Unit 3 Language Planner Grade: 4

Unit length: 5 weeks

Date: 10th Nov 2014

Stage 1 Desired Results

Established Goals: To develop the knowledge and skill of poetry, through engaging with different texts (Presenting, R, W,
Sp and L).
Conceptual Understandings:
Students will understand that . . .
When writing poems, the words we choose and how
we choose to use them enable us to share our
imaginings and ideas about the world
The structure of poetry includes identifiable
features
Different visual techniques produce different
effects and are used to present different types of
information.

Essential Questions:
What is poetry?
What is the purpose of poetry?
How do poets express themselves through words?
How are different styles of poetry structured?
What are the features of different types of poems?

Students will know that. . .(Knowledge)

Poetry is a recognizable text type
Different types of poetry have specific structures
Poetry can be used to express thoughts and ideas.

Students will be able to . . . (Skills)

Compose a poem, containing:
o An appropriate structure to the type of
poem
o Poetic/literary devices (figurative
language)
o Word choices that enhance the meaning of
the poem
o View visual information and show
understanding by asking relevant questions
and discussing possible meaning (shape,
form and colour of poem displayed).

Stage 2 Assessment Evidence

Pre-Assessment: Frayer Model provide students with a copy for them to complete. (Word in centre is poetry).
Performance Tasks:
Students create and record an original poem. They use
either: a photo, audio or video, to record a reading and
display their poem. They need to include an explanation
of: what style of poem they have created; which features
it contains; identify themes, imaginings and ideas; and the
reason behind the words chosen eg to justify the use of
simile and metaphor etc.

Other Evidence:
Discussions of different kinds of poems
Sharing own poems with the class.

Moderation of assessment:
Stage 3 Learning Plan
Learning Activities: (include differentiation)
Students highlight structure and features of poetry (NSW samples; Writing Fun samples; Childrens poetry archive
from poetryarchive.org)
Use of graphic organizers to analyze and to create poems (Read, Write, Think theme poems; Poetry Frames
from Scholastics Writing with Writers
Reading and listening to poems written by poets (Rhyming Couplets Quatrain, Haiku, Cinquain, Limerick,
Diamante (Jenny Ether Spellodrome)
Play with words for poems with tools, e.g. Kids Magnetic Poetry Kit
(play.magneticpoetry.com/poem/Kids/kit).

Reflection: