Through The Eyes of The Poet STG 3

Through The Eyes of
the Poet
Stage 3 1
What is What do I
poetry? know about How can I
a) Who is the audience poetry and organise my
and what is the the devices? ideas?
purpose of poetry?
b) How can I analyse
poetry?
Planning
Immersion
How can I convey
my ideas and
feelings through
literary devices?
Through The
Eyes of the Poet
How can I
- Key Concepts
share my Drafting
interpretation
s of poetry?
Publishing
Revising and
Editing What literary
devices can I
use to enhance
How can I What do I my writing?
creatively need to do What do I
publish my to edit my need to do to
work? work? revise my
work? 2
Unit Overview: Outcomes: Links to the Literacy
Learning Progressions
This unit explores poetry, why we create it and the different EN3-2A composes, edits and presents well-structured and Understanding texts
literary devices used to express ideas and feelings. coherent texts (UnT8–UnT9)
Students will look ‘through the poet’s eyes” to critically EN3-1A communicates effectively for a variety of audiences and
analyse and discuss their interpretations of poetry. Students purposes using increasingly challenging topics, ideas, issues Creating texts (CrT8–
will compose and publish a variety of poems to demonstrate and language forms and features CrT10)
their understanding of poetry and present this to their
audience considering voice. EN3-3A uses an integrated range of skills, strategies and Grammar (GrA5)
knowledge to read, view and comprehend a wide range of texts
in different media and technologies Spelling (SpG14)
EN3-5B discusses how language is used to achieve a widening
range of purposes for a widening range of audiences and Handwriting and
contexts keyboarding (HWK7–
HwK8)
EN3-6B uses knowledge of sentence structure, grammar,
punctuation and vocabulary to respond to and compose clear
and cohesive texts in different media and technologies
EN3-7C thinks imaginatively, creatively, interpretively and
critically about information and ideas and identifies connections
between texts when responding to and composing texts
EN3-9E recognises, reflects on and assesses their strengths as
a learner
Writing Lesson Scope and Sequence – Learning Intentions Links to other KLAs
Process
Immersion What is poetry?  CAPA – artworks, music, song
Who is the audience and what is the purpose of poetry? analyses, rhythm, metre, beat, poetic
How can I analyse poetry? language.
1. I understand that there are different forms of poetry  Science – Earth and Space
2. I can identify the different structural features of different forms of poetry  Grammar –Punctuation, vocabulary
3. I understand the intended audience and purpose for different forms of poetry embedded and linked to unit.
4. I can respond to poetry and describe how it makes me think/feel.  R2R and WOW
5. I can respond to mentor poems  Guided reading
3
Planning How can I organise my ideas? 
What do I know about poetry and the devices? Note: *Guided reading activities based on
6. I can generate ideas with sensory images for ordinary objects poetry – response to reading will be
7. I can look through the ‘Poet's Eyes’ to gather seeds and ideas for my writing. poetry card questions. ** Grammar and
8. I can brainstorm and grow my seeds when planning for poetry writing. punctuation lessons linked with explicit
Drafting / How can I convey my ideas and feelings through literary devices? teaching of literary devices such as
Writing What literary devices can I use to enhance my writing? adjectives, similes, imagery and metaphor
9. I can use adjectives to add detail, meaning and depth to my writing.
10. I can use line breaks and phrases to influence the sound and look of a poem.
11. I can add line breaks and stanzas to make my poems sound like music.
12. I can use personification as a literary device in my writing.
13. I can creatively publish my work in handwritten form.
14. I can creatively publish my work.
15. I can examine mentor texts to find intended purpose and poet’s voice.
Revising What do I need to do to revise my work?

and Editing What do I need to do to edit my work?
16. I can create a success criteria to scaffold my poetry
17. I can edit my own and others writing with an emphasis on stanzas, lines, pace, rhythm and
punctuation.
19. I can annotate the use of poetic techniques such as rhyme, repetition and structure (verse,
chorus, bridge).
Publishing How can I creatively publish my work?
How can I share my interpretations of poetry?
18. I can creatively publish my work digitally and share my interpretations of poetry.
19. I can annotate the use of poetic techniques such as rhyme, repetition, form and structure.
20. I can identify the language devices used to enhance meaning of songs.
21. I can reflect on the techniques and language devices use in the song I have chosen to
analyse.
22&23. I can discuss my annotations and provide feedback to peers on their work.
Pre-Assessment Task:
On demand pre assessment (30 min) – student choice of style e.g. Acrostic, Haiku, Ballad, Ode, Limerick, Shape Poem, Riddle. No restrictions
Post Assessment Task:
On demand assessment task – 30 minutes – write a poem (choice of form) to express an idea / emotion.
4
Through the eyes of the poet Stage 3
Copy and paste the relevant 8 Way symbol next to relevant activities. Key Concept 1:
What is poetry?- Immersion
Learning Learning Activities Assessment / Resources WOW/R2R

Intention / Success Criteria Links
Teaching Point
I can study the Modelled: Teaching and Engagement – Immersion Phase – Students can TeachStarter- Students
forms of poetry Introduction: Poetry is a very different text type. The purpose is to capture the recall some of Forms-of-Poetry- begin
to guide my own emotion of an event or some objector a person. Words are connected, but not the forms of Posters-with- gathering
writing. always in grammatically correct sentences. They are linked by meaning and poetry and the Annotations.pdf seeds in
emotion. Poetic language often rhymes, or has a natural rhythm that is best rules they follow. writers
captured when read aloud. notebook for
ideas and
Guided: Recap poetry writing process. Revisit forms of poetry with whole inspiration for
class – look at Forms of Poetry Posters and ask students to ‘Think, Pair, poetry –
Share’ any poems that they know – can they share which form they are in?
Lesson Sequence 1
could be in
brainstorm or
Independent: Watch the What is Poetry? Video. http://splash.abc. list form etc.
http://splash.abc.net.au/home#!/media/2116673/what-is-poetry net.au/home#!/m
edia/2116673/wh
Share time: Ask students: at-is-poetry
- What are some of the reasons why people might avoid reading and writing
poetry? Word wall.
- What comes to mind when you think about the ‘rules’ of poetry?
- How does the presenter in the video describe what constitutes poetry? Roald Dahl
Revolting
Begin development of word walls with students and add to this as unit Rhymes Jack
progresses and the
Beanstalk
Introduce students to a variety of poetry – Roald Dahl Revolting Rhymes
Jack and the Beanstalk Writers notebook
BEFORE READING:
5
Prediction Bingo (what will happen in the poem)
DURING READING: Making Connections
Does the poem remind you of anything you have experiences or another
poem or story, and in what way?
AFTER READING:
Complete prediction bingo.
Lesson Adjustments / Differentiation Registration and Evaluation

Vocabulary Strategic pairing where necessary
Poet, poetry,
emotion,
language.
Key Concept : What is poetry?- Immersion

Teaching Point
I can identify the Modelled: Students are Printed poetry Add any
different Display different forms of mentor poems from the PowerPoint – using another able to correctly forms from Forms newly
structural mentor poem, model and think aloud process for determining its form. Repeat identify and sort of Poetry discovered
features of this process with a second mentor poem. different forms of PowerPoint forms of
different forms poetry. poetry to
of poetry Guided: Bed in Summer previous
Lesson Sequence 2
Ask a student to come up and show and talk aloud as to how they would sort by Robert Louis brainstorm
a poem according to its characteristics. Stevenson page in
writer’s
Independent: Puppy And I notebook.
In small groups students analyse copies of rich poetry and sort according to by A.A. Milne
form and place sorted poems in piles on top of master poem
Selection of
Share time: mentor poems
Groups present their justifications/ reasons for sorting the poetry into the
forms they have chosen. Revisit PowerPoint

Vocabulary
6
Mentor poems,  Strategic grouping
justification,  Differentiated levels of poetry
characteristics,
analyse.
7
Key Concept :

