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Ohio ELA Standards:

RL 3.2, 4.2, 5.2 – Analyze literary text development.

RL 3.5, 4.5,
5.5 – explain differences between different types of literature.

L3.5, L4.5, L5.5 –
Demonstrate understanding of figurative language, word relationships, and word
meanings

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2-3.1 - construct meaning from oral presentations and literary and informational textthrough gradeappropriate listening, reading, and viewing.

2-3.3 - speak and write about grade-appropriate complex literary and informational texts and topics.

2-3.8 - determine the meaning of words and phrases in oral presentations and literary and informational text

4-5.1 - construct meaning from oral presentations and literary and informational textthrough gradeappropriate listening, reading, and viewing

4-5.3 - speak and write about gradeappropriate complex literary and informational texts and topics.

4-5.8 - determine the meaning of words and phrases in oral presentation s and literary and informationa l text.

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What is the purpose of the poem?

Describe the structure of the poem.
How does it affect the content?

What figurative language is used
and why?

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Students will understand...

There are different types of poetry that use
figurative language for different purposes

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Students will know...
How different types of poetry are
structured and how figurative language is
used within a poem

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Students will be able to...
Create and perform poetry on a given topic.

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Interpretive Mode:
Reading and Listening
• Demonstrate comprehension of
different genres of poetry read aloud in
class by the teacher or chorally.

Interpersonal Mode:
Speaking and listening
• Students use peer review by reciting
poem drafts with writing partner.

Presentational Mode:
Writing and Speaking
• Students perform 3-5 of their found
poems or original poems.

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Interpretive Mode:
• Take notes during whole-class
poetry exploration.

Interpersonal Mode:
• Teacher checklist while
listening to students talk to
make sure they have fulfilled
the learning goals.
• In pairs, students use a list of
different types of poetry to find
examples of or write original
poetry.
• One on one teacher
conferencing about how the
project is going, what poems
have they found/need, do they
need more resources, etc.

Presentational Mode:
• Students put together a Poetry
Book

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Introduce topic/standard/learning objectives
• Activate background knowledge
- Students share what they already know about poetry
- Teacher shares poems during whole-group introduction
- Students take notes about different types of poetry over several days,
including definitions/examples of different poetry genres

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Explain the poetry project.
- Students will create a book of poetry using what they have learned about
different poetry genres.
- The book will contain a mix of “found” poems and original work
- Poems will have illustrations, either drawn or found

Show an exemplar of a completed project.

Next, explain the presentation at the end. Model what the presentation will look like using the exemplar.

Give students a copy of the rubric and discuss together, giving examples using the exemplar.

Explain/Model how to create a poem using a given topic.
-Show students how to find resources and videos in their L1

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• Students choose which types of poems they would like to feature in their poetry
book
• Students will decide which types of poems they will write to include in their
poetry book.
• Students will use the project checklist to organize their daily work.
• At the end of each day, Ss will turn and talk to tell their partner what they
completed that day.
• Teacher will meet with students to discuss progress

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• Teacher models what the presentation should look like, using the rubric as a
guide.
• After students have completed the checklist, they will practice giving their
presentation in partners.
• Teacher models how to give peer feedback and/or ask questions about
presentation.
• Teacher gives feedback while observing.
• Students give feedback and/or ask questions

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• Students give presentation to the class using their poetry book
• Parents are invited to attend.

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• Teacher provides Ss feedback using the rubric.
• Studentss are asked questions to self-reflect based on the rubric