Research and

Poetry
Grade Eight English Language Arts

Teacher: Ashley Kopustas

March 7th April 22nd 2016

J. T. Foster School

Overview
Type of unit: Experiencing types of literature
Topic: Poetry/Research
Grade: ELA 8
Timeline: 6 weeks. 24 x 42 minute classes and 6 x 30 minute classes.
Emphasis: Researching and exploring various forms of poetry and creating a portfolio
of poetry writing.
The Classes: The first week will be pre-assessment and review of poetry and concepts
as well as assigning the first project. The second through fourth week will go as follows:
day one group presents their form of poetry to the class, as a whole class we create a
checklist for what a good poem of this form should have; day two is me providing more
examples and when possible activities, examining the things like figurative language and
symbolism; day three we will evaluate example poems and revise our checklist, students
will analyze a text individually and then we will share as a group the interpretations
found, then if there is time the students begin writing their own; day four is time for
writing and peer-feedback; day five is a flex day. Week five they will begin their final
assignment and be given class time to complete it.
Major projects: There will be two major projects. The first is group research project
and presentation on a form of poetry. The students will view each others and practice
writing in this form for their portfolio. The second is the selection of a favourite poet,
research on this poet, and a final product that will include their research, a poetry
analysis, and a final product of their choice.
Literature: the first few weeks the literature will be chosen by the students presenting
(but pre-approved by me before presentation). The times that I am introducing poetry I
will find a variety of examples from classic and modern poets for each of the forms I
present. Some examples will be from their class textbook Sightlines 8. I will also bring in
videos for slam and spoken word poetry and songs for ballads.
Language Arts: Students will be reading and writing a variety of poetry throughout.
Students will be speaking during their presentations and listening during their
classmates presentations. Students will be viewing others work (especially concrete
poetry) and will be creating representations of their learning in their final project.

Rationale
Why? The unit will address the students needs for exposure to diverse literature. The
students do a unit on figurative language and symbolism in grade seven and this unit
takes that knowledge and gives it real-world applications. By having the students to the
research on the forms of poetry themselves it gives them all kinds of exposure to types of
poetry. It also develops their group work and research skills which they will need
throughout their lives. The additional forms of poetry that I will teach ensure that there
is a broader coverage that I cant expect students to teach themselves. The types of
poetry I have chosen are currently popular and widely-used. In learning more about
these forms the students will be able to make a deeper connection with the world and
society that they are in. The activity of personal research ensures that after their practice
as a group they are able to demonstrate their personal research ability. The portfolio is
primarily for them to see their own abilities and progress but it also shows me their
development and understanding of the topics covered.
Curriculum Connections:
1.1 Discover and Explore Students will discuss and reflect on a number of types of
poetry and will experiment with these types of language themselves. They will pursue
personal interest in the final project.
1.2 Clarify and Extend Students will share and take in their peers opinions and
interpretations on poetry and will need to decide on their own interpretation in light of
the others thoughts.
2.2 Respond to Texts Students will experience and respond to a number of types of
poetry. They will construct meaning from them. They will also discuss things like word
choice, mood, and tone.
2.4 Create Original Text In writing a piece of poetry each week and developing their
final project students will be creating a number of texts.
3.1 Plan and Focus Students will have two opportunities in this unit to plan their goal
for researching their topics.
3.2 Select and Process Students will have to choose a selection of reliable sources in
their research.
3.3 Organize, Record and Evaluate Students will be expected to organize their
research to present to the class in the first project and to show me what they have
learned in the second project.

3.4 Share and Review The first project has students sharing their research with their
peers.
4.1 Enhance and Improve Students on day three each week will be appraising the
work of authors in respect to the form of poetry being explored. Students will be
expected to revise and edit their own work before submission of their final project. We
will also review figurative language at the beginning.
4.3 Present and Share Students will prepare a class presentation on their research for
the first project. They will also be expected to pay close attention to their peers through
listening and viewing to ensure they are able to complete their writing of the form of
poetry later.
5.2 Work Within a Group The first project requires students to work in groups
effectively in order to create a cohesive presentation for the class.

