Title Year Seven Poetry Unit 2008Unit Outline Unit durationThis introductory unit to poetry unit encourages students to respond to and compose a variety of poetic forms and poets.

Approximately 5 Weeks

Big ideas/key concepts Target outcomes

The key concepts I want students to learn are that: There are various types of poetry available for

enjoyment. Through active engagement students can

compose their own poetry. Poetry must be composed using a variety of

processes the same as any writing task.

1. A student responds to and composes texts for understanding, interpretations, critical analysis and pleasure.

2. A student uses a range of processes of planning, drafting, responding to feedback, editing and publishing to composes texts over time.

5. A student’s makes informed language choices to shape meaning with accuracy, clarity and coherence.

6. A student experiments with different ways of imaginatively and interpretatively transforming experience, information and ideas into text.

Resources used throughout unit:

What do you want the students to learn? Why does this learning matter?

What are you going to get the students to do or produce? How well do you expect them to do it?

Students learn about:

Students learn to:

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Lesson One:

What is poetry?

Introduction to Rhyming Poetry.

How to construct a simple rhyming poem.

The way their background and experience effect their responses to texts.

Identify uses of poetry.

Explore feelings and interact with the world using poetry.

Identify rhyming words.

Visually and verbally identify rhyming words.

Collaboratively construct a rhyming poem.

a. Introduction to Poetry. Class discussion and brainstorm about what is poetry? What is the purpose of poetry? Who uses poetry and for what purpose.

b. From notes collected on board/butchers paper students copy notes about what poetry is etc.

c. Introduction to Rhyme/Rhyming. What does rhyming mean? Short notes written on board for students to copy into books.

d. Class given/instructed to write A – Z into books. Students then given a sample of five words in which they must find rhyming words for. (Use A – Z chart to assist) Teacher models first.

e. Students then instructed to find five of their own rhyming pairs. (play memory bingo or snap)

f. Class makes a group poem about their class as a TEAM. Student ideas written on board as to what a team is and what words can be associated with TEAM’s. Poem published on chart.

Ability to recall prior knowledge.

Identification of purpose of poetry.

Independently recording rhyming words.

Ease at which activity is completed.

Class participation.Ideas discussed.Poem collaboratively constructed.

Butchers paper.

Textas

Rhyming pairs cards

White board markers.

Chart to construct poem on.

Background knowledge.

Connectedness.

Engagement

Deep Knowledge

Cut up and use as Memory or Snap

Fun Run Hide Slide Borrow

Tomorrow Laugh Calf Hello Yellow

Life Knife Three Tree Earring

Clearing Home Comb Chief thief

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Students learn to:

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Lesson Two:

Rhyming Poetry continued…

Processes and procedures for composing, editing and composing text.

Edit, re evaluate and publish text.

Use stimulus materials to assist composition of text.

Work collaboratively to compose texts.

Use prior knowledge as a base for text composure.

Nonsense Nursery Rhymes

a. Introduce and get students to recall nursery rhymes that they are familiar with.

b. Students write some of these on butchers paper.

c. Students are then read and given simple literary stencil about a nonsense Humpty Dumpty rhyme. Teacher reads rhyme and questions as to what is different from the original rhyme.

d. Students complete various activities relating to the Humpty Dumpty rhyme.

e. Students working in pairs then choose their own rhyme to change into a nonsense rhyme.

f. Students who finish quickly can publish their rhyme onto A3 paper.

Ability to recall famous nursery rhymes.

Engagement in activities.

Students understandings of tasks set.

Ability for students to complete activities.

Texts composed effectively using correct processes.

Butchers paper.

Textas

Humpty Dumpty stencil to copy.

Copies of nursery rhymes to view

A3 paper for publishing.

Back ground Knowledge

HOMEWORK: 1. Publish poem onto A3 paper and return to class next lesson to be displayed.

2. Try writing another nonsense rhyme of your own choice.

Students learn about:

Students learn to:

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Lesson 3/4:

Limericks.

Other poetic forms used to communicate feelings etc.

Structure and processes to compose various poetic devices.

