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

(2002) Steppingstones to Curriculum

Unit Plan Overview

Unit: Poetic Perspectives
Stage 1- Desired Results
Connections to Context:
Students will have taken lots of time to
write a research paper before this unit. This
unit will give them a change in pace within
the reading and writing setting, allowing
them to learn personal expression and
analysis of different perspectives. Students
will use their experiences to shape their
poetry and learn how the experiences of the
authors have shaped poetry.


(How does this fit with students experiences,
the school goals, and the larger societal issues?)

Established Goals
W.5.3 Write narratives to develop real or
imagined experiences or events using effective
technique, descriptive details, and clear event
sequences.
L.5.5 Demonstrate understanding of figurative
language, word relationships, and nuances in
word meanings.
RL.5.4 Determine the meaning of words and
phrases as they are used in a text, including
figurative language such as metaphors and similes
RL.5.6 Describe how a narrators or speakers
point of view influences how events are
described
CCSS.ELA-LITERACY.W.5.10
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 discipline-specific tasks, purposes, and
audiences.




(What content standards and program- or
mission-related goal(s) will the unit address?
What habits of mind and cross-disciplinary
Transfer
Students will be able to independently use their learning to
Convey a message
Compare and contrast multiple perspectives
Express themselves
Analyze poetic text


(What kinds of long-term independent accomplishments are desired?)
Meaning
UNDERSTANDINGS
Students will understand that
The perspective of an author will change the portrayal
of events, people, etc.
Poetry can be used to express a message or a story
Poetry is timelessly used for a variety of purposes
Text features can be used within poetry



(What specically do you want students to understand?
What inferences should they make?)
ESSENTIAL QUESTIONS
Students will keep considering
What is poetry used for? In what ways is poetry used?
What can we learn about other people through poetry?
How does figurative language enhance the meaning of
poetry?
How might I use figurative language to portray and/or
understand a different perspective?
Why do authors use figurative language in their poetry?



(What thought-provoking questions will foster inquiry, meaning-
making and transfer?)

Acquisition of Knowledge, Skill and Values/Commitments/Dispositions
Cognitive Objectives
Evaluate the meaning of poetic
words through text features such as
similes and metaphors
Create poetry based on their own
experiences using text features
Define different types of figurative
language
Identify, in a text, examples of
different types of figurative
language
Explain what is meant when
figurative language is used in poetry
Physical Development Objectives
Not applicable



(What discrete skills and processes should
students be able to use?)
Socio-emotional Objectives
Propose influences on particular
poems and poets
Question the motivation of an
author in writing a poem
Formulate poems based on their
belief system and experiences



(What values and commitments and
attitudes should students acquire or
wrestle with?)

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
goal(s)- for example 21
st
century skills, core
competencies- will this unit address?
Include source and identifying number)
Explain why a poet would use
figurative language
Create their own haikus
Identify and explain what a haiku is
Write a poem in perspective that is
not their own
Create their own limerick
Identify and explain what a limerick
is
Write a poem on a picture prompt
Identify how differing perspectives
can vary how a poem is written
Imagine the perspective of a real
person
Create an acrostic based off an
imagined perspective
Use figurative language in a poem
Create a poem of their choice to
portray the perspective of a slave



(What facts and basic concepts should
students know and be
able to recall?)
Stage 2- Evidence
Evaluative Criteria Students will show their learning by
Poetry formatis the poem
properly formatted
Figurative language useis there
figurative language in the poetry
Figurative language useis the
figurative language being used
properly
recognition of different types of
figurative language in a variety of
poems

(What criteria will be used in each assessment to
evaluate attainment of the desired results?)
PERFORMANCE TASK(S):
Identifying specific types of poems
Labeling figurative language
Writing poems
Writing with figurative language


(How will students demonstrate their understanding- meaning-making and transfer- through complex performance?)
(Regardless of the format of the assessment,
what qualities are most important?)
Poems are expressive and convey a
OTHER EVIDENCE:
Small group discussions about poems we read over in class
Large group discussions about poems we read over in class

Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
meaning or a message that is personal
to the student
Students recognize a variety of poem
styles
Students understand the figurative
language is used to give a deeper
meaning to our texts
We can understand and write in other
peoples perspectives with the help of
figurative language

Poetry packet completion and work

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

Stage 3- Learning Plan

Pre-assessment- due ________
Students took a five question pre-assessment about recognizing figurative language and common misconceptions about poetry. The assessment
contained multiple choice and true/false.
(What pre-assessments will you use to check students prior knowledge, skill levels, and potential misconceptions?)
(Toward which goal does each
learning event build?)

Acquisition
Filling out their
poetry packet
throughout the entire
unit

Meaning
Recognition of
figurative language
with small groups
Filling out their
poetry packet
throughout the entire
unit

Transfer
Filling out their
poetry packet
throughout the entire
unit
Writing a poem that
assesses their
understanding of
perspectives, poetry
Learning Events

Student success at transfer, meaning, and acquisition depends upon their participation in
these learning events

Creation of a variety of poems throughout the lessons
Recognition of figurative language with small groups
Creation an art project using a haiku
Writing a poem that assesses their understanding of perspectives, poetry styles, and
figurative language
Filling out their poetry packets throughout the entire unit
Large group discussion in almost every lesson














Progress Monitoring

(How will you monitor students progress
toward acquisition, meaning, and transfer
during lesson events?)

I will observe and talk to students in small
groups. I will talk and listen to students in
large groups.



(How will students monitor their
own progress toward acquisition,
meaning, and transfer?)

Students will always have with them their
poetry packet. They will use this to verify that
they are using what we have learned properly



(What are potential rough spots and
student misunderstandings?)

Some students may lose interest in
writing poetry. Students may


Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
styles, and figurative
language
Creation an art
project using a haiku
Creation of a variety
of poems throughout
the lessons





(Have you included multiple means of representation, multiple means of action and
expression, and 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?)





(How will students get the feedback they
need?)
I will talk to students in small and large
groups. I will give gradual feedback as
students are working on their projects
and packets.