ELA
Grade 8
Poetry Unit
Jamie | Taylor | Kinsley | Kaelei
General Learning Outcomes
➔ 1.1.3 Experiment with Language and Form—Experiment with memorable language to convey personal
perceptions, feelings, experiences, thoughts, and ideas in various forms.
➔ 2.1.1 Prior Knowledge—Make connections between previous experiences, prior knowledge, and a
variety of texts, and apply them to new contexts.
➔ 2.2.3 Appreciate the Artistry of Texts—Identify and describe techniques used to create mood in oral,
literary, and media texts.
➔ 2.3.1 Forms and Genre—Demonstrate appreciation for the appropriate use of various forms and genres
according to purpose, audience, and content.
➔ 2.3.5 Create Original Texts—Create original texts [such as descriptions, panel discussions,
impersonations, collages, timelines, documentary videos, journals or diaries...] to communicate and
demonstrate understanding of forms and techniques.
Essential Questions, Skills, & Understandings
Questions
Skills
Understandings
What is poetry?
Interpret poetry.
What is a haiku?
Analyze poetry.
There are many elements
within poetry.
What is rhyme scheme?
Write a haiku poem.
There are many different
genres of poetry.
What is meter?
Understand conventions
of poetry.
Poetry can be used to
express thoughts and
emotions.
Haiku Writing
Assignment
✓
Teach & discuss poetic conventions to
the class (rhyme scheme, meter, genre,
techniques, etc).
✓
Students will learn how to analyze poetry
through class discussion.
✓
Students will create their own Haiku
using StoryJumper.
✓
Students will use a rubric for self and
peer assessment.
✓
Students will have the opportunity to
present their Haiku to the class and
explain their thoughts and ideas.
Diagnostic
Reading poems from a variety of genres.
Asking questions to gauge students’
understanding of poetic conventions.
Assessment
Summative
Completed Haiku on StoryJumper and
self/ peer-assessment rubric
Formative
In class discussions, one-on-one
feedback, self-assessments, and peerassessments. Students will refer back to
the rubric to ensure they are meeting the
criteria.
Evidence of High Quality Assessment
Reliability
● Students will read multiple poems
● Students make their own StoryJumper
● Rubric is provided to the students
● Self-assessment/peer-assessment before handing in final copy for grading
Validity
● Online education website that allows students to create (StoryJumper)
● Teacher can assess each students haiku/poem appropriately
● Rubric to follow along
● Creating original poems will show the students understanding of the assignment
Fairness
● Everyone is treated with equality in mind
● Students have access to StoryJumper on the school computers
● Review rubric before hand with entire class
● Students are giving adequate time to do assignment
Each student is provided
with a school laptop to avoid
accessibility issues.
Voice-to-text and speechto-text are options for
students who may need.
Students are given the
choice to write about things
that are meaningful to them
and their culture.
Students may choose to
recreate an existing poem
into haiku form if they are
struggling with ideas.
Accommodations
& Modifications
References
Panadero, Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and selfefficacy: Four meta-analyses. Educational Research Review, 22, 74–98.
https://doi.org/10.1016/j.edurev.2017.08.004
Quinlan. (2012). A complete guide to rubrics assessment made easy for teachers of K-college (2nd ed..). Rowman
& Littlefield Education.
Rotsaert, Panadero, E., & Schellens, T. (2018). Anonymity as an instructional scaffold in peer assessment: its
effects on peer feedback quality and evolution in students' perceptions about peer assessment skills.
European Journal of Psychology of Education, 33(1), 75–99. https://doi.org/10.1007/s10212-017-0339-8