Teaching Point
I understand the Modelled: Students provide Poetry Analysis R2R cards
intended Read / think aloud mentor poem – speculate on author and purpose – thoughtful and BLM
audience and remember there’s no right or wrong! meaningful
purpose for Guided: answers to Poetry PP
different forms questions from
of poetry  Mentor Poem – Alphabet Stew – Jack P BLM (at least
o What is this poem about? two sentences
o Who do you think this poem was written for? ( Kids, adults, per question).
other poets, experts)
o Why do you think the poet decided to write this poem?
(entertain, inform, evoke feelings, point of view, tell a story,
share knowledge, represent/reflect)
 Explain to the students that poems are usually written for a particular
reason (purpose), for a particular group of people (audience) about a
particular topic (context).
Lesson Sequence 3
Independent:
Provide students with a selection of mentor poems in different forms (from
PP)
Students work in pairs to answer:
o What is this poem about?

o Who do you think this poem was written for? ( Kids, adults,
other poets, experts)
o Why do you think the poet decided to write this poem?
Share time: Class discussion on poem displayed on board – students justify

and explain their answers – promote student feedback and differing points of
view.
PP of poems
8
Vocabulary  Strategic pairing where necessary
Purpose,  Differentiated levels of poetry
audience,
evoke, devices.

Teaching Point
I can respond to Modelled: Students  Students
poetry and Model mentor text poems – students pick one to talk about including what participate in write a
describe how it they like about the poem, what elements the author has used etc. global café and Digital copies and response
makes me justify/ share poetry books to to one of
think/feel. Guided: Teacher guides poetry discussion as student share their feelings and ideas for share amongst the
Lesson Sequence 4
ideas on their chosen poem in a global café (double circles moving around) choosing their class questions
poem. discussed
Independent: Watch Why Do We Create Poetry? My Country – in share
http://splash.abc.net.au/home#!/media/2118089/why-do-we-create-poetry- Dorethea time e.g.
Mackellar what are
Share time: Ask students: Waltzing Matilda some of
 What are some of the reasons for writing a poem? – Banjo Paterson the
 What should you do when you read a poem for the first time? The Melbourne reasons
 What might you need to think about if you wanted to write a poem of your Cup – Slim Dusty for writing
own? https://australiant a poem?
Immersion Phase –TUNING IN: (Refer to PowerPoint – Elements of Poetry) eacher.files.word
- Display and discuss slide 4 (Tuning In – What is a Poem?). Encourage press.com/2011/
students to share any thoughts of prior knowledge about poetry. 10/best-loved-
9
- Read slides 5-9. Discuss whether students consider these to be poems aussie-poems-
and why. ballads-songs.pdf
- Once the poems have been discussed ask students:
- What did the texts we considered to poems have in common? Goldilocks and
- What was different about the texts we did not consider to be poems? the three bears –
- Is it possible to define poetry? Revolting
Rhymes
Place students into pairs. Using the ideas from the tuning in activity,
encourage each pair to write a one sentence definition of what constitutes
poetry. (5 minutes) http://splash.abc.
Partner Talk / interaction net.au/home#!/m
Use mentor poems and have students pick one poem to report back to the edia/2118089/wh
class on – Global Café – double circle moving around. y-do-we-create-
poetry-

Vocabulary  Differentiated levels of poetry
Rhythm, rhyme,
onomatopoeia.

Teaching Point
I can respond to Modelled: Using R2R R2R cards Using R2R
mentor poems. Teacher uses mentor text and models responding to reading cards – Teacher cards students cards
Sequence 5
student hot seat – choose a student to ask one of the question cards to the write a quality Sick by Shel students
Lesson
teacher – teacher models writing a quality response on the board. response to Silverstein write a
mentor poem. (document at quality
bottom of unit) response to
Guided:
10
In pairs students are given a response to reading card to perform student to https://www.famil mentor
student hot seat. yfriendpoems.co poem.
m/poem/sick-by-
shel-silverstein
Independent:
Distribute a range of cards (e.g. 4 of each throughout the class) – one card
per child. All students will be responding to the same poem
Share time:
Students with the same card share their differing response by all standing in
front of class to present answers.

Vocabulary
Interpretation,  Differentiated levels of poetry
alliteration.  Carefully selected question cards for students according to ability
 Assessment – length of written response dependent on ability
 Talk to text app for students who require additional support
Copy and paste the relevant 8 Way symbol next to relevant activities.
Key Concept: Planning How can I organise my ideas? /What do I know about poetry and the devices?
11
Teaching Point
I can look Students gather Heart map Complete
through the Modelled: Gathering seeds – teacher models both the ‘heart map’ and the’ 5 a minimum of 5 Heart map
‘Poet's Eyes’ to doors of poetry’ idea development methods for the whole class. ideas/seeds for 5 doors of poetry and
gather seeds possible poetry 5 doors of
and ideas for Guided: Teacher provides topic prompts for reluctant writers – teacher moves topics N.B. The Pobble 365 poetry written
my writing. around room to identify that students are on the right track and provide majority of pieces.
guidance where necessary. students are
expected to fill Writers
Lesson Sequence 6
Independent: Gathering seeds – Using heart map -what is important to the their heart maps. notebooks
student and why?
Additional objects
Share time: Students pick their favourite/strongest topic and discuss with a for class to
shoulder partner why they think this topic will work well in poetry form – adjust observe.
choice if necessary.

Vocabulary  Talk to text app to get down ideas
 Scaffolded ideas for reluctant writers
 Scaled requirement of written ideas depending on ability
Personification.

Teaching Point
12
I can brainstorm Modelled: Students Word Web Students use
and grow my Growing seeds – teacher chooses a poetry topic to brainstorm and models for develop poetic brainstorming poem
seeds when class effective brainstorming techniques for poetry writing (e.g. word web). interpretations of sheet. drafting sheet
planning for Teach that poets generate ideas for poems from feelings, everyday everyday to refine
poetry writing. experiences and from observing the world around them. objects. Everyday objects ideas
Students begin e.g. apple, clock, developed in
Guided: developing and cup. brainstorm.
Students sit in a circle to play a game to practice looking at everyday objects topics for their
through a poet’s eyes. Teacher shows an everyday object - students observe poetry writing.
silently at first with their poet’s eyes. Teacher then passes the object to the
first student to share their interpretation through a poet's eyes - share an
apple for example - it’s a worm’s mansion, it’s a poison apple to put a
Lesson Sequence 7
beautiful princess to sleep, it’s the last apple in Australia and is being fought
over!
Independent:
Students choose and object and develop a word web on the object.
Share time:
Students think pair share and discuss the words and ideas they came up with
for their object.

Vocabulary
Generate – Add  More scaffolding for students requiring support – e.g. small group with
any interesting teacher to complete word web brainstorm.
words students  Speech to text app.
come up with to  Extension students to include literary devices they will use in
word wall. brainstorm
13
Teaching Point
8 I can generate Take students on a nature walk for inspiration and to collect one object to Students Students will
ideas with bring back to class to observe. demonstrate the Object e.g. a brainstorm in
sensory images ability to analyses feather their writer’s
for ordinary Modelled: Show students how to get ideas for poems by using the 5 senses an object using notebooks
objects to really observe something e.g. a feather – Seeing: it is brown and white with their senses by Senses about a
some flecks of tan – this makes me wonder what type of bird it came from… recording ideas on recording second object
why did it fall off? Is the bird okay? Record ideas on recording sheet. senses observation sheet using their
Touching – it feels soft and like it could tickle, it makes me feel calm. When I sheet. senses.
smell it I close my eyes and can smell the gum tree the bird once sate in and
the fresh air blowing through the birds wings. Hearing – I can hear the birds
call and its wings flapping as it flies through the sky – I cannot use my taste Writers
sense on this object as it could have some germs that would make me sick. notebook
Did you see how I used my senses to observe this feather? It gives me ideas
to write my poem.
Guided:
Students use senses to observe an object collected from nature walk on
senses recording sheet.
Share some student examples with class and make them aware that these
can be used to create some fantastic poetry.
Independent:
Display a number of objects for students to observe. Students will brainstorm
in their writer’s notebooks about a second object using their senses.
Share time:
Select some students to share their favourite observations with the class.

