Poetry Unit
Tanya Winship
UBC Teacher Candidate
Tanya Winship |1
Table of Contents
Unit Rationale
Guiding Goals
Assessment
Cross-Curricular Connections
Unit Timeline
Unit Overview
Extensions and Adaptations
2
2
2
4
6
7
20
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Poetry
Grade Level: 4/5
Timeline: 3 weeks
Unit Rationale
This poetry unit is meant to meet a number of Language Arts Prescribed Learning Outcomes for both grade 4
and grade 5 students. Poetry, however, is often overlooked or faces prejudice. My goal for this unit was
twofold: first, I wanted students to love poetry and understand that it doesn’t have to be rigid and structured,
that poetry is about expressing feelings and emotions (and not just “love”); second, that anyone can write
poetry and that we may even do it subconsciously. The unit aims to include collaborative and co-operative
activities that get students writing poetry without knowing they are do so and with little effort. While the unit
will have some lessons that explore structured poetry, students will have freedom of topics and can express
their work however they choose. A poetry slam will wrap-up the unit and help build the excitement of
creating and sharing poetrmy. Students will be invited to share their writing with their classmates and other
classes may be invited.
Guiding Goals
This unit will be primarily a Language Arts-based unit, but there will be several projects that incorporate Art
into the lessons. The guiding goals for this unit have been taken from the BC Ministry of Education curriculum
document.
B11 explain how structures and features of text work to develop meaning, including literary devices (e.g., imagery,
sensory detail, simile, metaphor)
C3 write a variety of imaginative writing for a range of purposes and audiences, including poems modelled from
literature
Assessment
Poetry is a difficult thing to assess as it has so much meaning behind it. Assessment, however, is required for this unit. In
an effort to make it fair and accessible for all students, assessment will largely be based on an observational approach
and a formal self-evaluation that will take place at the end of the unit. Students are required to participate in all
activities or to make up work. The completion of the poetry journey journals is essential. Students must submit all the
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poems requested. A checklist will accompany the journal so each student knows what is required of them. The journals
will be given a mark based on completion; there will be a minimum of 2 in-class work periods to catch up and edit
poems. Students will choose three poems to discuss in a conference at the end of the unit, students should be
prepared to explain why they wrote this particular poem and describe the process. Of those, students will choose one
poem with which to receive a mark. These poems will be marked according to a rubric built on the Performance
Standards (stated below). Students will be given this rubric in advance and should choose accordingly.
Meaning in “Performance Standards”/Ideas in “Traits of Writing.”
The writing/representation:
– makes sense and develops clear, focussed ideas which may be imaginative and original
– narrows and focusses a topic
– includes well-developed paragraphs with sensory detail that creates meaning for the reader; poetry uses sensory
detail and follows the pattern provided
– may include pictures that enhance the main ideas but are not necessary for comprehension
Style in “Performance Standards”/Sentence Fluency, Word Choice and Voice in “Traits of Writing.”
The writing/representation:
– includes a deliberate choice of word order within a sentence or line of poetry, for effect
– emulates elements of style from literature, visuals, or from a poetic form
– experiments with new and different words with some success and uses some words for specificity (e.g., content words,
powerful verbs, adjectives, adverbs)
– shows a clear sense of audience; engages the reader and creates an emotional impact
– uses literary devices (e.g., similes, metaphors, alliteration)
– demonstrates some sense of individuality
Form in “Performance Standards”/Organization in “Traits of Writing.”
The writing/representation:
– uses genre or form appropriate to purpose and audience
– uses text structures appropriate to form or genre
– develops a complete plot, with characters, settings, problems, events, and resolutions
– uses an extended range of connecting words to combine ideas strategically, and to indicate comparisons,
sequence, and describe cause and effect relationships
– reads smoothly
– includes a thoughtful and expressive title
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Cross-Curricular Connections
Language Arts
Prescribed Learning Outcomes
It is expected students will be able to…
Suggested Achievement Indicators
A12 recognize the structures and patterns of language in
oral texts, including
– literary devices
– sound devices
– structural sequencing cues
– idiomatic expressions
 recognize and use literary devices (e.g., simile)
reproduce the rhythmic pattern when reciting a poem
recognize and create alliteration
identify the language patterns heard in a poem (e.g.,
verse and refrain)
identify and use structural sequencing cues (e.g., to
begin, in conclusion)
understand idiomatic expressions and use them to
enhance speaking and/or writing
 read grade-appropriate literary texts independently
and collectively (e.g., choral reading, readers’ theatre),
with accuracy, comprehension, and fluency, including
expression and phrasing
demonstrate comprehension by making comparisons
and connections (text-to-text, text-to-self, and/or text-toworld)
draw comparisons among texts and among genres
identify and discuss, citing specific words or phrases,
how images, rhyme schemes, rhythmic patterns, and
themes contribute to effective poetry
engage in choral reading and readers’ theatre with
fluency, expression, and comprehension
use ‘text features’ (e.g., punctuation, dialogue,
phrasing) as an aid when reading aloud
B1 read fluently and demonstrate comprehension of a
range of grade-appropriate literary texts, including poems
that make use of literary devices
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B11 explain how structures and features of text work to
develop meaning, including literary devices (e.g.,
imagery, sensory detail, simile, metaphor)
C3 write a variety of imaginative writing for a range of
purposes and audiences, including poems modelled from
literature, featuring
– well-developed ideas through the use of supporting
details especially interesting sensory detail
– sentence fluency through a variety of sentence lengths
and patterns, with increasing fluidity
– effective word choice by using engaging figurative and
sensory language
– a voice demonstrating an emerging sense of
individuality
identify some literary devices, including rhyme, rhythm,
alliteration, imagery, sensory detail, simile, metaphor, and
idiomatic expressions
identify the key elements of various genres (e.g.,
poems, short stories, novels, advertisements)
identify and understand some idiomatic expressions
and understand their value
 create a variety of imaginative writing (e.g., expressive
writing such as scripts, poems, short stories, passages,
various multimedia forms, and may include impromptu
writing) that demonstrates the following criteria
Art
Prescribed Learning Outcomes
It is expected students will be able to…
Suggested Achievement Indicators
A5 create 2-D and 3-D images
– to communicate ideas, experiences, and stories
– to illustrate and decorate
 create images to communicate an idea (e.g., love,
freedom, anger)
 apply appropriate image-development strategies to
create images that decorate
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Unit Timeline
MONDAY
TUESDAY
Mar. 31st – Lesson 3:
Imagery
April 1st – Lesson 4:
What is poetry?
April 6th – Lesson 8:
Cinquains
April 13th – Lesson
13: Concrete Poetry
April 7th – Lesson 9:
Limericks
April 14th – Lesson
14: Free Write
WEDNESDAY
April 2nd – Lesson 5:
Auto-biographical
Poems
April 8th – Lesson 10:
Catch-Up
April 15th – Lesson
15: Poetry Slam
THURSDAY
Feb. 27th – Lesson 1:
Introduction to
Poetic Devices
Mar. 6th – Lesson 2:
Literary Elements in
Poetry
April 3rd – Lesson 6:
Acrostic Poems
April 9th – Lesson 11:
Narrative Poetry
April 16th –
Conferencing
FRIDAY
April 4th – Lesson 7:
Haikus & Syllables
April 10th – Lesson
12: Found Poetry
NO SCHOOL
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Unit Overview
1
Topic
Learning
Outcomes
(SWBAT)
Introduction
to Poetic
Devices &
Literary
Elements
- name and
identify a number
of poetic devices
and, with support,
define them
- connect the
devices to their
existence in
poetry
Activities
Read the poem, “The Fall” aloud to the
students.
Ask students what they thought about the
poem. What did they notice? Was it easy
to understand? Were they any hidden
meanings?
Lead the discussion to talk about poetic
devices. (Assess what they know)
Introduce concept of literary
elements/poetic devices. See how many
they can name.
Cue card literary elements game
(purple/yellow cards – one has element
and its definition, the other has an
example). Each student receives one
card, the goal is to find their partner.
After all pairs have been found, ask
students to share their device and
example.
Materials
- “The Fall”
poem (copies
for all students)
- set of purple
cue cards with
poetic devices
and definitions
- set of yellow
cue cards with
examples
- answer key
Assessment
Teacher
observation of
activity and
engagement
Self-evaluation
during activity
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Topic
2
Literary
Elements in
Poetry
Learning
Outcomes
(SWBAT)
- highlight poetic
devices in a given
poem
- name and
define a number
of poetic devices
Activities
Share with students the purpose of the
lesson: to get students to understand how
to use poetic elements, what they are,
and get them excited about using them in
their poetry writing.
Re-read the poem “The Fall” as a class.
Now that students have been introduced
to formal definitions of each poetic
device, ask students to highlight any
poetic devices they find. Discuss as class.
Read or share a video recording of “The
Raven.” What is the poem about? Provide
some examples of poetic devices in the
poem (ask the students for
guidance/ideas).
Divide the class into groups of 4. Give
each group a copy of “The Raven.” The
group’s task is to find as many poetic
devices as they can. Students should read
through the poem together and work
collaboratively.
3
Introduction
to Poetry:
Imagery
- explain what
imagery is and
how it is used in
poems
Come back together as a class and see
how many literary devices we can find
together.
Read a poem with a lot of imagery. Ask
students to share their thoughts on how the
poem made them feel. What senses did
the poem evoke?
Materials
Assessment
- “The Fall”
poem (copies
for each
student)
- highlighters
(each student
should have
some – bring
extra!)
- video of “The
Raven”
- SMARTBoard
or overhead
- list of poetic
devices
(copies for
each student)
- writing tools
Teacher
observation of
contribution to
discussion and
group work
- imagery
poem
Teacher
observation of
contribution to
Submission of
poem with
highlighted
poetic devices
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Topic
Learning
Outcomes
(SWBAT)
- describe a scene
using imaginative
or sensory
language (in one
sentence)
Activities
Show students a number of images/scenes
(natural landscapes). Ask students to share
how it made them feel. Alternatively, pick
an emotion and ask students to pick the
image that reminds them most of that
emotion.
Discussion: Images and poetry both evoke
emotions. We can use poetry to express
the emotions we see in imagery or create
imagery to express the emotion of poetry.
Divide the class into 6 groups. Give each
group an image. The students each need
to write a thought on a sticky note and put
it around the image (which will be on a
poster board). After each student has
shared a thought, they should arrange the
thoughts in whatever way they want. This is
the “first stanza.” Students will rotate to the
next group and repeat the process. Do this
until all groups have shared thoughts on all
6 images.
When students are back in their original
group, they will then share their “poem”
with the class. Explain to students that they
just worked collaboratively to create
poems. Discuss the process and how the
students felt about it.
Materials
- set of
landscape
images
- 6 core
images (lots of
emotion/
imagery)
- sticky notes
- poster board
(6 sheets)
- writing tools
Assessment
activity and
discussion
Completion and
thoughtfulness
of the sticky
note
Self-assessment
of their
contribution to
the group
activity
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Topic
4
Learning
Outcomes
(SWBAT)
Types of
- contribute to
Poetry: What classroom
is poetry?
discussion
- name a number
of different types
of poetry
5
- name a number
of poetic
structures and use
this knowledge to
illustrate a title
page
Auto- use descriptive
biographical adjectives to
Poems:
describe
Working with themselves or
Descriptive
others
Adjectives
- using an outline,
compose an
auto-biographical
poem about
themselves
Activities
Review the poetry that we did last week.
Emphasize that the poetry we created
may not have rhymed, did not follow a
specific form, or style. Discussion: So what
IS poetry? Brainstorm types of poetry.
Show students a series of poems (haikus,
cinquains, auto-biographical, concrete,
found). Explain to students that we will
create a series of poems over the next few
weeks.
Create a title page for students’ poetic
journey journals.
Discussion: Poetry often uses descriptive
language. What part of speech is
descriptive? Brainstorm descriptive
adjectives. Provide a list of ideas students
may use.
Share an auto-biographical poem about
myself. Break the poem down into pieces
and aspects.
Provide students with an outline of how to
write an auto-biographical poem. Give
students time to write their own poem.
Time permitting, students should then
transfer the poem onto a good piece of
paper and illustrate. Make sure the poem is
Materials
Assessment
- presentation
of a number of
poems
- SMARTBoard
- plain paper
(8.5x11)
- colouring
tools
Contribution to
discussion
(teacher
observation/selfassessment)
- autobiographical
poem
- lined paper
- writing tools
- pencil
crayons
Contribution to
discussion
(teacher
observation/selfassessment)
Completion of
title page
Completion of
autobiographical
poem
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Topic
6
Acrostic
Poems:
Connecting
Words
Learning
Outcomes
(SWBAT)
- work as a group
to create a
finished product
- find words that
start with specific
letters and work
with those to
create a poem on
a specific theme
- use this
knowledge to
compose their
own acrostic
poems
Activities
put into their journal. Ask any students who
wish to share their poems.
Break students into 6 groups. Give each
group a poster board with a word on it
(written vertically, one letter at a time). Tell
them to write the first word that comes to
mind that starts with each letter. Ask each
group to share their poems.
Explain to the class that they have just
written an acrostic poem. Provide an
example that adds in connecting each
new word to the original word. Share this
poem in order to convey the concept of a
“unified poem.” Students should
understand that words on their own do not
necessarily make a poem; we need to
connect our thoughts and ideas.
On the other side of the poster board, the
same word will be written. Ask students to
repeat the exercise, keeping in mind the
idea of connections and unity. Ask each
group to share their new poem and how
the poem changed. Collect posters and
display in classroom.
Students will return to their seat and need
to write an acrostic poem using the letters
of their name. After students have
Materials
- poster board
(6 sheets) with
words written
on the front
and page
(vertically, one
at a time)
- markers
- writing tools
- lined paper
- pencil
crayons
Assessment
Teacher
observation of
contribution to
discussion
Self-assessment
of group activity
Completion of
group acrostic
Completion of
name acrostic
Completion of
personal
acrostic
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Topic
Learning
Outcomes
(SWBAT)
Activities
Materials
Assessment
completed this poem, they should write a
poem on their favourite hobby or food.
7
Haikus:
Review of
Syllables
- define what a
syllable is
- recognize the
number of
syllables in any
given word or
phrase
- access their
knowledge of
syllables to
compose a haiku
poem which
follows a specific
structure
Ask for volunteers to share. Poems should
go into the poetry journals.
Review what a syllable is.
- envelopes
(min. 14) with a
Syllable Scavenger Hunt: Divide students
set of clues
into pairs. Give each pair a sealed
- Word Wall set
envelope that has a list of things to find. For of words
example, “a word with 4 syllables” or a
- masking tape
word that has the syllable /ing.”
- Haiku poems
(a selection)
Prior to class, place Word Wall words
- lined paper
around the school (in the hallway). The
- writing tools
students may go in the hallway to look for
words. Students can only use each word to
answer one question. They are to find a
word that matches each clue. Once a
pair has found all of their words, they need
to report back the classroom.
Students will then begin to brainstorm
words that follow a theme and together
have a set number of syllables (5, 7, 5).
Once all students have returned (or time is
up), we will discuss how the students felt it
went, did they learn anything, was it useful.
We will then discuss how syllables are
Self-assessment
of participation
in scavenger
hunt and
accuracy
Completion of
at least 3 haikus
(3 on the same
topic)
T a n y a W i n s h i p | 13
Topic
Learning
Outcomes
(SWBAT)
Activities
Materials
Assessment
important in poetry; some poems use
syllables as a poetic device.
Introduce haikus. Practice writing haikus by
showing examples and then trying some as
a class.
Provide students with time to work on their
own set of haikus. Students may write as
many as they want, but need to present
three poems on the same theme as part of
their poetry journal. Students may
determine what an appropriate theme is.
8
Cinquain:
Making a
Poem Flow
- identify key
characteristics of
poetry and the
misconceptions of
poetry
(understand that
poems don’t have
to rhyme, may or
may not follow a
structure, etc.)
- use an outline to
compose a
cinquain poem on
a specific theme
Ask for volunteers to share. Poems should
go into the poetry journals.
Discussion: What have we learned about
poetry? Does it have to rhyme? What
types of structured poetry have we
learned?
Introduce the cinquain poem. A cinquain
consists of five unrhymed lines. Each line
has a set number of syllables. (Line 1: 2
syllables; Line 2: 4 syllables; Line 3: 6
syllables; Line 4: 8 syllables; Line 5: 2
syllables). Show some examples of
cinquains.
- examples of
cinquain
poems
- SMARTBoard
- paper
- writing tools
- sheets with
the structure
laid out
Teacher
observation of
engagement
and contribution
to discussion
Completion and
accuracy of
cinquain poem
T a n y a W i n s h i p | 14
Topic
Learning
Outcomes
(SWBAT)
unique to each
student
Activities
Materials
Assessment
Create 2-3 cinquains as a class, taking
ideas from students. Remind students of
syllables.
Students should then brainstorm
words/phrases that relate to their chosen
topic and prepare to write their own
cinquain poem. Provide students with time
to write their own poem.
9
Limericks:
The Power
of Rhyming
- identify what a
rhyme is
- use a rhyming
dictionary to find
rhyming words
- access our own
understanding to
find rhymes
- recognize rhyme
patterns of poems
- using an outline
and specific
structure,
compose a
limerick
Ask for volunteers to share. Poems should
go into the poetry journals.
Rhyming Activity: Ask students to describe
what a rhyme is. Give some examples
(from students/supplement). Complete a
set of worksheets (potentially as a class) to
get students to get students thinking about
rhymes. Introduce students to using a
rhyming dictionary.
Introduce limericks. Provide examples for
students. Demonstrate the structure of a
limerick (consists of five lines: the first line of
a limerick poem usually begins with 'There
was a....' and ends with a name, person or
place; the last line of a limerick is normally
a little farfetched or unusual; should have
a rhyme scheme of aabba; lines 1,2 and 5
should have 7 – 10 syllables and lines 3 and
4 should have 5 – 7 syllables).
- rhyming
worksheet
- rhyming
dictionary
- examples of
limericks
- sheets with
the structure
laid out
Completion of
rhyming
worksheets
Completion and
accuracy of
limerick
T a n y a W i n s h i p | 15
Topic
Learning
Outcomes
(SWBAT)
Activities
Materials
Assessment
Divide students into groups of 2-3. Give
each group a piece of paper with the
outline on it. Ask students to work together
to create a group limerick. Students can
then share with the class.
Time permitting, students will write a
limerick on their own.
10 Catch-Up
11 Narrative
Poetry:
Telling a
Story with
Poetic
Devices
- use time
effectively and
show work
completion
- use poetic
devices in the
composition of
narrative poems
- identify a
narrative poem
Ask for volunteers to share. Poems should
go into the poetry journals.
Ask students to name all the poems and
poetic devices they remember that we’ve
learned so far.
Provide time for students to:
- work on any poems they may not have
completed
- type poems on a word processor
- illustrate poems
- finish title page
- edit or improve poems
Read a narrative poem to the class.
Explain what a narrative poem is: they tell
a story, they don’t have to rhyme, they’re
longer than most other poems.
Explain to students that narrative poems
are great poems to add poetic devices to
because they don’t have to follow a set
pattern. Show some examples of poetic
- computers/
printers
- colouring
tools
- writing tools
Teacher
observation and
self-assessment
of time
management
- example of a
narrative
poem with
identified
poetic devices
- list of poetic
devices
- lined paper
- writing tools
Completion of a
narrative poem
Successful
identification
and use of 5
poetic devices
T a n y a W i n s h i p | 16
Topic
Learning
Outcomes
(SWBAT)
- write their own
narrative poem
using a minimum
of 5 poetic
devices
12 Found
- re-arrange words
Poetry:
or phrases to
Choose Your create a poem
Words Wisely
- make
connections
between words to
create a cohesive
poem
- create an image
that is functional,
but also enhances
the poem
Activities
Materials
Assessment
- set of
words/phrases
(min. 250) to
be spread
around
classroom (or
school)
- masking tape
- examples of
Found Poetry
- SMARTBoard
- copies of
book pages
- pencil
- pastels
Self-assessment
of participation
in the scavenger
hunt
devices in the poem we read at the start
of class.
Allow students to write their own narrative
poems with only the above guidelines.
Students must also include and be
prepared to identify a minimum of 5 poetic
devices in their poems.
Ask students to volunteer to share their
poems. Poems should go into their poetry
journals.
Word scavenger hunt: Send students on a
scavenger hunt around the classroom (or
possibly the school) to collect words and
phrases. Give students 10 minutes to
collect 10 cards and see if they can create
a poem.
Ask students to share their experience.
Were they able to come up with a poem?
Pose this question, could you make a
poem out of the words on one page. How
can we “choose” what words to use?
Show students examples of found poems.
What do they notice?
Give each student a page copied from a
book. The students must circle the words, in
order, that they want to use for a poem.
Teacher
observation of
contribution to
discussion
Completion of
found poetry
Relevance of
image and
technique used
T a n y a W i n s h i p | 17
Topic
Learning
Outcomes
(SWBAT)
Activities
Materials
Assessment
Students should first use pencil to “find” the
words and see if their poem “works.” Once
the students are satisfied, they will use
pastels to create an image, relating to
their poem, that blocks out the other words
on the page.
13 Concrete
Poetry
- make
connections
between words
and images
Ask students for volunteers to share their
poem. Poems should go into their poetry
journals.
Connection Concentration: Display a
series of images for the students. Ask them
to call out the first thing that comes to
mind. Do so for 6-8 images.
- use images to
enhance poetry
- recognize and
create their own
concrete poetry
Discussion: “Pictures are worth a thousand
words.” What does this mean? Why are
images so powerful? How can we use
pictures or images to enhance our words
or make them so powerful?
Relate to poetry: Ask students how they
could link this to poetry. What can we do
with our poetry to enhance it? How can
we use images?