Essential/Guiding Questions
How do individuals use poetry to represent the world around them?
How do individuals use poetry to comment on or try to change the world around them?

Tentative Calendar
**Any time that I dont have something planned or something finishes early I will either give
them time to work on their final project or teach them a type of poetry not covered by groups
(free verse, bio poems, concrete poetry, black out poetry, limericks, narrative) I will develop
mini lessons for each of these at the beginning of instruction to ensure I have them prepared.
Day One
-Get to know you
-Interest inventory
-Pre-assessment for
poetry

Day Two
-Review poetry,
symbolism,
figurative
language,
based on preassessment

Day Six
-Group one
presents
acrostic/ABC poems
-go over basic

Day Seven
-give more
examples of
poems
-examine

Day Three
-hand out and
go over
assignments
-hand out
portfolios
-give time for
group work
Day Eight
-give examples
-evaluate
poems, do the
first one as a

Day Four
-group work

Day Five
-flex
Group work
May teach
lesson on meter

Day Nine
-start writing
own examples
of poems
-define own

Day Ten
-flex
Writing time,
peer editing
time, lesson

rules/characteristic
s

choices made
by author
-look in to
figurative
language and
symbolism

Day 11
-Group two
presents ballads

Day 12
(see day seven)

Day 16
-Group three
presents slam
poetry and spoken
word poetry

Day 17
(see day seven)

Day 18
(see day eight)
-examples in
videos

Day 21
-group four
presents blank verse
-I teach more on
meter in poetry

Day 22
-review meter,
potentially
worksheet
-(see day
seven)

Day 23
(see day eight)

Day 24
(see day nine)

Day 26
-Review final
assignment
expectations
-give time to work
on in class

Day 27
-work period

Day 28
-work period

Day 29
DUE

Resources:

whole class
then have
either small
group or
individual work
(what is their
purpose,
audience, are
they effective
for their
purpose, how
could it be
improved)
Day 13
(see day eight)
-Bring in
popular songs
and lyrics

purpose and
audience
-evaluate own
piece for
effectiveness
-discuss peer
editing with the
group

from me

Day 14
-writing (see
day nine)
-peer-edit
-option to
write/perform
song for group
Day 19
(see day nine
and fourteen)

Day15
-flex
Performance,
individual
projects, lesson
from me
Day 20
-flex
More examples
in videos,
individual
projects, time to
write, lesson
from me
Day 25
-flex
More on meter,
lesson by me,
time for
writing,
individual
Day 30
-flex
Last lesson by
me, time to
finish/ touchup portfolios

For I Cant Write a Poem Activity.

I Can't Write a Poem

Forget it.
You must be kidding.
I'm still half asleep.
My eyes keep closing.
My brain isn't working.
I don't have a pencil.
I don't have any paper.
My desk is wobbly.
I don't know what to write about.
And besides, I don't even know how to write a poem.
I've got a headache. I need to see the nurse.
Time's up? Uh oh!
All I have is this dumb list of excuses.
You like it? Really? No kidding.
Thanks a lot. Would you like to see another one?
-Bruce Lansky
Textbook
Barlow-Kedves, Alice, Thora O'Grady, Judy Onody, Wendy Mathieu, and Susan
Tywoniuk. Sightlines 8. Scarborough, Ont.: Prentice Hall Ginn Canada, 1999. Print.
Websites
"30 Days of Fun Poetry Assignments for All Ages!" Examiner.com. Web. 26 Feb. 2016.
<http://www.examiner.com/article/30-days-of-fun-poetry-assignments-for-all-ages>.
"Poetry through the Ages." Examples of Visual Poetry : Poetry through the Ages. Web.
26 Feb. 2016.
<http://www.webexhibits.org/poetry/explore_21_visual_examples.html>.
"Poetry and Creative Writing..." Young Writers. Web. 26 Feb. 2016.
"TYPES OF POETRY." Types of Poetry. Web. 26 Feb. 2016.
<http://www.poeticterminology.net/>.
The Poetry Archive. Web. 26 Feb. 2016. <http://www.poetryarchive.org/>.
Dabbs, Lisa. "Five Poetry Teaching Tips for New Teachers." Edutopia. 2013. Web. 26
Feb. 2016.

