Introductory Lesson – Exploring Poetry  

Title: What is Poetry?

Grades: 6       
Class demographic: 28 students, some ELL students, with few students with exceptionalities that require
accommodations/modifications from an IEP, diversity in reading levels (PM benchmark).
Subject/Course: Language Arts
Strand: Oral Communication
Time: 1 block
Lesson Description
Lesson 1 - What is Poetry?
Introductory lesson explaining the elements of poetry, & describing the different types of poetic forms. Why do people
write poems?
Stage 1: Desired Results
Fundamental Concepts/Skills
Language

● Knowledge and Understanding

○ knowledge of content (poem forms across various contexts)
○ understanding of content
● Communication
○ expression and organization of ideas and information in oral, visual, and written forms,
including media forms
● Application
○ application of knowledge and skills in familiar contexts
○ transfer of knowledge and skills to new contexts
○ making connections within and between various contexts
The Arts

● Making Connections
○ making connections between the cognitive and affective domains (expressing thoughts and
feelings when creating and responding to art works)

Big Ideas/Essential Question

➔ What is Poetry?

Ontario Curricular Overall Expectation(s)

● Oral Communication: 1. listen in order to understand and respond appropriately in a variety of situations for
a variety of purposes;
● Reading:
○ 1. read and demonstrate an understanding of a variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
○ 2. recognize a variety of text forms, text features, and stylistic elements and demonstrate
understanding of how they help communicate meaning;
○ 3. use knowledge of words and cueing systems to read fluently;

Ontario Curricular Specific Expectation(s)

● OC 1.1 identify a range of purposes for listening in a variety of situations, formal and informal, and set goals
related to specific listening tasks
● OC 1.2 demonstrate an understanding of appropriate listening behaviour by adapting active listening
strategies to suit a variety of situations, including work in groups
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 ● OC 1.3 identify a variety of listening comprehension strategies and use them appropriately before, during,
and after listening in order to understand and clarify the meaning of increasingly complex oral texts
● OC 1.4 demonstrate an understanding of the information and ideas in increasingly complex oral texts in a
variety of ways
● OC 1.5 interpret oral texts by using stated and implied ideas from the texts
● OC 1.6 extend understanding of oral texts by connecting, comparing, and contrasting the ideas and
information in them to their own knowledge, experience, and insights; to other texts, including print and
visual texts; and to the world around them
● OC 1.7 analyse oral texts in order to evaluate how well they communicate ideas, opinions, themes, and
information
● R 1.1 read a wide variety of texts from diverse cultures, including literary texts
● R 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes
● R 1.3 identify a variety of reading comprehension strategies and use them appropriately before, during, and
after reading to understand increasingly complex texts
● R 1.5 develop interpretations about texts using stated and implied ideas to support their interpretations
● R 1.6 extend understanding of texts by connecting, comparing, and contrasting the ideas in them to their own
knowledge, experience, and insights, to other familiar texts, and to the world around them
● R 1.7 analyse increasingly complex texts and explain how the different elements in them contribute to
meaning
● R 2.1 analyse a variety of text forms and explain how their particular characteristics help communicate
meaning, with a focus on literary texts such as a myth
● R 2.2 identify a variety of organizational patterns in a range of texts and explain how they help readers
understand the texts
● R 2.3 identify a variety of text features and explain how they help readers understand texts
● R 2.4 identify various elements of style – including voice, word choice, and the use of hyperbole, strong verbs,
dialogue, and complex sentences – and explain how they help communicate meaning
● R 3.1 automatically read and understand most words in a range of reading contexts
● R 3.2 predict the meaning of and rapidly solve unfamiliar words using different types of cues
● R 3.3 read appropriate texts with expression and confidence, adjusting reading strategies and reading rate to
match the form and purpose

Lesson Goals
● Students should gain a deeper understanding of what poetry is, why people write poetry and the
different forms that poetry can take
● Students should reflect critically on what it means to be a poet - preparing them to write their own
poems
● Students should recognize that not all poems are the same
● Students should recognize that anyone can be a poet regardless of age or background
● Develop an understanding of the structure of a poem
● Understand that reading poetry requires a different stance and set of reading strategies
Key concepts and/or skills to be learned/applied Background Knowledge
Language Arts ● The Ontario Language
● Knowledge and Understanding Curriculum: Grade 5
○ knowledge of content (poem forms across various ● Exposure to poetry in earlier
contexts) grades or at home - ELL,
○ understanding of content exceptional learners and new
● Thinking Canadians should have access to
○ use of planning skills (planning for poetry book additional resources, concrete
students are creating) examples, and visual
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 ○ use of processing skills representations to help support
○ use of critical/creative thinking processes their understanding.
● Communication ● Highlight the similarities
○ expression and organization of ideas and between music and poetry to
information in oral, visual, and written forms, make this unit more relevant to
including media forms the students                  
○ use of conventions in oral, visual, and written
forms, including media forms
○ communication for different audiences and
purposes in oral, visual, and written forms,
including media forms
● Application
○ application of knowledge and skills in familiar
contexts
○ transfer of knowledge and skills to new contexts
○ making connections within and between various
contexts

The Arts
● Developing Creativity
○ developing aesthetic awareness
○ using the creative process
○ using problem-solving skills
● Communicating
○ manipulating elements and forms to convey or express
thoughts, feelings, messages, or ideas through the arts
○ using the critical analysis process
○ constructing and analysing art works, with a focus on
analysing and communicating the meaning of the work
○ using new media and technology to produce art works
and to convey thoughts, feelings, and ideas about art
● Making Connections
○ making connections between the cognitive and affective
domains (expressing thoughts and feelings when creating
and responding to art works)
○ collaborating to create works with others, and performing
in ensembles
○ making connections between the arts and other subjects
(e.g., transferring knowledge, skills, and understanding to
other subject areas)