Limericks as a device create humour for audiences.

Identify varying poetic forms

Prior knowledge to compose limericks.

Compose poetry using specific structures.

Examine poetic devices and analyse, evaluate and compose own poetry.

a. What is a limerick? Discuss and question students about what the already know about limericks.

b. Write definition of a limerick on the board. (five line poem with an A A B B A rhyming pattern)

c. Examine examples of Limericks and discuss the stories they tell.

d. Display examples on board. Using a large scaffold of a Limerick outline construct a limerick with the class to model technique and processes of composure. Discuss with class the different beginnings that may be used. (could model a second limerick to demonstrate differing limerick beginnings.

e. Students then work on constructing their own limericks in class. Student’s write for 10-15 minutes then share their limericks with the class.

f. Students select one of their limericks to publish on paper.

Ability to recall structure and process of limericks.

Specific analysis of content of limericks.

Students willingness and effectiveness when composing text.

Students engagement levels.

Whiteboard markers.

Limerick examples

Butchers paper.

A3 paper to publish on.

HOMEWORK:1. Limerick homework stencil.2. Write your very own limerick about a favourite topic

or friend.Lesson Five: Limericks cont.

Variety in composing texts.

Differing perspectives in creating and composing text.

Cooperative learning techniques.

Processes required to collaboratively construct poetry.

Work collaboratively to compose texts.

Use their imagination and world experiences to complete and compose texts.

Sequence events using cues and clues to compose poetry.

Utilise sentence structure techniques to compose poetry.

a. Checking homework and encourage students to share their limericks they have written for homework.

b. Students work together to complete unfinished/incomplete limericks. (as per stencils attached to program) Remind students of the rule and processes for writing limericks.

c. Students in small groups are given a topic to write a limerick about. Eg: animals, a place, a person, name and address, etc. In their groups they are to brainstorm and draft a limerick about that topic.

d. Editing and publishing of limericks into their workbooks or for display on the wall.

e. Fast finishers complete cut and paste activities of limericks that they can paste onto A3 and illustrate.

Student effectiveness in completing and composing texts.

Students collaborative abilities to use correct structures to compose limericks.

Acceptance of differing results when given identical tasks.

Stencils

Incomplete Limericks on board/A3 paper.

Publishing paper.

Cut and paste limericks in envelopes.

HOMEWORK: 1. Unfinished limericks and illustrations to match. Groups of students given the same unfinished limerick to compare and contrast results written in next lesson. Limericks can also be collated into a class book for students to read.

Limericks

There was an Old Man on a hill,Who seldom, if ever, stood still;

He ran up and down,In his Grandmother's gown,

Which adorned that Old Man on a hill.

There was a Young Lady of Ryde, Whose shoe-strings were seldom

untied.She purchased some clogs

And some small spotted dogs,And frequently walked about Ryde.

There was an Old Man in a boat,Who said, 'I'm afloat, I'm afloat!'When they said, 'No! you ain't!'

He was ready to faint,That unhappy Old Man in a boat.

There was an Old Man who supposed That the street door was partially closed;

But some very large rats Ate his coats and his hats,

While that futile Old Gentleman dozed.

Cut up, jumble and sequence the limerickThere was an old

man who supposed, That

the street door was

partially closed; But some

very large Rats, Ate

his coats and his

hats, While that futile

old man had dozed.

There once was a man from KewWho found a dead mouse in his stew

Said the waiter, “Don’t shoutOr wave it about,

Or the rest will be wanting on too!!”

Anna Marie from FranceHated to sing and danceBut she boogied one day(what an awful display!)

When her neighbour set fire to her pants

There once was a dog named NedWho hated to sleep in the shed

He crept into the houseAs quiet as a mouse

And looked for a comfortable bed.

A lazy, old donkey from SpainDid not like to work in the rain

A job near a lakeHe thought he would take

As long as he traveled by train.

There was a young truant from KirkWho rarely did any __________

He rested all dayJust wanted to ____________

The townsfolk called him a __________

There was an old

man who supposed, That

the street door was

partially closed; But some

very large Rats, Ate

his coats and his

hats, While that futile

old man had dozed.