"Poetry Teaching Ideas." University of Lethbridge. Web. 26 Feb. 2016.

<http://www.uleth.ca/edu/currlab/handouts/poetry_ideas.html>.
Poetry Teachers. Web. 26 Feb. 2016. <http://www.poetryteachers.com/>.
Videos
"Why Shakespeare Loved Iambic Pentameter - David T. Freeman and Gregory Taylor."
YouTube. YouTube.
"Figurative Language in Disney." YouTube. YouTube.
<https://www.youtube.com/watch?v=Be2BR8fNZ_Q>.

Objectives/Goals
By the end of the unit students will be able to name and create various types of poetry.
By the end of the unit students will know how to research a topic and present their
findings.
By the end of the unit students will be able to analyze and evaluate a variety of poetry.
By the end of the unit students will be able to teach others at least one type of poetry.
By the end of the unit students will be able to work in groups to create a representation
of learning.

Learning Activities and Instructional

Strategies
Introduction:

Pre-assessment to determine what students recall about figurative language as

well as what poetry they are familiar with
The goals will be adapted based on pre-assessment
First lesson will review poetry, symbolism, figurative language.
o It will involve a video using Disney movie clips of various types of
figurative language.
o Standard teacher-led instruction reviewing what was seen in the video and
questioning students to be sure that they have absorbed the information

o Worksheet to be completed in small groups that details figurative

language, poetry types, and symbolism.
An intro to poetry writing activity will be the I Cant Write a Poem activity to
build their confidence and give me an opportunity to see how they do with
writing generally.
At some point early I will introduce and go over meter and rhyme
o This will involve my reading of poetry.
o Students reading of poetry.
o Videos showing meter as it is being read and markings can be viewed.
o Images tracing out meter and any other method that can help.
Students will build initial knowledge through research for their presentations and
viewing of others.

Developmental/Ongoing:

Much of the learning is research and inquiry based

Activities (as outlined in overview) involve a group research and presentation
project, a portfolio, and a final individual project involving research on a topic of
interest relating to poetry.
The first research project involves a presentation so that all students learn about
each topic.
Writing conferences with students for the pieces being placed in their portfolio.
o During times that other students are working.
o Have student take the lead.
o Ask whether they want a reader or an editor.
o Go through students in order of who requests help first then move to
others.
o Conferences can be held at my desk away from the students but still
around if they need assistance.

Culmination:

Portfolio
o Checklist make sure they have each kind that was gone over in class.
o Reviewed throughout so students know expectations and have made
adjustments.
Final individual research project
o Expresses personal interest in relation to poetry.
o Demonstrates their individual research abilities without their group.
o Shows creativity in choice and creation of final product.
o Will have class time so I can observe the process.
o Time to meet with me to discuss topic and product.
See assessment for more detail

Assessment
See additional assessment tools for specific examples

Pre-Assessment
The pre-assessment will be in a questionnaire/quiz style. The goal is to learn about
student interest as well as knowledge about poetry, symbolism, and figurative language.
The pre-assessment will be administered on the first day of the unit.
Intermediate Assessment
Intermediate assessment during the first project will come from me observing the
students during group work time. I will have a class list and make observations next to
each name.
I will be speaking with students to see how their initial project is going. If they have
questions or are not progressing I can work with them at that point.
The first research and presentation will be a formative assessment. This gives the
students practice researching with the assistance of their group mates and shows me
approximately where they are at in terms of their researching skills.
For the writing portion of each week and the students contributions to their portfolio I
will try to hold as many writing conferences with students as possible.
Milner & Milner (2003) list some generic questions and prompts that teachers may
find helpful as they conference with students.
Tell me more about that.
I don't understand that.
Read it to me again.
What's the most important thing you're trying to say?
What's your favorite part? How can you build on it?
How could you find out more about your topic?
Is all this information important? What parts don't you need?
Why is this significant to you?
Does this lead bring your reader right into the piece?
What do you want your reader to know or feel at the end of your piece? (p. 300)
Christenbury (2000) identifies some typical questions that Donald Murray
recommends using in conferences:
What did you learn from this piece of writing?
What do you intend to do in the next draft?
What surprised you in the draft?