Vocabulary
Sensory  More scaffolding for students requiring support – e.g. SLSO to move
Senses around with identified students on nature walk.
 Speech to text app.
14
Key Concept: Drafting/Writing: How can I convey my ideas and feelings through literary devices? / What literary devices can I use to enhance my
writing?

Teaching Point
I can use Modelled: Students Observing Students
adjectives to Teacher displays picture of object on smart board and models adding develop a Everyday Objects choose an
add detail, adjectives minimum of 6 using our 5 object that
meaning and adjectives to senses and our they will write
depth to my describe their poets eyes – about in their
writing. Guided: object. Students sheet. poem. They
Teacher displays second image on IWB and selects students to add justify why the develop a list
adjectives that they have come up with through a “think, pair share” partner. chosen of adjectives
Lesson Sequence 9
adjectives are that will

Independent: effective in poetically
Students take picture on iPad using pic collage and add adjectives. Seeing adding poetic describe this
through the poets eyes to add detail. meaning to the object.
object.
Share time:
Choose some students work to upload and display for class to see – students
reflect and share with the class about how the adjectives used add meaning
and depth to the image.

Vocabulary
15
Adjectives  More scaffolding for students requiring support – e.g. small group with
teacher to complete word web brainstorm.
 Speech to text app.
writing?

Teaching Point
10. I can use Using line breaks and phrases to influence the sound and look of a poem. Students Little Brown Students
line breaks and manipulate their Seeds – written manipulate
phrases to Modelled: We’ve been observing objects using our 5 senses and our poet’s own poem to in two ways. their own
influence the eyes. Now you are ready to think about really writing poems – today I want to include line poem to
sound and look teach about another ingredient to make a poem – that is music! Poets give breaks and Plain Old Rock – include line
Lesson Sequence 10 & 11
of a poem. poems their own special music by using line breaks or phrases when they stanzas. cut up for class to breaks and
write. One way to give our poems music is to divide our words into lines that manipulate. stanzas.
11. I can add go down the paper – demonstrate column like structure.
line breaks and Watch me use the poem little brown seeds without any line breaks – read Blank paper.
stanzas to make poem in blah kind of way to show this doesn’t work.
my poems When I read the poem out this way the layout on the page tells me to read it
sound like just like I’m talking to you. Because all of the words go across the page I read
music. this like I’m telling you about a plant growing – it’s like blah, blah, blah – not
much music here!
Now watch me read with line breaks and notice the difference.
Discuss why the line breaks support the meaning and influence your reading.
When the author divided the words into lines they are telling me how to read
the poem. Writers use line breaks to turn the poems into music
16
Guided: Students will think about the poem Plain Old Rock and how it could
be written to help the readers turn the poem into music. Students think pair
share as to how they would re write the poem – teacher guides student
thinking.
Teacher asks for examples from students and rearranges poem accordingly –
when class is satisfied with new arrangement, read poem with line breaks.
Independent:
Students manipulate their own poem to include line breaks and stanzas.
Read poems over to themselves to see if it sounds right.
Share time: Have some exemplar students share their work.

Vocabulary
Line breaks
Stanzas
writing?