Stage 2: Planning learning experience and instruct

Student Groupings Instructional Strategies
● For this lesson, students will begin by having a class discussion ● Gradual release of
that is teacher driven. Students will then discuss further with their responsibility: Modelled,
elbow partners. Students will then have to pick a partner (chosen together as a class,
by either the students or teacher depending on class independent
participation) and together they will explore different forms of ● Cooperative learning
poetry through the library of poetry books provided by the ● Focused class discussion
teacher. ● Cues and questions
● Identifying Similarities
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 and Differences
● Direct instruction &
scaffolding
● Providing clear and
effective feedback,
criteria, guidelines

Materials Considerations
● Book: “Love That Dog” by Sharon Creech ● Students with
● Chart paper and markers to write down ideas from class differentiated learning
generated discussion needs and/or IEP’s
● Large assortment of poetry books including all different (lessons may be adapted
forms of poetry (perhaps borrowed from school or local according to student
library) needs)
● School provided Chromebooks / printer ● Time (students are
● Pencil crayons / material for illustrating their poetry book encouraged to take their
poems home to work on
if class time is not
adequate for
completion)
● Classroom environment:
flexible / preferred
seating while students
work on their poems,
alternative work spaces
if available for students
who need a quieter
work environment
● Always use visual aids /
models throughout unit
to consider different
learning needs
Accommodations
● Students who are not performing at grade level in language arts may work through this poetry unit using
templates provided by the teacher rather than writing their own original poems (please see fig.1 for example
of the type of template that these students will use)
● Chromebooks and other technology may be used to enhance student learning, and support students who do
not have strong language skills
● Students with IEP’s may have an extension on completing lesson tasks, do not have to participate in reading
aloud - may instead listen / contribute through discussion, student may present poems orally and have a
teacher or AT write out the poem, lessons may be modified for students with IEP’s
Stage 3: Learning experience and instruction
Motivational Hook
Open introductory lesson to poetry by discussing students' pre-existing ideas on what poetry is, and what it means to
be a poet. Introduce the book “Love that Dog” by Sharon Creech about a boy who initially hates poetry, and does not
believe boys should write poetry - eventually changing his stance entirely, and growing to love poetry. Read books
together as a class, and discuss. Teachers may choose to read books to the group for appropriate modelling of reading
fluency - or may choose to assess students' reading by having each student read a page or paragraph aloud to the
class.*Students may pass if they are not prepared or comfortable reading aloud.

Open  
Today marks the first day of our poetry unit. We are going to start our poetry unit by reading aloud the book “Love
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 That Dog” by Sharon Creech. Even if you do not like poetry, you may be surprised with how much fun we have this
unit. The main character in the book “Love That Dog” is a young boy about the same age as our class - and he hates
poetry! After we read this book as a class, we will also be exploring other poetry books that include all different kinds
of poems, written by all different kinds of authors - including kids! The next few days we will become more familiar
with poetry, and soon you will be writing your own poems. By the end of this unit, each student will be the author of
their own poetry book which will hold at least 6 different types of poems. Each poem will be written on a google doc
using your chromebooks, and printed out - leaving space for your own illustrations that reflect the message within
each poem.

**Hold a discussion about what poetry is with the students. Explain and discuss different types of poetic forms.
Discuss as a class why people write poetry. Who is a poet?
Body
After reading the book “Love that Dog” by Sharon Creech, continue class discussion on ‘what is poetry?’. On chart
paper, write down students contributions to the discussion of the following questions:

Teacher prompts:
- What does poetry mean to you?
- Why do people write poetry?
- What skills does it take to write a poem?

Close
Give students time to investigate poems with their peers or independently through the books provided by the teacher
in class or in the school library - reminding students to consider the differences and similarities between different
poems.

Exit card: Reflection - Write two sentences on how you feel about this upcoming poetry unit

Homework: Explore poems on their chromebooks at home

Link to Future Lessons
● This lesson will be the foundation / starting point for the rest of the poetry unit
● Each lesson following this lesson will build on the previous one
● Upcoming lessons will work towards the culminating task (publishing a poetry book/ hosting a poetry reading)

Assessment
● Students will be assessed throughout this lesson through class participation and group discussions
● Assessment AS learning ** & FOR learning

UNIT PLANNING

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 Title of Unit: Exploring Poetry - What is Poetry?

The poetry unit/lesson will explore various poem forms

through a variety of topics. Each lesson in the poetry unit
will examine a different poem form. After each lesson,
students will review the poem form through different
contexts/books provided in class, and write their own
Overview:
poem using the features from that poem form. At the end
of the unit, students will publish their poems, and finally
share their poems as a class. This poetry unit will allow
students to share their creativity collectively, and
strengthen their language skills.
Context: These poetry lessons for Grade 6 Language Arts will be
situated in early spring (beginning early March). The
(Include description of where the unit is situated in the
poetry unit will be beginning late in the school year in
year and cross-curricular connections)
order for students to practice their existing literacy skills
leading up to the unit, and allow students to build on
existing skills in all 4 strands; reading, writing, oral
communication, and media literacy – which will be
incorporated into the poetry unit. Students will get more
out of poetry if they have the skills they need to fully
participate and engage themselves in this fun and creative
unit. The students will be working towards their
culminating task throughout the entire unit, and which will
be cross-curricular with The Arts curriculum.

Summary: The objective of these lessons will be to create an original

poem book written and illustrated by the students. At the
(Summary of learning in the unit)
end of the unit, students will present their favourite poem
orally in a fun poetry reading showcase/theatre/cafe.