Where is this piece of writing taking you?

What do you like best in the piece of writing?
What questions do you have of me? (p. 233)
For both the portfolio and the final project students can come to me if they need
additional help and this will show me where they are at. I will also observe the writing
and researching process during class time to see how the students are managing. They
will be given class time for each of the projects to ensure I am getting the best picture of
what they are capable of.
I will also have check-ins whenever possible to make sure that the students are on track
and comfortable with where they are at. This will likely be a thumbs up/sideways/down
check in so I can work with students who require more help.
Cumulative Assessment
The final assessment will be of the students portfolio (completion mark) and of the poet
research project. The details for what must be included in the final project are under the
additional assessment tools heading. The focus for this project is on the students
ability to take the types of analysis we practiced in class and apply it to a poem as well as
their ability to do effective research and present their findings in a manner appropriate
for their audience.

Enrichment/Special
Considerations/Differentiated
Instruction
The grade eights contain some learning disabilities and other exceptionalities that would
require specific adjustments in advance. I will adjust as I get to know them. Students
who are struggling with a particular form of poetry can meet with me during individual
analysis or writing time so I can assist them. Students will have class time for all projects
and therefore I can monitor progress and need so I can adapt and assist.
I plan to place the stronger students in group four which is the most difficult to learn
poetry form of the groups presenting (blank verse). This gives these students a chance to
learn something new and share it. The lower ability students will be placed in group one
which is presenting acrostic and ABC poems, since these are likely poems they are
already familiar with.

Enrichment activity would be to starting the individual research project early and
helping student to go deeper in to the topic than other students will be expected to. The
process should be more in depth and the product should reflect their deeper knowledge
and understanding of their topic. Students who are doing this will have time to meet
with me during work time for their classmates so I can gauge where they are at and help
them develop their project.
Special considerations for students who may miss part of instruction will vary
depending on the student and how much time is missed. Students who are having
trouble keeping up will have times to meet with me during other students work time
and I can help them as needed. I unfortunately cant give extensions simply because I
have a designated time period that I am there for. I can discuss this with my TA if
necessary and make accommodations for students who wont be finished in time.
Students who may be struggling with the content will have time with me to review it and
their process will involve more check-ins and potentially more research. On a case-bycase basis I may determine that their product be different or simplified.

Connections to Other Areas

Past
We will review the types of figurative language which they have learned in previous
English courses. We will also be reviewing symbolism and going in to more depth with
it. The students have likely had experience with both research and presenting before but
in this assignment they will be asked to not only research but evaluate their own
research process. Poetry is a unit covered in most grades and this unit will build upon
what was covered in previous years. We will also be taking a look at math poetry while
it wont cover any particular outcomes for grade eight math, it will make a connection to
their prior math skills.
Future
The research component will prepare them for other courses (social studies, science)
and for future English language arts projects. Presentations are a large part of schooling
and build real world skills such as tailoring your information for your audience, public
speaking, and active listening skills. This unit will also give them the foundation for
future poetry classes.

Bulletin Boards

Quote of the Day. A quote from a poet will be written on the whiteboard at the

beginning of each class. This gives students a nice saying but also inspiration for their
poet research project.
Examples of Student Work. Students will have the opportunity to display their poetry if

they feel comfortable doing so.

Research Process. A flow chart detailing the research process will be displayed on a wall

for reference and reminders for students as they tackle both research projects.
Flyers. Any flyers for nearby upcoming competitions or workshops for young writers.

Reflections
Pre-teaching reflection
I am concerned about my plans because I am not sure how long it takes these students
to complete things. If they are quick and efficient learners then they can spend more
time on going deeper with the final project. However, if it takes them a long time to
grasp the concepts and write their poetry pieces I am worried they wont be able to
complete the final project before I need to leave. Ive left extra time for work and flex
days scheduled in so I hope that I can accommodate if necessary.
I have been told that this group is eager to learn so I think that they will do well with the
assignments. The first assignment is relatively strict because I need to make sure that
the students who are watching the presentation get the information they need to
practice with the form of poetry being shown. The portfolio does allow a degree of
personal interest, while the types of poetry are decided upon the topics are up to the
student. The final project has a lot of flexibility in who they choose and what product
they choose to create. I think that having the flexibility in the later ones should mean
that the students are happier about pursuing it.
I am worried about my assessment pieces. I am trying to create some sort of grading
scale or checklist for the final product but I am worried that I will leave out some
important criteria and because of a faulty assessment tool have to give a poor
presentation the same grade as a good presentation. I wish that we had more time to get
feedback and assistance on our individual assessment pieces for our units but I
understand the time constraints. I will find peers that can help me review and catch any
mistakes I may have made.
Post-teaching reflection

Lesson Plans
Subject/Course: English Language Arts

Name: Ashley Kopustas

Grade Level: 8

Date: March 7, 2016 Time:

Topic:

Poetry/Research: Pre-Assessment and Intro

2. Outcomes
Not Applicable Pre-Assessment Day
3. Learning Objectives
By the end of the lesson I, as the teacher, will be able to:

Determine where the students are at in their knowledge of poetry forms, figurative language, symbolism,
and more on student interest
Be able to plan an effective review lesson based on what the students need to know
4. Materials and Preparation
Pre-Assessment quiz/form
5. Lesson
Intro: introduce myself (from Calgary, school in Lethbridge, ELA teacher, family small, pets, like reading variety of
fiction mostly that which mirrors real-life events and real-life people but also historical fiction and some fantasy
fiction
Body: hand out pre-assessment form and give time to complete
Closing:
Collect forms and hand class over to TA to complete lesson
6. Learning Context
The Learners
(i) What prior experiences, knowledge and skills do the learners bring with them to this learning
experience?
Their previous experience with books, their experience with ELA classes in the past and poetry, and their knowledge
of their own life and interests
(ii) How will I differentiate the instruction (content, process and/or product) to ensure the
inclusion of all learners? If students are unable to complete the form I will suggest they complete just the info
about them section or give them additional time the next class to finish up
7. Assessment
I will go over the pre-assessment to determine where the majority of students are struggling or forgetting important
pieces and will take in to account student interest with the forms of poetry and poetry examples I choose to share
with the class.

Assignments/Other Handouts
Poet Research Assignment Handout
Name: ________________________________
DUE DATE: APRIL 22, 2016

Class:_____________

Grading: Please See Checklist

Part One: Selecting and Researching a Poet

You will choose a poet (if you need help come see Ms. Kopustas for suggestions)
and begin research on them
All important details about their life and their writing need to be included, see
checklist for some of the criteria
You must write a short but detailed piece on your research process. What was
your plan to find information at the beginning? Where did you find your
information? How did you choose what to include? How did you check the
credibility of your sources? Why did you choose the final project you did to
represent your learning? How is it an effective choice?