There was an old man in a boat,

“I’m afloat, I’m afloat!” When they said,

He was ready to faint,

old man in a boat. Who said,

“No! you ain’t!” That unhappy

Students learn about:

Students learn to:

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Lesson 6/7:

Cinquain Poems

Processes and procedures associated with composure of poetry.

Structure of cinquain poems.

Grammatical elements of poetry.

Actively participate in class discussions.

Compare and contrast poetic forms.

Categorise grammatical elements.

Collaborate to construct poetry.

Share ideas and work evidence with each other.

Verbalise ideas regularly.

a. What is a Cinquain Poem? Ask and record student responses.

b. Discuss and record in student books the structure of a Cinquain poem. (five lines, nouns, verbs, adjectives etc (See attached information)

c. Students work on categorising activity to revise nouns, verbs, adjectives etc) teacher to make up a jumbled list on the board in which students unjumble and categorise in workbooks.

EG:Nouns Verbs Adjectives

d. As a class discuss and brainstorm topics for a cinquain poem.

e. Demonstrate the construction of a cinquain poem with the class on butchers paper. Using example/idea from class.

f. Students either individually or in groups construct their own Cinquain Poems. (scaffolds attached to assist students)

g. Poems are the shared with the class, decorated and displayed in the room

Student responses in discussions.

Willingness to participate in class activities.

Student success in categorising activities.

Work samples produced.

Work ethic within the classroom.

Student success in working collaboratively.

Enthusiasm within the room.

Poetry examples

Lists of nouns, verbs and adjectives.

Butchers paper.

Scaffolds for poetry.

Coloured pencils and textas

Homework stencil on grammar and punctuation.

HOMEWORK: 1. Punctuation/grammar activities.

(attached)

2. Students may also publish a poem they have written in a previous lesson

Emma jump black pencil cook

fury dog help silly flower

walk Moree drive funny book

house beautiful miraculous enormous table

Emma jump black pencil cook

fury dog help silly flower

walk Moree drive funny book

house beautiful miraculous enormous table

Emma jump black pencil cook

fury dog help silly flower

walk Moree drive funny book

house beautiful miraculous enormous table

Emma jump black pencil cook

fury dog help silly flower

walk Moree drive funny book

house beautiful miraculous enormous table

Trained, _____________,

Lifting, ___________, ___________,

__________, __________, _________, _________

______________

Buzzing, ________________,

Landing, __________, ___________,

What ________, _________, _______

Insect

Fluffy, ____________

_________, _________, __________,

_______, _______, _______, ______,

____________

____________, ____________

__________, __________, _________

_______, _______, _______, _______

______________

__________, ___________

__________, __________, _________

_______, _______, _______, _______

____________

____________, ____________

__________, _________, __________

_______, _______, _______, _______

______________

___________, ___________

_________, _________, ________

_______, _______, _______, ______

____________

__________, __________

_________, _________, ________

_______, _______, _______, _______

_______________

____________, ___________

_________, _________, __________

_______, _______, _______, _______

_____________

___________________

____________, ___________

_________, _________, __________

_______, _______, _______, _______

____________

Students learn about:

Students learn to:

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Lesson 8:

Acrostic Poems

Processes used to write poetic devices using words and letters of words.

Poetic devices being used as gifts.

Brainstorming techniques to compose poetic devices.

Using dictionaries to compose poetic devices.

Draft, edit and compose poetry collaboratively.

Use letters in a name to compose poetry.

Identify and analyse people to assist them in composing poetry.

Identify people’s traits and record them using poetic forms.

ACROSTIC POEMS:

a. What are they? And how can they be used? Brainstorm with class and recording of responses onto butchers paper.

b. What can an acrostic poem be written about? Brainstorm ideas again and record responses on butchers paper.

c. Students decide as a class on a topic to compose an acrostic poem. With teacher modelling teacher assists and asks for responses to create a simple acrostic poem.

d. Students in English books now construct an acrostic poem on themselves, Teacher assists students with ideas to compose these texts.

OR

e. Names in a hat and students draw name out of a hat. Students compose an acrostic poem on the students name chosen. (teacher will need to discuss protocol for such an activity)

f. All poems then shared with rest of class.g. If time permits, students may in pairs choose a teacher to

construct an acrostic poem about. Students present poem to teacher as a gift.

Recall of information relating to Acrostic poems and poetic devices.

Knowledge of topics to construct such poetry.

Willingness and effectiveness of collaborative constructions.

Student effectiveness in composing own acrostic poem independently.

Quality of work produced.

Sample acrostic poems.

Butchers paper

Textas

Homework stencil

Publishing paper.

HOMEWORK: Stencil attached on acrostic/dictionary activities, also punctuation grammar activities.

Lesson 9/10:

Fortunately/Unfortunately Poems

The ways in which the real world can be represented through poetry.

Verbalising poetry in front of an audience.

Compose humorous texts as poetry.

Alternative structures for poetry.

Collectively construct poems using scaffolds.

Construct poems using a progressive technique.

a. Introduction to a humorous type of poem that students can use their imagination to create a humorous story.

b. Teacher has story/scenario on board unfinished. Teacher reads to students and asks them to respond with a good line and a bad line. (fortunately/unfortunately)

c. Teacher assists students to ensure lines are connected to the topic.

d. Student’s then given scaffold to assist in the construction of these poems, as a class.

e. Small groups then given a scenario in which they work together to complete a series of fortunate/unfortunate poem lines.

f. Share all ideas with the class. Students read their poetry to others in the class.

Participation in class discussions.

Student’s abilities to identify and add to a collective poem.

Student ability to independently construct poetry.

Effectiveness in collectively constructing poetry.

Student’s abilities to work together as a group.

Fortunately/ unfortunately scenarios.

Scaffolds for poems.

Texta’s

Rewards for class.

HOMEWORK: 1. Given a specific scenario, students construct their own Fortunate/unfortunately poems to read to class next lesson.

Fortunately…………

Unfortunately………

Fortunately…………

Unfortunately………

Last Friday night I was havinga great time at my friend’s house

UNTIL………..

I went to go to bed and realizedI had forgotten my PJ’s…..

On our last holiday to the beachmy brother packed the car…….

When we got to the beach We realized our swimmers had been left behind…..

When my dad and I went rally driving we had the best fun…….

Until……..

We got a flat tyreAnd had no jack to fix it…..

Recently I went on a cruiseto Antarctica.

We were enjoying ourselvesthoroughly…..

Then……….

We hit and iceberg and the ship was damaged…….

I have just completed the most amazing assignment.

I need to hand it in today.

But……..

I can’t find it anywhere….My little sister has been in my bag….

Last week my teacher lent me her favourite CD.

I was running late for my bus….

My bag was open….

And the CD fell out……..

On a recent fishing trip my pop and I were having the best fun…

UNTIL……..

We went to go fishingand realized

We had forgotten the fishing lines…

My friend gave meher pet cow recently….

I bought it home and had it in the backyard….

It ate ……..

all my mums flowers and veges…

Last week my class went toMt Kaputar……

I was enjoying looking for koala’s….

THEN……

Everyone was gone and I got lost….

My mum makes the best meat pies with peas.

After school I tried one……

Whilst I was eating mine my puppy ate the rest…..

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Students learn to:

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Lesson: 11/12

Sentences and elements of a sentence

Sentence structure and the processes of putting a sentence together.

Elements of a sentence.

Processes and procedures to jazz up sentences.

Communicate effectively using written language.

Structure sentences correctly using several elements.

Processes to make sentences more interesting.

Identify nouns, verbs, adjectives and proper nouns.

a. What is a sentence? Brainstorm and record students responses.

b. What should be included in a sentence? Brainstorm and record student responses. (eg: noun, verb, adj etc)

c. Students select a noun, verb and adj. out of a box and attempt to write a sentence. Students then share their sentences.

d. Using one sentence from a student: teacher writes this on to the board and questions class as to how this sentence could be jazzed up.

e. Teacher responds to students suggestions and gradually jazzes sentences up.

f. Student sentences are then worked on in pairs. After a given time sentences are then read out to the class.

g. Jazzed up sentences are written on separate paper so as to compare them.