Show examples of “concrete” poetry
(written in specific shapes). Divide students
into groups of 2-3. Give each group a
hollow image. Students should work
together to write as many words that
-set of 6-8
images (can
be random or
obscure – not
obvious)
- examples of
concrete
poetry
- outlines for
creating their
own
- pencils
- computer/
printer
- scissors
- pens
- construction
paper
Teacher
observation of
engagement
and contribution
to class
discussion
Completion of
concrete poem
Accurate
connections
made between
image and
words
T a n y a W i n s h i p | 18
Topic
Learning
Outcomes
(SWBAT)
Activities
Materials
Assessment
relate to the shape inside the image. (i.e.
for an apple: crisp, sweet, core, skin, red,
green, granny, sour). Ask students to share
their concrete poems.
14 Free Write
- use imagination
to come up with
ideas in a short
period of time
- understand the
importance of
going with your
instincts
Students should begin to think about what
shape or object they want to use for their
own poem. Students can then either draw
an outline or print one from online. The
words must be inside the outline and they
will need to cut and mount their poems
when they are done. Poems will then go
into their poetry journals.
Brain exercise: Students will work
independently to practice their
imagination skills and ability to think
quickly. We will sit in a circle and each
student will be given a picture. Students
will have 1 minute to respond to each
provided picture (in one sentence). The
students will then pass the image to their
left and repeat the process. Repeat until
the students have viewed five images.
- use time wisely to
complete work
Students may use this time to either
complete any poems they have not
finished or write new poetry. Any new
poems can be in any form (or follow no
form at all). Students can also use this time
to type up poetry or finish illustrations.
- class set of
random
images (min.
25) with lined
paper on the
back
- timer
- poetry
journals
- computers/
printer
- writing tools
- colouring
tools
Self-assessment
of engagement
and
participation
(exit slip)
Time
management
T a n y a W i n s h i p | 19
Topic
15 Poetry Slam
Learning
Outcomes
(SWBAT)
Activities
- share their
poems and
artwork with peers
Students will be invited to share a poem
they have written during the unit. It will be
a relaxed occasion (possibly with food) for
students to feel comfortable sharing their
compositions.
Materials
- poems
- relaxed
environment
- guests
Assessment
T a n y a W i n s h i p | 20
Extensions and Adaptations
The lessons have been laid out with the understanding that things may come up. The plan is to
complete the unit before the Easter long weekend (April 18th-21st). For this reason, there is an
extra day built into the plan as well as two “catch-up” days for students to make up any work
they may have missed or to edit/improve poems they have completed.
There is also room to explore poetry further by integrating it into other subject areas. We will also
revisit poetic devices and literary elements when we do our unit on creative writing in May.
If the workload is unmanageable, some lessons may be shortened or cut. The plan laid out here
is the “plan.” It is expected that changes will be made as the unit is taught. Weekly check-ins
will take place and adaptations will be made as needed.
Finally, IEP considerations will be made on a case-by-case basis, likely a reduced load with a
modified checklist for their poetry journals.
T a n y a W i n s h i p | 21
Lesson Plan #1
Unit:
Poetry
Date:
Title: Literary Elements and Poetic Devices
Lesson duration
45 minutes
Essential Understanding
When writing, poets and authors use tools to express meaning. Poetic devices and literary elements are
the tools of writers. There are a number of literary elements and they can be confusing, but with some
guidance and practice, we can not only understand these elements, but use them in our own writing.
Rationale
This is an introductory lesson designed to familiarize students with poetic devices and literary elements
in preparation for the unit on poetry set to start at the beginning of the long practicum. Students will
learn what a poetic device is and should be able to define and provide examples for a number of poetic
devices. The purpose of this lesson is to get students to understand elements of writing so as to be better
prepared to write their own poetry.
STATED OBJECTIVES
AND PURPOSE
The student will be able to:
-
Grade: 4/5
Explain what a poetic device is and how it contributes to poetry writing
Define (with assistance) theme, imagery, similes, metaphors, personification, idioms,
hyperboles, onomatopoeia, alliteration, assonance, rhyme, and syllables
Give an example of each poetic element
PROCEDURE
Elements of the lesson
Estimated
Time
What the teacher says/does
What the students do
Material
T a n y a W i n s h i p | 22
5 minutes
MENTAL SET
(Opener/”hook”)
10 minutes
Read a poem, “The Fall,” that
expresses a number of poetic
elements.
Ask students to share their
thoughts on the poem.
Read along with the poem and
circle any patterns they find or
words/phrases they don’t
understand.
Share thoughts on class. Pay
attention to things that don’t make
sense.
What did they notice?
What was confusing?
Pre-activity (concept to be
taught)
Explain to students that poems
can be confusing. Poets often use
poetic devices to express
meanings. They also use poetic
devices to make the poem more
appealing.
List some poetic devices and
examples. (1-2)
When prompted, try to name some
poetic devices. What do we know
about poems?
