Unit Plan Overview

Unit: Introduction to Poetry and Figurative Language

Stage 1- Desired Results
Connections to Context:
Students are exposed to figurative language all
the time in their daily lives, but dont always
notice it. From the books they read in literature
class to movies and advertisements, this unit will
help them recognize and understand the
figurative language in their world. They will also
experiment with writing poetry about topics of
their choice, potentially allowing them to
express their feelings and personal experiences
or opinions about societal issues. They will learn
how figurative language and poetry can help
them express themselves in a variety of contexts.
(How does this fit with students experiences,
the school goals, and the larger societal issues?)
Established Goals
ELA L.6.5. Demonstrate understanding of
figurative language, word relationships, and
nuances in word meanings.
ELA W.6.10 Write routinely over extended time
frames (time for research, reflection, and
revision) and shorter time frames (a single
sitting or a day or two) for a range of disciplinespecific tasks, purposes, and audiences.
ELA W.6.3 Use precise words and phrases, relevant
descriptive details, and sensory language to convey
experiences and events.
ELA RL.6.2. Determine a theme or central idea of
a text and how it is conveyed through particular
details; provide a summary of the text distinct
from personal opinions or judgments.
ELA RL.6.10 By the end of the year, read and
comprehend literature, including stories, dramas,
and poems, in the grades 6-8 text complexity band
proficiently, with scaffolding as needed at the high
end of the range.

Transfer
Students will be able to independently use their learning to
Identify different types of figurative language in a text
Identify as well as write examples of haikus, couplets, triplets, quatrains, limericks, and free verse poetry.
Write poetry about a variety of ideas and themes.
Write poems that include figurative language devices on topics of their choice.
Incorporate figurative language devices into their own writing in the future.

(What kinds of long-term independent accomplishments are desired?)

Meaning
UNDERSTANDINGS
ESSENTIAL QUESTIONS
Students will understand that
Students will keep considering
Poetry is hard to define, but we can best define it by
What does figurative language do for a text or what
knowing the elements that define it.
meaning does figurative language add to a text?
Figurative language makes writing more interesting.
How can we create meaning using figurative language
devices?
Figurative language is a good tool to use in your
independent writing.
What different thoughts and ideas can we express
through poetry?
There are many different types of poems, and they
differ vastly.
How do you choose which type of poem to express
yourself through? What are advantages and
Different types of poems are good for expressing
disadvantages of the different types?
different ideas.
(What thought-provoking questions will foster inquiry,
meaning- making and transfer?)
(What specically do you want students to understand?
What inferences should they make?)
Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Students will know
Students will be skilled at
Students will exhibit
How to define figurative language
Reading a text and identifying
An appreciation for how figurative
different types of figurative
language makes writing more
How to define simile, metaphor,
language used in it.
interesting and meaningful.
alliteration, imagery, hyperbole,
onomatopoeia, idiom,
Producing original examples of
A commitment to making their
personification, oxymoron,
each of the types of figurative
writing stronger and more
foreshadowing
language.
interesting by including figurative
language when they write.
How to explain what poetry is by
Reading an example of a poem and
listing some of the main elements
creating a poem in the same style. An understanding of what makes
of poetry.
poetry special and why people
Writing haikus, couplets, triplets,
would choose to write poetry over
How to explain the following types
quatrains, limericks, and free

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

(What content standards and program- or

mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
goal(s)- for example 21st century skills, core
competencies- will this unit address?
Include source and identifying number)

Evaluative Criteria

(What criteria will be used in each

assessment to evaluate attainment of the
desired results?)

(Regardless of the format of the

assessment, what qualities are most
important?)

of poetry: haiku, couplet, triplet,

quatrain, limerick, free verse.
(What facts and basic concepts should
students know and be
able to recall?)

verse poetry.
Labelling the rhyme scheme of a
poem.
Expressing their opinion on a
poem and supporting it with
reasons.

prose.
An appreciation for a range of
different poems, and opinions on
which ones they like the most and
why.