Language Arts

Oral Communication:

● 1. listen in order to understand and respond

appropriately in a variety of situations for a variety
of purposes;

○ 1.1 identify a range of purposes for

listening in a variety of situations, formal
and informal, and set goals related to
specific listening tasks

○ 1.2 demonstrate an understanding of

appropriate listening behaviour by
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 adapting active listening strategies to suit
a variety of situations, including work in
groups

○ 1.3 identify a variety of listening

comprehension strategies and use them
appropriately before, during, and after
listening in order to understand and clarify
the meaning of increasingly complex oral
texts

○ 1.4 demonstrate an understanding of the

information and ideas in increasingly
complex oral texts in a variety of ways
○ 1.5 interpret oral texts by using stated and
implied ideas from the texts
○ 1.6 extend understanding of oral texts by
connecting, comparing, and contrasting
the ideas and information in them to their
own knowledge, experience, and insights;
to other texts, including print and visual
texts; and to the world around them
○ 1.7 analyse oral texts in order to evaluate
how well they communicate ideas,
opinions, themes, and information
● 2. use speaking skills and strategies appropriately
to communicate with different audiences for a
variety of purposes;
○ 2.1 identify a variety of purposes for
speaking and explain how the purpose and
intended audience influence the choice of
form
○ 2.2 demonstrate an increasingly
sophisticated understanding of
appropriate speaking behaviour in a
variety of situations, including paired
sharing, dialogue, and small- and large-
group discussions

Reading:

● 1. read and demonstrate an understanding of a

variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;

○ 1.1 read a wide variety of texts from

diverse cultures, including literary texts
○ 1.2 identify a variety of purposes for
reading and choose reading materials
appropriate for those purposes
○ 1.3 identify a variety of reading
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 comprehension strategies and use them
appropriately before, during, and after
reading to understand increasingly
complex texts
○ 1.5 develop interpretations about texts
using stated and implied ideas to support
their interpretations
○ 1.6 extend understanding of texts by
connecting, comparing, and contrasting
the ideas in them to their own knowledge,
experience, and insights, to other familiar
texts, and to the world around them
○ 1.7 analyse increasingly complex texts and
explain how the different elements in
them contribute to meaning
● 2. recognize a variety of text forms, text features,
and stylistic elements and demonstrate
understanding of how they help communicate
meaning;

○ 2.1 analyse a variety of text forms and

explain how their particular characteristics
help communicate meaning, with a focus
on literary texts such as a myth
○ 2.2 identify a variety of organizational
patterns in a range of texts and explain
how they help readers understand the
texts
○ 2.3 identify a variety of text features and
explain how they help readers understand
texts
○ 2.4 identify various elements of style –
including voice, word choice, and the use
of hyperbole, strong verbs, dialogue, and
complex sentences – and explain how they
help communicate meaning
● 3. use knowledge of words and cueing systems to
read fluently;

○ 3.1 automatically read and understand

most words in a range of reading contexts
○ 3.2 predict the meaning of and rapidly
solve unfamiliar words using different
types of cues
○ 3.3 read appropriate texts with expression
and confidence, adjusting reading
strategies and reading rate to match the
form and purpose

Writing:

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 ● 1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience;
○ 1.1 identify the topic, purpose, and
audience for a variety of writing forms
○ 1.2 generate ideas about a potential topic
and identify those most appropriate for
the purpose
○ 1.3 gather information to support ideas for
writing, using a variety of strategies and a
range of print and electronic resources
○ 1.4 sort and classify information for their
writing in a variety of ways that allow
them to view information from different
perspectives and make connections
between ideas
● 2. draft and revise their writing, using a variety of
informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and
audience;
○ 2.1 write longer and more complex texts
using a wide range of forms
○ 2.2 establish a distinctive voice in their
writing appropriate to the subject and
audience
○ 2.3 use some vivid and/or figurative
language and innovative expressions to
enhance interest
○ 2.5 identify their point of view and other
possible points of view; determine, when
appropriate, if their own view is balanced
and supported by the evidence; and adjust
their thinking and expression if
appropriate
○ 2.6 identify elements in their writing that
need improvement, selectively using
feedback from the teacher and peers, with
a focus on supporting details and precise
language
○ 2.7 make revisions to improve the
content, clarity, and interest of their
written work, using a variety of strategies
○ 2.8 produce revised draft pieces of writing
to meet identified criteria based on the
expectations
● 3. use editing, proofreading, and publishing skills
and strategies, and knowledge of language
conventions, to correct errors, refine expression,
and present their work effectively;
○ 3.1 spell familiar words correctly
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 ○ 3.2 spell unfamiliar words using a variety
of strategies that involve understanding
sound-symbol relationships, word
structures, word meanings, and
generalizations about spelling
○ 3.3 confirm spellings and word meanings
or word choice using a variety of resources
appropriate for the purpose
○ 3.5 use parts of speech correctly to
communicate their meaning clearly, with a
focus on the use of: personal subject and
object pronouns
○ 3.6 proofread and correct their writing
using guidelines developed with peers and
the teacher
○ 3.7 use a range of appropriate elements of
effective presentation in the finished
product, including print, script, different
fonts, graphics, and layout
○ 3.8 produce pieces of published work to
meet identified criteria based on the
expectations
● 4. reflect on and identify their strengths as writers,
areas for improvement, and the strategies they
found most helpful at different stages in the
writing process.
○ 4.1 identify a variety of strategies they
used before, during, and after writing,
explain which ones were most helpful, and
suggest further steps they can take to
improve as writers
○ 4.2 describe how their skills in listening,
speaking, reading, viewing, and
representing help in their development as
writers
○ 4.3 select pieces of writing that they think
reflect their growth and competence as
writers and explain the reasons for their
choices

Media Literacy:
● 1. demonstrate an understanding of a variety of
media texts;
○ 1.1 explain how a variety of media texts
address their intended purpose and
audience
○ 1.2 interpret media texts, using overt and
implied messages as evidence for their
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 interpretations
○ 1.4 explain why different audiences (e.g.,
boys, girls, adults, seniors, various cultural
groups) might have different responses to
media texts (e.g., movies, songs, websites,
video games, items of clothing)
● 3. create a variety of media texts for different
purposes and audiences, using appropriate forms,
conventions, and techniques;
○ 3.1 describe in specific detail the topic,
purpose, and audience for media texts
they plan to create, and identify
challenges they may face in achieving their
purpose
○ 3.2 identify an appropriate form to suit the
specific purpose and audience for a media
text they plan to create, and explain why it
is an appropriate choice
○ 3.4 produce a variety of media texts for
specific purposes and audiences, using
appropriate forms, conventions, and
techniques
● 4. reflect on and identify their strengths as media
interpreters and creators, areas for improvement,
and the strategies they found most helpful in
understanding and creating media texts.
○ 4.1 identify what strategies they found
most helpful in making sense of and
creating media texts, and explain how
these and other strategies can help them
improve as media viewers/
listeners/producers
○ 4.2 explain how their skills in listening,
speaking, reading, and writing help them
to make sense of and produce media texts