Student responses.

Students abilities to identify elements of a sentence.

Correct identification of nouns, verbs and adjectives.

Students abilities to write their own sentences independently.

Students effectiveness in successfully jazzing up their own sentences.

Charts

Textas

Cut up nouns, verbs adjectives,

Nouns verbs adjectives boxes

Stencils for students to complete.

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Lesson: 13

Alliteration

Various processes and procedures to communicate ideas using poetry.

Tongue twisters as a method of communication.

Collaborative composure of poetry.

Alliterative sentences as a method to explore the world.

Identify the processes and procedures to compose Alliterative poetry.

Become familiar with tongue twisters.

Compose their own forms of poetry.

Use stimulus pictures and words to compose poetry.

Complete challenge activities as a form of encouragement for engagement.

a. What is alliteration? Brainstorm with class about what they already know.Use a dictionary to look up the meaning of alliteration. Students write definition into their books along with an example.

b. For what purpose is alliteration used? Brainstorm and discuss with class about why this type of poetry may be used.

c. Display and discuss examples of alliteration. Eg: sayings etc. She sells sea shells by the sea shore……..etc Peter Piper Picked a pepper…

d. Introduce the idea of a tongue twister and its purpose. Ask for volunteers to say any that they may already know. Write some of these on butchers paper or a chart.

e. Using cut up alphabet (take out more difficult letters), teacher chooses a letter. Teacher sticks letter to the board. As a class students construct an alliterative sentence as a model.

f. Using the same cut up alphabet students select a letter out of a container. On A4 paper students write an alliterative sentence.

g. Give students time to complete. Then share some of these with the class.

h. Students try writing another alliterative sentence using their own name.

i. Using cut out magazines pictures, students on A3 paper students write an alliterative sentence about their chosen picture. (time students when selecting their picture)

j. Could set a challenge: the person who does the best alliterative sentence/s gets and award.

k. Give students time to complete. Then share some of these with the class.

Student willingness to participate in class activities

Effectiveness in completing activities.

Student work samples collected

Student recall of prior knowledge to complete activities.

Student willingness to participate in extension and challenge activities.

Chart/butchers paper

Textas

Dictionary

Magazines

A3 paper

Glue

Alphabet cards

HOMEWORK:

Write this into their English Books.

1. Using either a stimulus picture or a persons name students are to write their own alliterative sentences to read and display in class at a later date.

2. CHALLENGE: Who can write the longest alliterative sentence that makes sense using someone’s name?

Effectiveness of students in completing homework tasks.

A B C D EF G H I JK L M N OP Q R S TU V W X Y

Peter Piper picked a peck of pickled peppers.

Did Peter Piper pick a peck of pickled peppers?

If Peter Piper picked a peck of pickled peppers,

where's the peck of pickled peppers Peter Piper picked?Betty Botter had some butter,

"But," she said, "this butter's bitterif I bake this bitter butter,

it would make my batter bitter.But a bit of better butter—

that would make my batter better."So she bought a bit of butter,better than her bitter butter,

and she baked it in her batter,and the batter was not bitter.So 'twas better Betty Botterbought a bit of better butter.

A big black bug bit a big black bear, and made the big black bear

bleed blood.

She sells sea shells by the sea shore.The shells she sells are surely seashells.

So if she sells shells on the seashore,I'm sure she sells seashore shells.

Fat friendly Frank flips fine feasty flapjacks

whilst making funny faces at Fred Fallows.

Silly Sally swiftly shooed seven silly sheep.The seven silly sheep Silly Sally shooed

shilly-shallied south.These sheep shouldn't sleep in a shack;

sheep should sleep in a shed.Twelve twins twirled twelve twigs.

Nine nice night nurses nursing nicely.Six shimmering sharks sharply striking shins.