SMARTBoard
SMARTBoard
T a n y a W i n s h i p | 23
10 minutes
Distribute cue cards with specific
poetic devices and their definitions
and cue cards with examples.
Explain to students that each
poetic device has a “match” which
is an example. Their task will be to
use the definition to find the
example of that poetic device.
Activity & concept to be
modelled with 1 or 2
activities
Post-activity: further
practice guided by the
teacher
Discuss each card’s meaning with
each other and try to match the
definition with the example.
Set of cue
cards with
poetic devices
and their
definitions
When they think they have the
correct match, they should come
to the teacher and ask if they are
correct. If they are, they may sit
down. If they are not, they need to
keep hunting.
Set of cue
cards with
examples
Ask students to share their
matches with the class.
Students should be prepared to
share their matches.
SMARTBoard
Provide further examples and
explanations. Ask students to
think of other examples.
Give ideas of other examples. Pay
attention to what each poetic
device is and what an example
looks like.
Check for accuracy and provide
guidance as needed. Students will
come to you once they feel they
have found the correct match.
15 minutes
Work together to find their match.
T a n y a W i n s h i p | 24
25-30
minutes
Create a flip book (individually) that lists the poetic devices and
provides examples.
Construction
paper
Scissors
Extension activity
Stapler
Colouring
tools
Closure: summary of what
was taught/learned
5 minutes
Ask students why they think
learning about poetic devices is
important. See if students can
provide ways to incorporate these
into their writing.
Brainstorm ways to include this
into their writing. Why is it
important?
SMARTBoard
T a n y a W i n s h i p | 25
Unit:
Poetry
Grade: 4/5
Date: March 6, 2014
Title: Literary Elements in Poetry
Lesson duration
50 minutes
Essential Understanding
Poets use poetic devices to change meanings of words in their poetry. We understand what these poetic
devices are, but connecting them to examples can be difficult. By looking at poems and exploring their
words, we can begin to understand how poetic devices are used and begin to identify them in poems or
other literature.
Rationale
This lesson continues the previous lesson on poetic devices. Whereas last class the focus was to define
poetic devices, this class the focus on identifying the poetic devices. This lesson will essentially be the
practical application of the previous lesson. The purpose of this lesson is to get students to recognize
poetic devices and see how they are used in poetry.
STATED OBJECTIVES
AND PURPOSE
The student will be able to :
- highlight poetic devices in a given poem
- name and define a number of poetic devices
PROCEDURE
Elements of the lesson
Estimated
Time
5 minutes
MENTAL SET
(Opener/”hook”)
What the teacher says/does
Ask the students what they can
remember about last week. How
many poetic devices can you
name?
What the students do
Name the poetic devices we
learned in week.
Material
SMARTBoard
to record
answers
T a n y a W i n s h i p | 26
10 minutes
Ask students to bring out their
copy of “The Fall” or distribute
new copies.
Put the poem “The Fall” on the
SMARTBoard.
Pre-activity (concept to be
taught)
Ask students if they can identify
poetic devices used in the poem.
Students may come up to the
board and circle or underline
poetic devices they recognize.
Prompt students by asking if they
can identify a metaphor or
imagery.
Be prepared to identify poetic
devices yourself (highlighted
poem).
Take out copy of “The Fall” or
identify if you don’t have a copy.
Look at the poem and self-identify
poetic devices you see. Be
prepared to contribute to class
discussion. Students may come up
to the board and circle or highlight
the poetic devices they recognize.
SMARTBoard
Class copies
of “The Fall”
T a n y a W i n s h i p | 27
25 minutes
Now that we’ve practiced finding
poetic devices as a class, explain
that we will do so in small groups.
Share a video recording of “The
Raven.” What is the poem about?
Activity & concept to be
modelled with 1 or 2
activities
Put the poem on the
SMARTBoard. Provide some
examples of poetic devices in the
poem (ask the students for
guidance/ideas).
Divide the class into groups of 4.
Give each group a copy of “The
Raven.” The group’s task is to find
as many poetic devices as they can.
Students should read through the
poem together and work
collaboratively.
Circulate and be prepared to offer
guidance.
Watch attentively the video
recording of “The Raven.”
Look at the excerpt from the poem
on the board. Work to identify 2-3
poetic devices.
Work in groups of 4 with one copy
of the poem to highlight (or circle)
poetic devices. Read the poem as a
group and work collaboratively.