The Arts

D. Visual Arts:
● D1. Creating and Presenting
○ D1.1 create two-dimensional, three-
dimensional, and multimedia art works
that explore feelings, ideas, and issues
from a variety of points of view
○ D1.2 demonstrate an understanding of
composition, using selected principles of
design to create narrative art works or art
works on a theme or topic
○ D1.3 use elements of design in art works
to communicate ideas, messages, and

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 understandings
○ D1.4 use a variety of materials, tools,
techniques, and technologies to determine
solutions to design challenges
● D2. Reflecting, Responding, and Analysing
○ D2.1 interpret a variety of art works and
identify the feelings, issues, themes, and
social concerns that they convey
○ D2.2 explain how the elements and
principles of design are used in their own
and others’ art work to communicate
meaning or understanding
○ D2.4 identify and explain their strengths,
their interests, and areas for improvement
as creators, interpreters, and viewers of
art

Unit Guiding Questions: ● What is poetry? What are the different types of
poetic forms?
(List of guiding questions) ● Why is imagery and symbolism as a poetic/literary
device important to the understanding and
appreciation of poetry?
● What skills do you need to write a poem?
● Why do people write poetry?

Assessment and Evaluation

Assessment For Learning: ● Entrance / Exit cards

(Summarize assessment for learning in the unit) ● Read alouds

● Oral presentation / Q & A’s

● Observation

● ***Please view individual lessons for each lesson's

Assessment type

Assessment As Learning: ● Peer editing / review

● Reflections
(Summarize assessment as learning in the unit) ● Peer feedback on poetry reading
● Self-Evaluation of their poetry book - are they
happy with their creation?

Assessment Of Learning: ● Evaluation of completed student poetry book

(Summarize assessment of learning in the unit) ● Evaluation of student’s oral presentation at poetry
reading

Lessons

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 Day 1 - What is Poetry? ★ Read aloud “Love that Dog” by Sharon Creech
together as a class
Introductory lesson explaining the elements of poetry, &
describing the different types of poetic forms. Why do ★ Class discussion on the book, and other questions
people write poems? related to poetry *focus discussion

★ Students will work in pairs (or independently if

they choose) and further explore poetry through
various poetry forms

★ Homework: Further investigate different poem

forms at home or the library on their chromebooks

Curriculum Expectations:

● Oral Communication: 1. listen in order to

understand and respond appropriately in a variety
of situations for a variety of purposes;

● OC 2.2 demonstrate an increasingly sophisticated

understanding of appropriate speaking behaviour
in a variety of situations, including paired sharing,
dialogue, and small- and large-group discussions
● Reading:

○ 1. read and demonstrate an understanding

of a variety of literary, graphic, and
informational texts, using a range of
strategies to construct meaning;

○ 2. recognize a variety of text forms, text

features, and stylistic elements and
demonstrate understanding of how they
help communicate meaning;

○ 3. use knowledge of words and cueing

systems to read fluently;

➔ Assessment AS learning

Day 2 – What is Poetry? Continuation from previous ★ Watch: ‘What is Poetry? #PoetryDefined’ This
lesson. The elements of poetry and discussion of different video recognizes that poetry does not have just
types of poems continued. Students will explore different one concrete definition like other concepts, and is
types of poetry, and similarities / differences between an abstract and flexible form of Language and Art
poems will be discussed.
https://www.youtube.com/watch?v=3fKCOb8qGQE

★ Continue in class discussion on poetry determining

the different elements of poetry

★ Class time provided for students to explore

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 different poetic forms, in order for students to
gain confidence on their knowledge of poetry

★ Peer discussion encouraged; students may

examine poems that cater to their interests (i.e;
sports, nature, animals)

Curriculum expectations:

Language Arts -

● OC 1. listen in order to understand and respond

appropriately in a variety of situations for a variety
of purposes;

● 2.2 demonstrate an increasingly sophisticated

understanding of appropriate speaking behaviour
in a variety of situations, including paired sharing,
dialogue, and small- and large-group discussions
● R 1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text

features, and stylistic elements and demonstrate
understanding of how they help communicate
meaning;

● R 3. use knowledge of words and cueing systems

to read fluently;

➔ Assessment FOR learning

Day 3 – Why is imagery and symbolism as a ★ In class, students will continue to explore and
poetic/literary device important to the understanding discuss a variety of different poems - poem
and appreciation of poetry? content may suit the needs/interests of the
students
Different forms of poetry will continue to be explored in
the classroom. Students will construct a deeper meaning of ★ Watch: What is imagery? Discuss video with
what poetry is, and why certain elements are critical for students as a class
writing poems.
https://www.youtube.com/watch?
v=eoNl1Ue5ZtQ

★ Teacher should provide an example/model of a

simple original poem they have written

★ On chart paper or ‘Smart board’ teacher driven,

students will list the different elements that
poems should include / criteria

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 ★ Students will be given an activity sheet that allows
them to customize a poem on select topics by
filling in the blanks (please see activity sheet in fig.
1 below) this activity should provide students with
a point of reference as they begin to think about
what they will write for their own original poems
and gives students practice thinking creatively and
using imagery and symbolism in their writing

★ Students will then create a ‘book cover’ on google

docs which includes the name of their original
poetry book and the authors/illustrators name
(student's name) followed by pictures which they
may find on the internet or hand draw

Curriculum expectations:

Language Arts -

● OC 1. listen in order to understand and respond

appropriately in a variety of situations for a variety
of purposes;

● R 1. read and demonstrate an understanding of a

variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text

features, and stylistic elements and demonstrate
understanding of how they help communicate
meaning;

● W 1. generate, gather, and organize ideas and

information to write for an intended purpose and
audience;

○ 1.1 identify the topic, purpose, and

audience for a variety of writing forms

○ 1.2 generate ideas about a potential topic

and identify those most appropriate for
the purpose

● W 2. draft and revise their writing, using a variety

of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and
audience;

➔ Assessment FOR learning

Day 4 – Narrative & Biography Poems – Exploring ★ Read: The Three Little Pigs by Roald Dahl & Paul
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 Different Forms of Poems Revere’s Ride by Henry Wadsworth Longfellow
(both narrative poems) aloud as a class -
This lesson will begin to explore narrative and biography
volunteers may read aloud while the rest of the
poems and their elements deeper. Students will write their
class participates through listening
own narrative or biography poem.
★ Review: Elements of a Narrative/biography poem
& read handout (please see fig. 2 below)

★ Show students teacher sample page of

brainstorming for a narrative poem

★ Have students fill out a brainstorm page for

narrative poem writing - preparing them to write
their own poems later in this lesson (please see fig.
3 below)

★ Assessment AS learning: Teacher circulates

classroom to see how their brainstorming is
coming along, asking student how they feel about
the writing process for narrative poems, mental
checklist; is the brainstorm activity sheet filled out
- are all of the elements are a narrative poem
included

★ Students may now begin writing their narrative

poem on a google docs page, teacher available to
answer questions and guide students through the
writing process

★ Students may take their chromebooks home to

complete their narrative poem

Curriculum expectations:

Language Arts -

● OC 1. listen in order to understand and respond

appropriately in a variety of situations for a variety
of purposes;

● OC 2.2 demonstrate an increasingly sophisticated

understanding of appropriate speaking behaviour
in a variety of situations, including paired sharing,
dialogue, and small- and large-group discussions
● R 1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text

features, and stylistic elements and demonstrate
understanding of how they help communicate
Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 meaning;

● W 1. generate, gather, and organize ideas and

information to write for an intended purpose and
audience;

○ 1.1 identify the topic, purpose, and

audience for a variety of writing forms

○ 1.2 generate ideas about a potential topic

and identify those most appropriate for
the purpose

○ 1.4 sort and classify information for their

writing in a variety of ways that allow
them to view information from different
perspectives and make connections
between ideas

➔ Assessment AS learning

Day 5 – Free Verse VS. Rhymed – Exploring Different ★ Discussion: What is a free verse poem? What is a
Forms of Poems rhymed poem? Students will be asked as a class to
write out the similarities/differences in a venn
What is the difference between the Free Verse Poem form
diagram on chart paper/smart board
and the Rhymed Form Poem? How can a Free verse or
Rhymed poem be written? Students will write either their ★ Read: Any free verse poem that can be displayed
own Free verse or Rhymed form poem or rap/song verse to the class on projector or smartboard along with
a rhymed poem

★ Review: As a class complete a Poetry ‘Breakout’

room using rhyming poems to get students
thinking about rhyming

★ Write: Students should begin writing either a free

verse or rhymed poem based on their preference.
Poems may be on any topic, and students may
take their chromebooks home to complete their
poem

★ If students desire; they may also write their

rhymed poem in the form of a song or rap verse

Curriculum Expectations:

Language Arts -

● OC 1. listen in order to understand and respond

appropriately in a variety of situations for a variety
of purposes;

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 ● R 1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
● R 2. recognize a variety of text forms, text
features, and stylistic elements and demonstrate
understanding of how they help communicate
meaning;

● R 3. use knowledge of words and cueing systems

to read fluently;

● W 1. generate, gather, and organize ideas and

information to write for an intended purpose and
audience;

● W 2. draft and revise their writing, using a variety

of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and
audience;

➔ Assessment FOR learning

Day 6 – Haiku Poems – Exploring Different Forms of ★ Show: haiku poem/haiku definition -
Poems

What elements are in a haiku poem? How do you read and

write a haiku poem? Students will write their own Haiku
poem.

★ Play/Review: Students will use their chromebooks

to play an online syllable game, as a refresher for
students to remember how to count a words
syllables in order to write their own haiku
-students functioning at grade level should not
find this game challenging

○ http://www.bbc.co.uk/skillswise/game/en
01soun-game-syllables-factory

★ Write: Students write their own Haiku poem on

any topic

★ Reflection: At the end of this lesson, students must

reflect on the following question: Has your
feelings about poetry changed from the beginning
Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 of this unit? Short response will be handed in to
teacher.

Curriculum Expectations:

● W 1. generate, gather, and organize ideas and

information to write for an intended purpose and
audience;

● W 2. draft and revise their writing, using a variety

of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and
audience;

➔ Assessment AS learning

Day 7 – Concrete and Acrostic ★ Read: ‘Bow-tie Pasta: Acrostic Poems’ by Brian Cleary (select a few poems for
Poems – Exploring Different examples) students read aloud as a class followed by short group discussion on
Forms of Poetry what makes an acrostic or concrete poem
★ Entry ticket: Now have each student write an acrostic poem using their name
What elements are in a
and characteristics that they think describe them
concrete or acrostic poem?
★ The rest of the time in class will be dedicated to students to write their own
How do you read and write a
concrete or acrostic poem including illustrations to accompany the poem
concrete or acrostic poem?
(these poems may be handwritten / drawn if students choose to write a
Student will write either their
concrete poem as google docs has limitations to writing this poetic form)
own concrete or acrostic
poem. Curriculum Expectations:
● OC 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

● OC 2.2 demonstrate an increasingly sophisticated understanding of

appropriate speaking behaviour in a variety of situations, including paired
sharing, dialogue, and small- and large-group discussions
● R 1. read and demonstrate an understanding of a variety of literary, graphic,
and informational texts, using a range of strategies to construct meaning;
● R 2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;