Alliteration Lesson Plans and ResourcesGrade level: upper elem.

Goal: Students will identify and use alliteration.

SomeTwisters which also illustrate alliteration: Angela Abigail Applewhite ate anchovies and artichokes. Bertha Bartholomew blew big, blue bubbles. Clever Clifford Cutter clumisily closed the closet clasps. Dwayne Dwiddle drew a drawing of dreaded Dracula. Elmer Elwood eluded elven elderly elephants. Floyd Flingle flipped flat flapjacks. Greta Gruber grabbed a group of green grapes. Hattie Henderson hated happy healthy hippos. Ida Ivy identified the ivory iris. Julie Jackson juggled the juicy, jiggly jello. Karl Kessler kept the ketchup in the kitchen. Lila Ledbetter lugged a lot of little lemons. Milton Mallard mailed a mangled mango.

Norris Newton never needed new noodles. Patsy planter plucked plump, purple, plastic plums. Quinella Quist quite quickly quelled the quarreling quartet. Randy Rathbone wrapped a rather rare red rabbit. Shelly Sherman shivered in a sheer, short, shirt. Trina Tweety tripped two twittering twins under a twiggy tree. Uri Udall usually used his unique, unusual unicycle. Vicky Vinc viewd a very valuable vase. Walter Whipple warily warned the weary warrior. Xerxes Xenon expected to xerox extra x-rays. Yolana Yvonne Yarger yodeled up yonder yesterday. Zigmund Zane zig-zagged through the zany zoo zone.

The Activities:Use the above tongue twisters to introduce alliteration.

Students will:1. Select ten twisters and illustrate them. 2. Extend ten twisters by adding more adjectives and adverbs. 3. Complete five twisters of your own.

1. Make up twisters about famous people with whom you are familiar. 2. Make up twisters about popular products you use. 3. Share these in class by reading aloud or passing papers. 4. Illustrate the twisters.

Assessment: Students completed their assignment.

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LESSON 14: Recognise ballads as a form of poetry

1. Notes on board – What is a ballad?Ballads are poems written to tell a story. Ballads usually have a setting, sequence of events, resolution, comment or conclusion. Ballads often include heroism, love, happiness, sadness and bravery.

2. Listening Activity – Teacher reads “Ballad of the Drover” by Henry Lawson to class while students read along.3. Recreation of the poem – Students are

given a page of scrambled words from one verse and recreate the verse onto a piece of A4 coloured paper. Students then choose a picture to complete their verse and highlight the rhyming words.

4. Understanding the text exercise – students answer the following questions in their workbooks:

(a) Where had Harry Dale been?(b) Which animals were accompanying him

homeward?(c) Why did the drover decide to press on

across the river?(d) What did the dog do when the drover

and the saddle-horse did not reach the shore?

Look up the following words in dictionary to add to their poetry glossary:

(a) heroism(b) bravery

accompany

Students are able to copy notes down without errors.

Students ask questions about poem during or at completion of poem.

Students are able to recreate the poem by recognising words and punctuation.Students recognise relevance of visual stimulus to add to poem.

Students are able to answer the questions to show understanding of the poem.

Handout of poem

Scrambled words handout

Scissors, glue, coloured paper, highlighters

HOMEWORK:Look up the following words in dictionary to add to their poetry glossary:

(c) heroism(d) bravery

accompany

Students are able to use a dictionary to find words from a lesson.

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LESSON 15:

Ballads as a poetic device

Recognise and use nouns in poetry

1.Notes on board: NounsNouns are the names of persons, animals,

places, things, feelings or ideas. There are several types of nouns:

- Proper nouns are special nouns (eg: Harry, Rover)

- Common nouns are the names of common things (eg: chains, knee)

- Collective nouns are the names of groups of things (eg: mob of horses)

- Abstract nouns are names of feelings (eg: strength)

2. Worksheet – add nouns to complete these simple sentences.

3. Listening Activity – teacher reads another ballad to class “The Death of Ned Kelly” by John Manifold.

4. Group Discussion – Why was the poem a ballad? What other poetic device does the poet use?

5. Construction of a ballad - Students to write their own ballad about a subject of their choice. Poem must have at least 8 lines and have some rhyme.

Students are able to copy down notes without errors.

Students are able to recognise and add nouns correctly.

Students ask questions about the poem.

Students are able to discuss the poem and what makes it a ballad.

Students are able to construct their own ballad using rhyme as a poetic device.

Nouns worksheet

Poem as handout

2 poems for student scaffolds

HOMEWORK: Complete ballad construction and present on blank paper with heading, border and picture.

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Lesson 16:Introduction to similes

Similes as a poetic device

Recognise similes as a poetic device

1. Notes on board: Similes A simile compares two unlike things using the

words ‘like’ or ‘as.’

2. Class activity – Using laminated chart, student’s complete sentences to create a simile. Selected students are given a flash card of a bird or animal and stick them on the chart to make a correct simile.

3. Picture stimulus – student’s complete worksheet by writing in the word that matches the pictures to make similes.

4. ‘My Mum is Like a Star’ worksheet. Students are given a worksheet that shows them how to brainstorm ideas for a poem. Scaffolding required.

Students are able to copy down notes without errors.

Students get involved in activity and are able to recognise correct words to make similes.

Students are able to recognise pictures to create similes.

Students are able to use another strategy to create a simile poem.

Laminated simile chart and flash cards

Picture worksheet, coloured pencils, textas

Simile brainstorm worksheet.

HOMEWORK: Complete brainstorm and write simile paragraph of at least five lines into workbooks.

Lesson 17:Similes as a poetic device

Quality work

Use similes in poetry.Recognise similes as a poetic device.

1. Revise with students what makes a simile.

2. Example of a simile poem – students are given ‘People poem for Similes’ handout and teacher reads the poem to class.

3. Creation of simile poem – students are given scaffolded worksheet and create their own people poem using simile as the poetic device.

4. Presentation of poem – students are to come up with a creative way to present their poem. They must use the following quality work inclusions:

(a) border(b) heading(c) colour(d) picture

Students are able to recall what a simile is.

Students are able to create their own simile poem with scaffold.

Students are able to recognise and implement quality work.

People poem for similes handout

Scaffolded worksheet

A4 white and coloured paper, rulers, pencils, textas, glue, scissors, etc.

HOMEWORK: Complete presentation of people poems to bring to next English lesson.

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Lesson 18/19: Metaphor as a poetic device

Recognise metaphor in poetry.

Recognise the difference between metaphor and simile.

Create own poems using metaphor as poetic device.

1. Notes on board : MetaphorsWhere a simile compares two unlike things using the words ‘like’ or ‘as,’ a metaphor does the same by not using these two words. For example, The bird is a colourful rainbow.

2. Worksheet – students to read each example and nominate what each is, either a simile or a metaphor.

3. Worksheet – A Person in my Life Metaphor Poem. Teacher reads example and students to complete the scaffolded activity.

4. Presentation of poem using quality work standards.

5. Optional – students to read their poems to class.

6. Worksheet – People Poem for Metaphors. Teacher reads poem to class and then students create their own poems using scaffold.

Students are able to copy down notes without errors.

Students are able to recognise the difference between similes and metaphors.

Students are able to use metaphor as a poetic device.

Students are able to orally present their own poetry.

Simile or metaphor worksheet

A Person in my Life worksheet

Teacher resources

People Poem for Metaphors worksheet

HOMEWORK:

7. Presentation of people poem using quality work standards.

Complete presentation of poems to be included in individual anthology of poems.

Teacher resources

Evaluation of UnitTeacher Evaluation Comments/Variations

How did the unit ‘rate’ in these areas ?

Time allocated for topicStudent understanding of contentOpportunities for student reflection on learningSuitability of resourcesVariety of teaching strategiesIntegration of Quality Teaching strategiesIntegration of ICTsLiteracy strategies usedNumeracy strategies usedELLA targets addressedSNAP targets addressed

Date commenced: Date completed:

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