SMARTBoard
Video
recording of
“The Raven”
6-8 text
copies of “The
Raven”
Highlighters
& writing
tools
T a n y a W i n s h i p | 28
Post-activity: further
practice guided by the
teacher & includes 1
form of evaluation
Closure: summary of what
was taught/learned
Extension activity (for
early finishers)
10 minutes
Come back together as a class and
see how many literary devices we
can find together.
Contribute to class discussion.
What poetic devices did we find?
SMARTBoard
Copies of the
poem
5 minutes
Collect copies of “The Raven” for
assessment.
Hand-in group copies of “The
Raven” with all group members’
names.
Time may
vary
Instruct students who finish early
to draw an illustration of what
they think the poem is about.
Illustrate a scene or the meaning
from the poem.
Blank paper
Colouring
tools
T a n y a W i n s h i p | 29
Unit:
Poetry
Grade: 4/5
Date: March 31/14
Title: Introduction to Poetry: Imagery
Lesson duration
60 minutes
Essential Understanding
Imagery is a very important element of poetry. This poetic device allows the poem to appeal to our
senses and make the reader think about what the poem is asking them to see, feel, touch, or smell.
Rationale
This lesson invites previous discussion of poetic devices to continue by creating a situation in which
students truly understand the element of imagery. This lesson takes the discussion further, however, and
invites students to reflect on what they have learned. The main purpose of this lesson is to illustrate to
students that poetry is merely our thoughts on paper and that anyone can create poetry.
Stated Objectives and
Purpose
The student will be able to:
- explain what imagery is and how it is used in poems
- describe a scene using imaginative or sensory language (in one sentence)
PROCEDURE
Elements of the lesson
Estimated
Time
10 minutes
MENTAL SET
(Opener/”hook”)
What the teacher says/does
What the students do
What is imagery? Ask students to
explain what imagery is.
Provide a definition or ideas of
what imagery is.
Read a poem with a lot of imagery.
Ask students to share their
thoughts on how the poem made
them feel. What senses did the
poem evoke?
Listen to the poem and write a list
of any imagery they can identify.
What senses did they use?
Material
Imagery poem
SMARTBoard
T a n y a W i n s h i p | 30
10 minutes
Pre-activity (concept to be
taught)
Show students a number of
images/scenes (natural
landscapes). Ask students to share
how it made them feel.
Look at a series of images. Try and
think of how the image makes you
feel. What emotions does the
image bring forward?
Series of
images
List of
emotions
Alternatively, pick an emotion and
ask students to pick the image that
reminds them most of that
emotion.
Listen for an emotion, such as
happiness, and choose an image
that makes you feel happy.
Discussion: Images and poetry
both evoke emotions. We can use
poetry to express the emotions we
see in imagery or create imagery to
express the emotion of poetry.
Listen and contribute ideas to the
discussion.
T a n y a W i n s h i p | 31
25 minutes
(5 min prep;
5 min/
image)
Divide the class into groups of 4.
Give each group an image.
The students each need to write a
thought on a sticky note and put it
around the image (which will be
on a poster board).
After each student has shared a
thought, they should arrange the
thoughts in whatever way they
want. This is the “first stanza.”
Activity & concept to be
modelled with 1 or 2
activities
Students will rotate to the next
group and repeat the process. Do
this until all groups have shared
thoughts on 4 of the 6 images.
*Sticky notes need to move with
the group, so each group has their
own colour.
10 minutes
Post-activity: further
practice guided by the
teacher & includes 1
form of evaluation
When students are back with their
original image, they will then
share their “poem” with the class.
Explain to students that they just
worked collaboratively to create
poems.
Get into the group assigned to you.
Take the image as provided by the
teacher.
Take a sticky note from the stack.
Write a sentence on the sticky note
of what you see when you look at
the image. It can be how you feel
about the picture or what you see.
Put your stick note on the poster
board around the image. With
your group, move the sentences so
that they work together and make
sense to you.
Poster board
(6 sheets)
6 images
(powerful
scenery with
lots to write
about)
Sticky notes
(6 colours;
min. 25 of
each)
Writing tools
Rotate to the next group and
repeat the process until you have
seen and wrote about 4 images.
Go back to your original image
with your group.
Share the sentences in the order
arranged for each colour.
-none-
T a n y a W i n s h i p | 32
Closure: summary of what
was taught/learned
5 minutes
Time may
vary
Extension activity
Discuss the process and how the
students felt about it.
Ask students to record their poem
in some way to include with their
poetry journals.
Students should complete an exit
slip answering what they liked
most about the lesson or sharing
something they didn’t get to
during class.
Exit slips
Write out or type up the poem to
be added to the poetry journals.
Computer/
printer
Writing tools