● R 3. use knowledge of words and cueing systems to read fluently;

● W 1. generate, gather, and organize ideas and information to write for an

intended purpose and audience;

● W 2. draft and revise their writing, using a variety of informational, literary,

and graphic forms and stylistic elements appropriate for the purpose and
audience;

➔ Assessment FOR learning

Day 8 – Diamante Poems – ★ Review: Nouns, Adjectives & Verbs as a class - discussion
Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 Exploring Different Forms of ★ Watch: The Nouns, Verbs, and Adjectives song & Nessy Reading strategy video
Poetry for review
○ https://www.youtube.com/watch?v=JeognSU6wfU
What elements are in a
○ https://www.youtube.com/watch?v=CxrxUyxMnxA
diamante poem? How do you
★ Write: Before writing their own diamante poem; students must fill in the
read and write a diamante
planning worksheet (please see fig. 4)
poem? Students will write
★ Students will then write their own diamante poem
their own diamante poem.
Curriculum Expectations:
● OC 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

● R 1. read and demonstrate an understanding of a variety of literary, graphic,

and informational texts, using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;

● W 1. generate, gather, and organize ideas and information to write for an

intended purpose and audience;

○ 1.1 identify the topic, purpose, and audience for a variety of writing
forms

○ 1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose

● W 2. draft and revise their writing, using a variety of informational, literary,

and graphic forms and stylistic elements appropriate for the purpose and
audience;

➔ Assessment FOR learning

Day 9 – Limerick Poems – ★ Read: Read Aloud - The Nonsense Limericks of Edward Lear: (Limerick Poems
Exploring Different Forms of for Kids ages 8 and up) - Edward Lear - choose a few examples
Poetry ★ Quiz: On google forms - simple 6 question quiz / multiple choice
○ https://goo.gl/forms/3XiL7a6pWgJ2lGyj2
What is a limerick poem? How
★ Video: The Limerick song
do you read and write a
○ https://www.youtube.com/watch?v=k-rN3DGMCsE
limerick poem? Students will
★ Handout: Review handout for instructions on how to write limerick - fill out
read and write their own
bottom of hand out for practice (see fig. 5)
limerick poem.
★ Write: Now it is time for students to write their own limerick poem to put in
their poetry books
Curriculum Expectations:
● OC 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

● R 1. read and demonstrate an understanding of a variety of literary, graphic,

and informational texts, using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text features, and stylistic elements and
Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 demonstrate understanding of how they help communicate meaning;

● W 1. generate, gather, and organize ideas and information to write for an

intended purpose and audience;

○ 1.1 identify the topic, purpose, and audience for a variety of writing
forms

○ 1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose

● W 2. draft and revise their writing, using a variety of informational, literary,

and graphic forms and stylistic elements appropriate for the purpose and
audience;

➔ Assessment FOR/OF learning

Day 10 – Drafting, Revising & ● Guest speaker: Local poetry author - discussing what poetry means to them,
Peer Editing what made them become a poet, what is their favourite poetic form
● Read: Students are asked to read silently poetry books in order to compare
Students will review and edit
their own work with the work they are reading - and ensure no elements are
the 6 different poem types
missing in their poems
they have written throughout
● Review: Over the smart board or a projector the teacher will go over the rubric
the poetry unit. Students will
for the culminating task which also has an oral component
then peer edit each other’s
● Students will now get in pairs and review and peer edit the 6 poems they have
work.
written (narrative/bio, free verse/rhymed, haiku, concrete/acrostic, diamante,
limerick)

Curriculum Expectations:
Language Arts
● OC 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

● R 1. read and demonstrate an understanding of a variety of literary, graphic,

and informational texts, using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;

● W 1. generate, gather, and organize ideas and information to write for an

intended purpose and audience;

○ 1.1 identify the topic, purpose, and audience for a variety of writing
forms

○ 1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose

● W 2. draft and revise their writing, using a variety of informational, literary,

and graphic forms and stylistic elements appropriate for the purpose and
Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 audience;

● W 3. use editing, proofreading, and publishing skills and strategies, and

knowledge of language conventions, to correct errors, refine expression, and
present their work effectively;

● ML 1. demonstrate an understanding of a variety of media texts;

○ 1.1 explain how a variety of media texts address their intended

purpose and audience

○ 1.2 interpret media texts, using overt and implied messages as

evidence for their interpretations

○ 1.4 explain why different audiences (e.g., boys, girls, adults, seniors,
various cultural groups) might have different responses to media texts
(e.g., movies, songs, websites, video games, items of clothing)

● ML 3. create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques;

➔ Assessment FOR learning

Day 11 – Rewriting & ● Rewrite and publish final drafts on google docs
Publishing ● Teacher will print out all google docs pages and put the poems in book format
● Draw: Students are expected to illustrate their poems with relevant images
After student is finished
● Practice: Students may get into pairs or small groups and prepare for the
reviewing and editing their
poetry reading / showcase next class - reading their favorite poem
poems, they may write their
final draft, and publish their
work in the form of a poetry
Curriculum Expectations:
book followed by illustrations.
Language Arts
● OC 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

● R 1. read and demonstrate an understanding of a variety of literary, graphic,

and informational texts, using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;

● W 1. generate, gather, and organize ideas and information to write for an

intended purpose and audience;

○ 1.1 identify the topic, purpose, and audience for a variety of writing
forms

○ 1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose

● W 2. draft and revise their writing, using a variety of informational, literary,

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 and graphic forms and stylistic elements appropriate for the purpose and
audience;

● W 3. use editing, proofreading, and publishing skills and strategies, and

knowledge of language conventions, to correct errors, refine expression, and
present their work effectively;

● ML 1. demonstrate an understanding of a variety of media texts;

○ 1.1 explain how a variety of media texts address their intended

purpose and audience

○ 1.2 interpret media texts, using overt and implied messages as

evidence for their interpretations

○ 1.4 explain why different audiences (e.g., boys, girls, adults, seniors,
various cultural groups) might have different responses to media texts
(e.g., movies, songs, websites, video games, items of clothing)

