Lesson Plan
Assessment – Experimenting with Poetry
An assessment task in which students will demonstrate an understanding of the elements of poetry by writing an ode and a ballad.
Assessment Plan
Tuning In
- Review the content of the unit. Revisit the definition of poetry, the main elements of poetry and the common forms of poetry. Explain to the students that they will be required to demonstrate what they have learned throughout the unit by writing an ode and a simple ballad on a topic of their choice.
Teacher Instruction
- In order to provide some scaffolding for the assessment task, brainstorm some possible topics for the students to draw from when planning and writing their poems. Explore a range of topics such as natural phenomena, foods, common experiences and emotions. Ensure that the students understand that they are not restricted to the list of brainstormed topics when writing their poems.
- Remind the students of the purpose and structure of an ode and a simple ballad by projecting the second page from the Writing an Ode Worksheet and the Writing a Ballad Worksheet on the board. Explain to the students that the scaffold is available for them to use; however, they may choose not to use it if they prefer more creative freedom when writing their poems.
Guided/Independent Learning
- Monitor and support the students as they write their two poems. Teachers may wish to set a time limit for writing, or they may allow the students to take as much time as they need to complete the task. Ensure that the students know exactly how much time they have and provide regular reminders of how much time is remaining.
- Once the students have finished writing their poems, collect their work so that it may be used to assess the students’ understanding of the unit objectives. The Poetry – Assessment Rubric may be a helpful tool for teachers during this process.
Wrapping Up
- In order to reflect upon their learning throughout the unit, ask the students to answer the following questions in their poetry reflection journals.
- Which learning experiences did you enjoy most during the unit and why?
- Which learning experiences did you find challenging and why?
- Now that the unit has finished, how do you feel about reading and writing poetry?
Differentiation
Extending Students
- Encourage more capable students to write their poems without the use of the scaffolding sheet.
Supporting Students
- Support students with lower literacy levels through the planning process so they have a clear direction for writing.
Assessment Strategies
Suggested Assessment Strategies
- used strategic whole class or individual questioning
- observed student participation during learning activities
- recorded student progress on a checklist
- annotated student work samples
- collected and reviewed student work samples
- facilitated whole class or peer feedback sessions
- encouraged student self-reflection
- administered formal assessment tasks.
Resources
NSW Curriculum alignment
- EN3-2A
Composes, edits and presents well-structured and coherent texts
- EN3-6B
Uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies
- EN3-7C
Thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts
Victorian Curriculum alignment
- VCELY329
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audience
- VCELY358
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- VCELT316
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes
- VCELT344
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse
Australian Curriculum alignment
- ACELY1704
Plan, draft and publish imaginative, informative and persuasive print and multimodal texts, choosing text structures, language features, images and sound appropriate to purpose and audienceElaboration...
- ACELY1714
Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audie...
- ACELT1611
Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odesElaborationsdiscussing how figu...
- ACELT1617
Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verseElaborationsidentifying how language choice and imagery...
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This resource is a god send! I have finished lesson 1 and 2 with my class and they loved it! They were very reluctant about our poetry unit and now they are excited. Thank you!
Comment by Jess Doumbos on May 27, 2018 at 8:49 pm
Thank you for the positive feedback, Jess! It’s so wonderful when our members share their experiences of how our units are translating into the classroom. Here at Teach Starter it is our aim to make classrooms buzz with positivity and excitement about learning. I’m so pleased to hear that your students are motivated about reading and writing poetry after commencing the unit. Thanks again for your feedback!
Official comment by Stephanie (Teach Starter) on May 28, 2018 at 8:53 am