Teaching Point
I can use Modelled: Students apply Art paper In writers
Lesson Sequence
personification Personification – writing from perspective - Teacher demonstrates creative personal nature Art supplies e.g. notebook
as a literary art/poetry lesson – Teacher folds a piece of art paper in quarters and informs or human crayons, pastels, students
device in my students that they will represent each of the seasons in each quarter - revise characteristics to coloured pencils. personify the
12
writing. focus on senses for inspiration. Teacher demonstrates personification by something non- season they
reading ‘City Jungle’ poem to students as an example. human, or they Brennex circles. have chosen
represent an and turn it
Guided: Students play verbal tennis with a shoulder partner, they say a word abstract quality Writers into a Haiku.
associated with a certain season and their partner must respond with an in human form. notebooks
17
associated word, thus generating ideas for both the drawing and writing
component of the independent session.
Independent:
Students are given a selection of mediums e.g. crayon. Pastel, pencils and a
piece of art paper. Students fold art paper in quarters and begin representing
each of the seasons in each quarter. Students then choose their favourite
quarter of their artwork as inspiration for their writing. In writers notebook
students personify the season they have chosen e.g. I am summer, I am the
sun gazing down on the people below, I am the ocean slapping children on
the back and throwing them onto the shore, I am ice cream cheekily running
away from the children trying to munch me up! I am summer. Students then
create a Haiku from the personification exercise, publish onto brennex circles
and attach to the corner of the seasons artwork for display.
Share time: During writing of personification and haiku choose some

exemplar students to share and model to class.

Vocabulary
Personification  Small group setting with teacher /SLSO for students who require
Haiku additional support
Perspective  Reduced amount of writing – e.g. Just personify (don’t turn into Haiku)
 Extend by requiring two season to be personified and turned into
Haiku.
Key Concept: Publishing How can I creatively publish my work? / How can I share my interpretations of poetry?

Teaching Point
18
I can creatively Modelled: Students Art and craft Students
publish my Publishing – teacher shows examples of some pieces of creatively published represent their supplies. read each
work. poetry. poetry in a other’s
creative way – Examples of poems and
Guided: this must be creative give a written
Teacher guides students in choice of their best/favourite piece to publish and hand written in a publishing response to
works with class to brainstorm imagery for their artworks. legible style. their peers in
Lesson Sequence 13 & 14
https://www.pinte the form of 2

Independent: Students are provided with a selection of mediums to publish rest.com.au/pin/5 stars and a
their pieces – in handwritten form e.g. Bee, Daisy etc. with poem written 43950461225747 wish.
inside. 099/
Share time: Share and discuss example – display in classroom.

Vocabulary
Imagery Extra scaffolding and support where required
Key Concept: Revising and Editing What do I need to do to revise my work? /What do I need to do to edit my work?

Teaching Point
I can examine Modelled: Students Mentor texts Students are
Examining mentor texts for the composer’s intended purpose by exploring the
Sequence
mentor texts to present their used throughout to highlight

Lesson
find intended poet’s passive and active voice e.g. angry, calm, happy, and other attitudes word wall/phrase unit so far. key words
15
purpose and expressed within the poem. wall to class. and

poet’s voice. Teacher will model how to reflect on the effectiveness of voice through a examples of
mentor poem, focussing on the strength of language to express emotion.
19
Guided: the poet’s
In small groups of 2-3, students will be provided with mentor poem to voice
examine and reflect upon the poet’s voice. Students are to highlight key
words and examples of the poet’s voice. Students will then annotate
effectiveness of the poet’s voice. Groups share with the rest of the class their
findings.
Independent:
Students creatively produce a word wall/phrase wall of strong emotive
language.
Share Time:
Students present their word wall/phrase wall to class.

Vocabulary
intended
purpose Strategic grouping to allow for peer learning
examine

Teaching Point
I can create a Modelled: Class brainstorms the purpose and effectiveness of poetry voice Students edit Word document Students
Sequence
success criteria and techniques to create a success criteria to scaffold their poetry. Using a their poetry to create success revise their
Lesson
to scaffold my previously constructed poem, the teacher will model how to revise the ideas according to criteria poems based
16
poetry expressed within the poem based on the newly created success criteria. success criteria on success
Guided: criteria.
20
In pairs, students share and revise each other’s poems using the created Success criteria Students
success criteria with a focus on two strengths and an area of improvement (2 template as provide
stars and a wish concept). example feedback and
Independent: respond to
Individually, students revise their poem based on the success criteria and reading of
feedback from partner. partner’s
Share time: Students go back to partner to show the improvements made poetry.
based on success criteria and feedback. This partnership will then combine
with another pair to share their revised poems.

Vocabulary
Criteria
feedback Strategic pairing
Teacher/slso supports identified students in small group

Teaching Point
I can edit my Modelled: Students edit poetry editing Students
Sequence
own and others Using a quality mentor text and poetry editing checklist students identify key their writing to checklist provide
Lesson
writing with an structural and grammatical features of the effectiveness of a poem with an create an verbal
17
emphasis on emphasis on stanzas, lines, pace, rhythm and punctuation. effective piece of a student’s poem responses
stanzas, lines, Teacher, uses professional judgement to select a student’s poem to edit as a poetry. and
pace, rhythm class focusing on above key concepts. justifications
21
and My Country – of student
punctuation. Guided: In pairs, students share and edit each other’s poem using poetry Dorethea poems that
editing checklist. Mackellar are read to
Waltzing Matilda the class.
Independent: Individually, students edit their poem using poetry editing – Banjo Paterson
checklist. The Melbourne
Cup – Slim Dusty
Share: https://australiant
Teacher asks for student volunteers to share their edited poems to class. eacher.files.word
press.com/2011/
10/best-loved-
aussie-poems-
ballads-songs.pdf

Vocabulary
stanzas, lines,
pace, rhythm Strategic pairing
Focus on two key editing feature for students requiring support
Key Concept: Publishing How can I creatively publish my work? / How can I share my interpretations of poetry?

Teaching Point
I can creatively Modelled: Teacher displays quality and creatively published poems to inspire Using a digital Computer lab
Sequ
ence
Less
on
18
publish my work students and as an example of task expectations for published pieces. format, students
and share my creatively
22
interpretations Independent: Using a digital format, students will creatively publish their publish their Examples of
of poetry. poem making sure to incorporate features such as clip art, background, voice poem making creative
recorded, etc. sure to publishing
Share Time: incorporate
Celebration of published poetry with a poetry walk (can be held at an features such as https://www.pinte
appropriate time). clip art, rest.com.au/pin/5
background, 43950461225747
voice recorded, 099/
etc.
Vocabulary
Key Concept :

Teaching Point
I can annotate Modelled: Students Song Lyrics Students
the use of poetic Using mentor song, students annotate the use of poetic techniques such as correctly identify create and
techniques such rhyme, repetition and structure (verse, chorus, bridge). the poetic High Hopes write an
as rhyme, Guided: techniques used additional
Don’t you worry
Lesson Sequence 19
repetition, form In small groups, students use another mentor song to identify the techniques in the songs. verse for one
and structure used. about a thing – of the songs
(verse, chorus, Independent: Stevie studied.
bridge). Students are provided with a song to identify the techniques used. (Year 6 Wonder/Sing
end of year theme song) movie
Share:
As a class, students state structural techniques and examples they found in And the band
their song. played waltzing
matilda – Eric
Bogle
23
Vocabulary
annotate  Focus on one to two verses for students of lower ability
 Provide additional song for analyse to extend students
Key Concept :

Teaching Point
I can identify the Modelled: Analyse the song from the previous lesson with a focus on Students Use the same 3 Students
language language devices (e.g. similes). correctly identify songs from write/create
devices used to Guided: similes, previous lesson some
enhance In small groups, students use another mentor song to identify the language metaphors, examples of
meaning of devices used. personification, language
songs. Independent: imagery, diction devices they
Lesson Sequence 20
Students are provided with a song to identify the language devices used. (word choice). could use to
(Year 6 end of year theme song) enhance their
Share: writing.
As a class, students state structural techniques and examples they found in
their song.

Vocabulary
 Posters displaying definitions of language devices to assist students in
identifying devices
Key Concept :
24
Teaching Point
I can reflect on Guide students to choose an effective song that has significance to them. Students Student song Students
the techniques Reflect on the techniques and language devices explored in the previous correctly identify choice select their
and language lesson. techniques and favourite
devices use in Independent: Students choose their song on iPad. They need to take a language Ipads with pic device from
the song I have screenshot and paste song lyrics into pic collage to analyse and annotate the devices explored collage app the song and
chosen to poetic devices used within song. in the previous create their
Lesson Sequence 21
analyse. lesson. own

examples
based on
this.

Vocabulary
Key Concept :

Teaching Point
I can discuss Continuation of lesson 20 Students Feedback sheet Students
Lesson Sequence 22 &
my annotations effectively develop a

and provide Modelled: Teacher scaffolds with mentor poem how to effectively discuss discuss their two starts
feedback to their song choice and explain their annotations in a sharing circle. Model how song choice and and a wish
peers on their to use feedback sheet. explain their template that
23
work. Guided: Selected students demonstrate how sharing circle will work as well annotations in a they can use
as how to effectively share their song and annotations using feedback sheet. sharing circle. to give
Independent: In a whole class sharing circle, students effectively share their Students provide feedback to
song and annotations giving feedback as they move around the circle. Using feedback to peers.
others.
25
a feedback sheet, students record presenter’s name, song and one piece of
feedback.
Share time: students share one piece of feedback from their feedback sheet
with the class.

Vocabulary
annotations
 Peer mentoring through strategic seating in sharing circle
 SLSO support where needed
 Small group mentoring with teacher
26
Sick
By Shel Silverstein
“I cannot go to school today,"

Said little Peggy Ann McKay.
“I have the measles and the mumps,
A gash, a rash and purple bumps.
My mouth is wet, my throat is dry,
I’m going blind in my right eye.
My tonsils are as big as rocks,
I’ve counted sixteen chicken pox
And there’s one more--that’s seventeen,
And don’t you think my face looks green?
My leg is cut--my eyes are blue--
It might be instamatic flu.
I cough and sneeze and gasp and choke,
I’m sure that my left leg is broke--
My hip hurts when I move my chin,
My belly button’s caving in,
My back is wrenched, my ankle’s sprained,
My ‘pendix pains each time it rains.
My nose is cold, my toes are numb.
I have a sliver in my thumb.
My neck is stiff, my voice is weak,
I hardly whisper when I speak.
My tongue is filling up my mouth,
I think my hair is falling out.
My elbow’s bent, my spine ain’t straight,
My temperature is one-o-eight.
My brain is shrunk, I cannot hear,
There is a hole inside my ear.
I have a hangnail, and my heart is--what?
What’s that? What’s that you say?
You say today is. . .Saturday?
G’bye, I’m going out to play!”
Source: https://www.familyfriendpoems.com/poem/sick-by-shel-silverstein
27
28

Through The Eyes of The Poet STG 3

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Through The Eyes of The Poet STG 3

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Through The Eyes of

Revising What do I need to do to revise my work?

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Key Concept : What is poetry?- Immersion

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

Students work in pairs to answer:

o What is this poem about?

Share time: Class discussion on poem displayed on board – students justify

Key Concept : What is poetry?- Immersion

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Key Concept : What is poetry?- Immersion

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

adjectives are that will

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

Share time: Have some exemplar students share their work.

Learning Learning Activities Assessment / Resources WOW/R2R

Share time: During writing of personification and haiku choose some

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

https://www.pinte the form of 2

Share time: Share and discuss example – display in classroom.

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

mentor texts to present their used throughout to highlight

purpose and expressed within the poem. wall to class. and

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

Learning Learning Activities Assessment / Resources WOW/R2R

Learning Learning Activities Assessment / Resources WOW/R2R

Lesson Adjustments / Differentiation Registration and Evaluation

analyse. lesson. own

Lesson Adjustments / Differentiation Registration and Evaluation

Learning Learning Activities Assessment / Resources WOW/R2R

my annotations effectively develop a

Lesson Adjustments / Differentiation Registration and Evaluation

“I cannot go to school today,"

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