● ML 3. create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques;

The Arts

D. Visual Arts:

● D1. Creating and Presenting

○ D1.1 create two-dimensional, three-dimensional, and multimedia art

works that explore feelings, ideas, and issues from a variety of points
of view

○ D1.2 demonstrate an understanding of composition, using selected

principles of design to create narrative art works or art works on a
theme or topic

○ D1.3 use elements of design in art works to communicate ideas,

messages, and understandings

○ D1.4 use a variety of materials, tools, techniques, and technologies to

determine solutions to design challenges

● D2. Reflecting, Responding, and Analysing

○ D2.1 interpret a variety of art works and identify the feelings, issues,
themes, and social concerns that they convey

○ D2.2 explain how the elements and principles of design are used in
their own and others’ art work to communicate meaning or
understanding

○ D2.4 identify and explain their strengths, their interests, and areas for
improvement as creators, interpreters, and viewers of art

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 ➔ Assessment FOR learning
Day 12 - Metacognition and ● Poetry reading/showcase
Reflection ● Students will choose their favourite poem that they published, and present
their poem to the class orally - there will be time in class for students to
Discussion: What is poetry?
question their peers on why they chose that poem, and the context
Why do people write poetry?
surrounding their work - is there anything the student wishes they had done
How do I feel as a poet? Which
differently? Self-evaluation following the unit - Is the student happy with their
poem is your favorite, and
end result/poetry book?
why?
● Poetry books and oral presentation will be evaluated (please see rubric)
Curriculum Expectations:
Language Arts
● OC 1. listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes;

● OC 2.2 demonstrate an increasingly sophisticated understanding of

appropriate speaking behaviour in a variety of situations, including paired
sharing, dialogue, and small- and large-group discussions
● OC 2.3 communicate orally in a clear, coherent manner, using appropriate
organizing strategies and formats to link and sequence ideas and information
● OC 2.5 identify a range of vocal effects, including tone, pace, pitch, volume,
and a variety of sound effects, and use them appropriately and with sensitivity
towards cultural differences to help communicate their meaning
● R 1. read and demonstrate an understanding of a variety of literary, graphic,
and informational texts, using a range of strategies to construct meaning;

● R 2. recognize a variety of text forms, text features, and stylistic elements and
demonstrate understanding of how they help communicate meaning;

● W 1. generate, gather, and organize ideas and information to write for an

intended purpose and audience;

○ 1.1 identify the topic, purpose, and audience for a variety of writing
forms

○ 1.2 generate ideas about a potential topic and identify those most
appropriate for the purpose

● W 2. draft and revise their writing, using a variety of informational, literary,

and graphic forms and stylistic elements appropriate for the purpose and
audience;

● W 3. use editing, proofreading, and publishing skills and strategies, and

knowledge of language conventions, to correct errors, refine expression, and
present their work effectively;

● ML 1. demonstrate an understanding of a variety of media texts;

○ 1.1 explain how a variety of media texts address their intended

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 purpose and audience

○ 1.2 interpret media texts, using overt and implied messages as

evidence for their interpretations

○ 1.4 explain why different audiences (e.g., boys, girls, adults, seniors,
various cultural groups) might have different responses to media texts
(e.g., movies, songs, websites, video games, items of clothing)

● ML 3. create a variety of media texts for different purposes and audiences,

using appropriate forms, conventions, and techniques;
● ML 4. reflect on and identify their strengths as media interpreters and
creators, areas for improvement, and the strategies they found most helpful in
understanding and creating media texts.

The Arts

D. Visual Arts:

● D1. Creating and Presenting

○ D1.1 create two-dimensional, three-dimensional, and multimedia art

works that explore feelings, ideas, and issues from a variety of points
of view

○ D1.2 demonstrate an understanding of composition, using selected

principles of design to create narrative art works or art works on a
theme or topic

○ D1.3 use elements of design in art works to communicate ideas,

messages, and understandings

○ D1.4 use a variety of materials, tools, techniques, and technologies to

determine solutions to design challenges

● D2. Reflecting, Responding, and Analysing

○ D2.1 interpret a variety of art works and identify the feelings, issues,
themes, and social concerns that they convey

○ D2.2 explain how the elements and principles of design are used in
their own and others’ art work to communicate meaning or
understanding

○ D2.4 identify and explain their strengths, their interests, and areas for
improvement as creators, interpreters, and viewers of art audiences,
using appropriate forms, conventions, and techniques;

➔ Assessment OF/AS learning

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
Culminating Task – Published Poetry Book and Poetry Reading
The culminating task will be completed over the 12 lessons in this poetry unit. Students will write a total of at least 6
different poem forms which will be written on google docs using the school provided chromebooks. Towards the end of
the unit, once all poems have been revised, peer edited, and published - each google doc page will be printed out.
Students will then have time in class to illustrate each poem with relevant images and symbols. The teacher may choose
to laminate/publish books to make them look more genuine. During the last lesson, students will share their favourite
poem out loud to the class in a poetry reading/showcase where students will be asked to reflect on their work through
peer and teacher discussion. Assessment during this unit will be ongoing (as with essentially every unit). The students
will be formally evaluated on their poetry book and the oral component that follows.