(What values and commitments and

attitudes should students acquire or
(What discrete skills and processes
wrestle with?)
should students be able to use?)
Stage 2- Evidence
Students will show their learning by
PERFORMANCE TASK(S):
Students will participate in a variety of activities having to do with figurative language, showing that they can identify
examples of it in different contexts and create their own examples of it.
Students will identify figurative language in the poetry we read, showing that they are able to identify the different
devices in the context of poetry.
Students will take a quiz on Kahoot that will show me whether they are understanding the figurative language devices
or not.
Students will take a figurative language quiz that will be a form of summative assessment for this portion of the unit.
Students will imitate different types of poems we learn about, showing that they understand what the important
elements are in these types of poems.
Students will write and publish two poems imitating two of the types of poems we learned about in class, showing
that they have truly mastered writing poetry.
Students will include figurative language in their poems, demonstrating the understanding they have gained about
poetry and figurative language as well as their ability to apply that knowledge and use it to create something
meaningful.
(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
OTHER EVIDENCE:
I will collect their worksheets sometimes after class to see that they have been participating and paying attention.
I will be watching them and sensing whether they are listening and engaged during my lessons.
I will be able to measure a lot by seeing their final product, because it will show that they are able to write poems and
use figurative language in their writing, which is the ultimate goal.

(What other evidence will you collect to determine whether Stage 1 goals were achieved?

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Stage 3- Learning Plan

(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
On the first day we will do an activity where we make a class chart about what we know and think about poetry. This will help
me see how much they already know about poetry. I will also gather information from my supervising teacher and their
literature teacher.
(Toward which goal does
Learning Events
each learning event build?)
Student success at transfer, meaning, and acquisition depends upon their participation in
Acquisition
these learning events
Meaning

Transfer

Students will fill out a chart, guided by me, of the different types of figurative
language. It will have their name, definition, and example. This will be their first
exposure to these devices.
Students will participate in five different station activities on the second day of the
unit. These activities will help them become more familiar with the figurative
language devices and will practice a variety of skills related to figurative language.
Students will take a Kahoot quiz to practice the figurative language devices some
more.
Students will watch me identify the main elements of different types of poems to
help them understand these poems.
Students will read example poems and write their own poems imitating each type.
Students will have a day to write freely and work on their final poems to publish in
the class book. This will be a symbol of all they have learned.

Progress Monitoring
(How will you monitor students
progress toward acquisition,
meaning, and transfer during lesson
events?)
I will be watching and checking off
which students participate in class
and seem to be understanding the
figurative language we are learning
about. I will get feedback from
Kahoot to see if they have mastered
these terms. I will also be monitoring
them throughout lessons and walking
around watching them work
independently to see which types of
poems they seem to understand well
and which they struggle with. The
poetry project at the end will be my
final assessment of what they have
learned in the unit.

(How will students monitor their

own progress toward acquisition,
meaning, and transfer?)

Students will be able to monitor their

own learning as they go through the
figurative language stations, where they
will see which devices they understand
and which they need more help working
with. They will also be able to monitor
how they are doing as they are working in
small groups with different types of
poems, and get help from their group as
well as from me as I walk around the
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum

Star the multiple means of representation; underline the multiple means of action
and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the
learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)
The learning plan is tightly aligned with the original goals and it incorporates all
the forms of assessment mentioned in Stage 2. It reflects principles of learning and
best practices because students will receive information represented in a variety
of ways designed to help them truly take in and remember the information. Then,
students will enhance their learning through writing their own poetry, which is
one of the best ways to have students apply what they have learned and solidify
their understanding of the concepts they have practiced.

room. I think students will also be able to

assess their own progress when they do
their final poetry project, and see all that
they have learned and identify if they
have any rough spots they still do not
understand.
(What are potential rough spots and
student misunderstandings?)
Students may struggle with all of the
new vocabulary being learned, with
different poetry words and figurative
language words. I think that all the
activities I have planned to keep them
straight in their mind will help, but if
they are not understanding them I
may have to go back and review them
or add in a review game or mini-quiz
somewhere to assess what they
understand and what they need help
with.
(How will students get the feedback
they need?)
I will give students plenty of written and
verbal feedback on all of their work
throughout the unit. I will also have minimeetings with all of them while they are
working on their poetry projects, to see if
they are individually doing well and help
them understand something they are
confused about better. I will use a rubric
to give them feedback after their final
project.

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum