lesson 8 SLOs: 2.4.1,

Topic: Ode Writing
Lesson:
-Brainstorm possible ode topics as a group.
-As a group, pick a topic and figure out similes, metaphors, personifications, and hyperboles for it, to model how their process might go.
-Students will receive their planning sheet and have the rest of the period to work.
Assessment: Ode planning page, written poem
Differentiation: Writing ode topics on the board. Students can write odes in pairs or individually, depending on preference.

Lesson 9 SLOs:
Topic: Haiku Intro
Text: ‘Crane’s legs’, Basho. ‘Misty grasses’, Buson. ‘Crescent moon’, Issa. ‘Old pond’, Basho. ‘Haiku I and II,’ George Ann Gregory.
Lesson:
-What is a haiku? What makes a haiku unique? How do haikus create imagery in such a short package?
-Intro- crayon sensory writing activity.
-What is a haiku, brief history, syllables, types of imagery/ sensory language
-Haiku analysis graphic organiser- what does this poem sound/look/feel/etc like and the proof behind. Do one or two as a class, then let them finish.
 Assessment: graphic organiser
Differentiation: Content delivered orally and visually.

Lesson 10 SLOs: 2.2.4

Topic: Haiku Analysis
Text: [above]
Lesson:
-Pick one haiku that we analysed and create a collage to represent it, online or on paper (with magazine and paper cutouts)
-Write one paragraph OR make a video explaining the artistic decisions behind the collage (Why you chose the elements/ how you represented the imagery from the haiku of choice.)
Assessment: Collage and rationale
Differentiation: Students can create their art digitally or traditionally. Students can hand in their rationale in writing or as a video of them talking, depending on their preference.

Lesson 11 Test? Based on poem structure, annotation for figurative language, and interpreting meaning?

Lesson 12 SLOs:
Topic: Tritinas Intro
Text: ‘ Living room’, Ponsot.
Lesson:
-What is a tritina? What makes a tritina unique? What makes effective end words?
-why use it, history, wordplay/puns/ double meanings
-Analysis of Living Room by Ponsot
Assessment:
Differentiation: Content delivered orally and visually.

Lesson 14 SLOs:
Topic:Tritina Writing
Lesson:
-writing a tritina
students will receive a planning sheet and write tritina poems in pairs.
Assessment: graphic planner, finished poem
Differentiation:

Lesson 15 Topic: Poetry readings

Lesson: Poetry presentation
Assessment: Summative based on presentation
Differentiation: Students can pick any of their poems to read, whatever they feel comfortable doing. Students can also request to present their poem to a small group or just the teachers
if the class makes them too nervous.

Lesson 16 SLOs:
Topic: Experimental poetry into
Text: “Swan and Shadow”, Hollander
Lesson:
-What are some types of experimental poetry? What makes experimental poetry unique? Does it count as poetry?
 -PPt on types of experimental poetry- blackout, concrete, found, etc.
-Does this count as poetry? Why/ why not.-- What even is the point of poetry? Class discussion.
Assessment: Question page
Differentiation: Content delivered orally and visually.

Lesson 17 SLOs:
Topic: Experimental Poetry creation
Lesson: Students will pick at least 1 type of experimental poem to create.
Assessment: Finished piece(s)
Differentiation: Students have the freedom to pick which experimental poetry style they like best. Students can create more than one if they like. Not all of these poetry styles involve
actual writing (variety of choice, creation, and product).

Outcomes Poetry tasting

notes
Buy Dirt
annotations
Parody poem and
planning page
I Lost my Talk
Question sheet
Ode to the Cat
Analysis
Ode Planning
page
Ode Crayon
sensory
Haiku
analysis
Haiku art
project
Haiku Experimental
poems
Poetry
Style
and graphic writing graphic Cards
organiser organiser

Experience oral, print and other

media texts from a variety of cultural
traditions and genres, such as X X X X
journals, nature programs, short
stories, poetry, letters, CDROM
programs, mysteries, historical
fiction, drawings and prints.

Reflect on, revise and elaborate on

initial impressions of oral, print and
other media texts, through subsequent X
reading, listening and viewing
activities.

Justify own point of view about oral,

print and other media texts, using
evidence from texts. X
Express interpretations of oral, print
and other media texts in another form
or genre. X X
Develop, clarify and defend own
interpretation, based on evidence
from the text with support from own X X X
experiences.

Explore surprising and playful uses

of language and visuals in popular
culture, such as cartoons, animated X X X X X X
films and limericks; explain ways in
which imagery and figurative
language, such as simile, convey
meaning.

Identify various forms and genres of

oral, print and other media texts, and
describe key characteristics of each. X X X X X
Create a variety of oral, print and
other media texts to explore ideas
related to particular topics or themes X X X X X X
Identify and explain figurative and
metaphorical use of language in
context. X X X X X
Experiment with figurative language,
illustrations and video effects to
create visual images, provide X X X X
emphasis or express emotion.

Use reference materials to confirm

spellings and to solve spelling
problems when editing and X X X X
proofreading