Rubric for Culminating Task –

Poetry Book / Oral Poetry Reading

Criteria Level 1 Level 2 Level 3 Level 4

Knowledge and Demonstrates Demonstrates Demonstrates Demonstrates a high

Understanding limited knowledge some knowledge considerable degree of knowledge of
of poetic forms of poetic forms knowledge of poetic poetic forms
forms
Missing key Missing some key Missing no key
elements of poetic elements of Missing few key components of poetic
forms poetic forms elements of poetic forms
forms

Thinking Uses planning Uses planning Uses planning skills Uses planning skills
skills with limited skills with some with considerable with a high degree of
effectiveness effectiveness effectiveness effectiveness

Uses critical/
creative thinking Uses critical/ Uses critical/ creative Uses critical/ creative
processes with creative thinking thinking processes with thinking processes with
limited processes with considerable a high degree of
effectiveness some effectiveness effectiveness
effectiveness

Communication Expresses and Expresses and Expresses and Expresses and

organizes ideas organizes ideas organizes ideas with organizes ideas with a
with limited with some considerable high degree of
effectiveness effectiveness effectiveness effectiveness

Communicates for Communicates Communicates for Communicates for

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
 different for different different audiences and different audiences and
audiences and audiences and purposes with purposes with a high
purposes with purposes with considerable degree of effectiveness
limited some effectiveness
effectiveness effectiveness Little to no errors in
Few errors in grammar, grammar, punctuation
Numerous errors Some errors in punctuation and and spelling are present
in grammar, grammar, spelling are present
punctuation and punctuation and
spelling are spelling are
present present Student mumbles,
Student’s voice is low. incorrectly pronounces
Student uses a Student’s voice is Student incorrectly terms, and speaks too
clear voice and clear. Student pronounces terms. quietly for a majority of
correct, precise pronounces most Audience members students to hear.
pronunciation of words correctly. have difficulty hearing
terms so that all Most audience presentation.
audience members can
members can hear hear
presentation presentation.

Application Applies Applies Applies knowledge and Applies knowledge and

knowledge and knowledge and skills in familiar skills in familiar
skills in familiar skills in familiar contexts with contexts with a high
contexts with contexts with considerable degree of effectiveness
limited some effectiveness
effectiveness effectiveness
Transfers knowledge
Transfers Transfers Transfers knowledge and skills to new
knowledge and knowledge and and skills to new contexts with a high
skills to new skills to new contexts with degree of effectiveness
contexts with contexts with considerable
limited some effectiveness
effectiveness effectiveness

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
Fig. 1-

Strength

a poem by _____________________________ (your name here)

I can be as strong as a __________________________________ (cougar, ???)

Ready to _____________________________________________ (bare my teeth, ???)

I can be as strong as the ________________________________ (ocean, ???)

Pay attention to my _____________________________________ (swirling waves, ???)

I will _________________________________________________ (overwhelm anyone who comes too close, ???)

I can be strong in ways you don’t expect.

I can be as strong as a __________________________________ (palm tree, ???)

Able to _______________________________________________ (protect you from the burning sun, ???)

My strength can be gentle.

I can be as strong as a __________________________________ (friend, ???)

Ready to _____________________________________________ (dry your tears, ???)

I can be strong and change the world.

I can ___________________________________________________

I can ___________________________________________________

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
Fig. 2 -

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
Fig. 3 -

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
Fig 4 -

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Fig. 5

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
Rationale -

This unit is designed for all different types of learners, using an array of learning activities, instructional methods, and
types of assessment. This poetry unit will be explored using the skills and expectations outlined in the Ontario Language

Planning for Student Learning © 2016 ETFO/FEEO CHAPTER FIVE | UNIT PLANNING –TEMPLATE 3
curriculum for grade 6, while making cross-curricular connections with The Arts curriculum. Students need concrete
examples and modelling, especially for poetry which can be viewed as an abstract concept for the primary/junior grades.
Throughout this unit, it is recognized that students need to be given the tools for success. Many of the lessons in this
unit scaffold or follow the ‘gradual release of responsibility’ model where the teachers first demonstrate, model, and
explain while students observe, listen, and may ask questions. The second step in the gradual release of responsibility
model is for the teacher to remain the leader, while students have guided practice, where students may collaborate and
ask questions.The final step in the gradual release of responsibility is independent practice or application, where the
student applies their learning and the teacher is there to answer any questions, support the student, and assess - which
can be seen as the students write poems independently for the culminating task (Routeman, 2003). According to Allan
Luke, a researcher and theorist on education educators need to develop “a broad repertoire of instructional strategies
and a kind of assessment literacy so that [they] can actually see the kids, see the target competency, knowledge and
skills and then put the repertoire in place.” (Luke, 2009). Within this unit, a diverse range of instructional strategies will
be used in order to ensure that all students benefit from each lesson, and all student needs are met through
considerations and accommodations (Cooper, 2007). Collaborative learning is acknowledged within this unit, as students
are encouraged to work together with the teacher and their peers to think creatively, and critically on poetry, and how
language skills are essential in the writing process. This unit incorporates various assessment tools, to ensure that all
learners' needs are recognized and met, because quality assessment and learning are interdependent (Katz & Earl,
2007). Quality assessment that can be accessed by all students leads “to the type of learning we would hope all students
would experience” according to Katz & Earl (2007). The pedagogical design of this unit aims to be inclusive for all
students through its design, considerations, and accommodations. “Culturally Responsive Pedagogy” is used to describe
instruction that acknowledges students' different learning needs and that these differences may be connected to
background, language, family structure and social or cultural identity (OME, 2013). Throughout this unit students are
encouraged to use content and write poems on any topic they choose, including topics such as their native countries or
cultural traditions - which will be discussed in the classroom. The pedagogical design of this unit meets a diverse set of
learners that will have multiple opportunities to demonstrate and reflect on their learning, while peer and teacher
feedback is also provided within the unit.

References

Cooper, D. (2007). Talk about assessment. Strategies and tools to improve learning. Toronto: Nelson Canada

Katz, S., & Earle, L. (2007). Creating new knowledge: Evaluating networked learning communities. Education Canada

Luke, A., & Koh, K. (2009, Nov.). Authentic and conventional assessment in Singapore schools: An empirical study of
teacher assignments and student work. Assessment in Education: Principles, Policy & Practice 16(3), 291–318

Ontario. Ministry of Education. (2013). Culturally Responsive Pedagogy Towards Equity and Inclusivity in Ontario
Schools. Capacity Building Series.

Routman, R. (2003). Reading essentials. Portsmouth, NH: Heinemann.

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