Part Two: Analysis

You need to find an example of poetry from your chosen author and include it in
your project
You will need to analyze this piece of poetry and include your analysis in your
final submission
Things to think about: Who is the audience? What is the purpose? What
figurative language is used? What symbolism is used and what does it mean?
What is the theme? What is the speakers tone? How does the form affect the
message of the poem? What do you notice about the line breaks? Is there a
pattern or rhyme scheme?
The poem you choose cannot be one that we have looked at in class (the poet can
be)

Part Three: Final Product

Once you have completed your research and analysis you will create a product
that shows what you have learned. It must be effective in showing what
knowledge you gained from your research.
It must show that you have put thought and effort in to your project
The product can be:
o Storyboard

o Script
o Essay
o Art Piece (with artists statement)
o
o
o
o
o

Movie/Short Film/Documentary
Short Story
Picture Book
Poem (with statement
Other MUST be approved by Ms. Kopustas

Additional Assessment Tools

Final Project Checklist
Research (30%)
Research contains correct information
Research notes submitted and follow logical organization*
Short but detailed description of the research process is included
Research includes proper MLA citation of multiple sources
All pertinent information about poet is included (name, where they
lived, types of poetry they write, awards they have won, birth/death
years, inspirations, etc.)
Analysis (30%)
An example of the poets work is included
There is an analysis of a poem by the poet that includes important
pieces we reviewed in class (symbolism, figurative language, choice of
form, sentence structure, audience, purpose, effectiveness, see
handout for other criteria)*
The analysis is cohesively written*
Grammar, spelling, and punctuation is correct
Final Product (40%)
Final product is from the list provided or received approval by Ms.
Kopustas before creation
Final product shows that thought and effort was put in to it*
Final product effectively demonstrates knowledge of the poet*
*means that the criteria is worth twice as much as the other points (ie.
correct information is worth 5% of project, logical organization is worth
10%)
Partial percentages may be awarded for a point that is only partially met.

Pre-Assessment
Name:____________________________

Class:____________________

Pre-Assessment Do your best, if you dont know an answer dont worry and skip it!
1.

2.

3.

4.

5.

6.

7.

8.

Her face is like a sunbeam, is an example of what type of figurative language?

a. Onomatopoeia
b. Metaphor
c. Simile
d. Personification
The tropical storm slept for two days, is an example of what type of figurative
language?
a. Metaphor
b. Personification
c. Simile
d. Hyperbole
"I had so much homework, I needed a pickup truck to carry all my books home!"
What type of figurative language is used here?
a. Hyperbole
b. Personification
c. Metaphor
d. Simile
Which of the following contains an example of allusion?
a. She is like the wind through my trees.
b. Life's a dance you learn as you go.
c. We're from the country and we like it that way.
d. As the angels sing an old Hank Williams song, time marches on.
What is a literary technique in which two contradictory words come together for a
special effect? For example, original copy or jumbo shrimp.
a. Simile
b. Oxymoron
c. Hyperbole
d. Metaphor
"Let us go forth and lead the land we love" contains an example of what type of
figurative language?
a. Simile
b. Onomatopoeia
c. Hyperbole
d. Alliteration
What is the colour white likely a symbol for?
a. Death
b. Anger
c. Isolation
d. Purity
What is a dove likely a symbol of?

a. The past
b. Energy
c. Peace
d. Fear
9.
When the whole story is a symbol it is called
a. Alliteration
b. Allegory
c. Allegiance
d. Allititory
10.
What is the colour yellow likely a symbol of?
a. Purity
b. Happiness
c. Fear
d. Peace
11.
What could the color red symbolize?
12.

What could a clock symbolize?

13.

Give an example of alliteration.

14.

Give an example of a simile.

Be honest with these questions, this will help me teach you effectively:
15.

Give an example or explanation for each of the terms you are familiar with (if
you dont know, leave it blank):
a. Acrostic
b. Ballad
c. Concrete poetry
d. Meter (in poetry)
e. Iambic pentameter
f. Blank verse
g. Free verse
h. Bio poems
i. Limericks

j. Narrative poetry
16.

What is your favourite book?

17.

What is your favourite genre of book and/or a theme you like in books?

18.

What hobbies or activities do you like to do?

19.

What do you want me to know about you?

20.

What do you want to learn more about in poetry this year?