Curriculum Area Topic Timeframe Teacher Class

Writing Poetry Term 4, 2018 Horopito Team Horopito Team

New Zealand Curriculum: Key Competencies Big Idea (Why am I teaching this?)

Thinking Literacy in English gives students access to the understanding, knowledge, and skills they need to participate fully
Using creative, critical, and metacognitive processes to in the social, cultural, political, and economic life of New Zealand and the wider world. To be successful participants,
make sense of information, experiences, and ideas. they need to be effective oral, written, and visual communicators who are able to think critically and in depth.

Using language, symbols and text
Working with, and making meaning of, the codes in
which knowledge is expressed.
Managing Self
This competency is associated with self-motivation, a
“can-do” attitude, and with students seeing themselves
as capable learners. It is integral to self-assessment.
Relating to Others
Interacting effectively with a diverse range of people in a
variety of contexts. This competency includes the ability
to listen actively, recognise different points of view,
negotiate, and share ideas.
By understanding how language works, students are equipped to make appropriate language choices and apply
them in a range of contexts. Students learn to deconstruct and critically interrogate texts in order to understand the
power of language to enrich and shape their own and others’ lives.
Students appreciate and enjoy texts in all their forms. The study of New Zealand and world literature contributes to
students’ developing sense of identity, their awareness of New Zealand’s bicultural heritage, and their
understanding of the world.
Success in English is fundamental to success across the curriculum. All learning areas (with the possible exception
of languages) require students to receive, process, and present ideas or information using the English language as
a medium. English can be studied both as a heritage language and as an additional language.
English presents students with opportunities to engage with and develop the key competencies in diverse contexts.
Assessment (What is informing my teaching?) Differentiated Learning

Participating and contributing
Having a sense of belonging and the confidence to
participate within new contexts.
Formative Assessment one to one discussion with
students regarding work especially poems written
Ongoing assessment, including formal and informal
observations. Conferencing with small groups and
individuals.
Interest and level-based groups, in response to
assessment. Specific interventions and support for
identified students (ESOL etc.). Ongoing discussions
with students, and peer support.

Achievement Objectives: Level 4 Achievement Objectives: Level 5

Processes and strategies Processes and strategies

Students will: Students will:

Integrate sources of information, processes, and strategies purposefully and Integrate sources of information, processes, and strategies purposefully and
confidently to identify, form, and express increasingly sophisticated ideas. confidently to identify, form, and express increasingly sophisticated ideas.

Indicators:
● selects and reads texts for enjoyment and personal fulfilment
● recognises, understands, and considers the connections between oral,
written, and visual language
● integrates sources of information and prior knowledge purposefully and
confidently to make sense of increasingly varied and complex texts
● selects and uses appropriate processing and comprehension strategies with
confidence
● thinks critically about texts with understanding and confidence
● monitors, self-evaluates, and describes progress, articulating learning with
confidence.
Indicators:
● selects and reads texts for enjoyment and personal fulfilment
● recognises, understands, and considers the connections between oral,
written, and visual language
● integrates sources of information and prior knowledge purposefully and
confidently to make sense of increasingly varied and complex texts
● selects and uses appropriate processing and comprehension strategies with
confidence
● thinks critically about texts with understanding and confidence
● monitors, self-evaluates, and describes progress, articulating learning with
confidence.

By using these processes and strategies when listening, reading, or viewing, students By using these processes and strategies when listening, reading, or viewing, students
will: will:

Purposes and audiences Purposes and audiences

Show an understanding of how texts are shaped for different purposes and audiences.
Indicators:
● recognises, understands, and considers how texts are constructed for a range
of purposes, audiences, and situations
● identifies particular points of view within texts and recognises that texts can
position a reader
● evaluates the reliability and usefulness of texts with confidence.
Ideas
Show an understanding of ideas within, across, and beyond texts.
Indicators:
● makes meaning by understanding increasingly comprehensive ideas in texts
and the links between them
● makes connections by exploring ideas within and between texts from a range
of contexts
● recognises that there may be more than one reading available within a text
● makes and supports inferences from texts independently.
Show a developed understanding of how texts are shaped for different purposes and
audiences.
Indicators:
● recognises, understands, and considers how texts are constructed for a range
of purposes, audiences, and situations
● identifies particular points of view within texts and recognises that texts can
position a reader
● evaluates the reliability and usefulness of texts with confidence.
Ideas
Show a developed understanding of ideas within, across, and beyond texts.
Indicators:
● makes meaning by understanding comprehensive ideas
● makes connections by interpreting ideas within and between texts from a
range of contexts
● recognises that there may be more than one reading available within a text
● makes and supports inferences from texts independently.

Language features Language features

Show an understanding of how language features are used for effect within and Show a developed understanding of how language features are used for effect within
across texts. and across texts.
Indicators: Indicators:
● identifies oral, written, and visual language features and understands their ● identifies a range of oral, written, and visual language features and
effects understands their effects
● uses an increasing vocabulary to make meaning ● uses an increasing vocabulary to make meaning
● understands how a range of text conventions work together to create meaning ● understands and interprets how text conventions work together to create
and effect meaning and effect
● understands that authors have different voices and styles and can identify ● understands that authors have different voices and styles and identifies and
those differences. can explain these differences.

Structure
Show an understanding of a range of structures.
Indicator:
● identifies and understands the characteristics and conventions of a range of
text forms and considers how they contribute to and affect text meaning.
Structure
Show a developed understanding of a range of structures.
Indicator:
● identifies and understands the characteristics and conventions of a range of
text forms and considers how they contribute to and affect text meaning.
Poetry
Learning Intention
WALHT: Demonstrate
understanding of the
elements of a poem:
content, images, figurative
language, rhymes.
WALHT: Demonstrate
understanding of poetic
devices: simile, metaphor,
personification,
onomatopoeia.
WALHT: Understand how
poetic devices create vivid
pictures in the reader’s
imagination.
WALHT: Use recognisable
and recurring patterns of
metre to create rhythm and
pace.
WALHT: Use terminal and
internal rhyme to enhance
meaning.
WALHT: Understand the
scope of poetry to include
simple lists, and all the
way to long epics.
WALHT: Write and self-
assess an effective poem
using the elements of
poetry.
Success Criteria
I can:
● Write in a variety of different poetic forms,
showing understanding of poetic elements and
devices.
● Use rubrics to help guide and assess writing.
● Demonstrate understanding of the features and
structures of a poetry.
● Use the writing process to write poems
● Share writing with peers.
● Receive and provide feedback and feedforward
Possible Resources/Learning Experiences
15TH OCTOBER
Poetry Introduction and Linguistic devices(Phil Muir)
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16TH OCTOBER - 17TH OCTOBER
Sports Poem Students to read and discuss poem in Groups and fill out questions
found on Similes powerpoint.
Present poetry introduction. Link discussion to Linguistic devices lesson. Address
what is a Simile. Show poems. Ask students to answer questions and then draft own
simile poem
All poems are to be written in writing books not on devices.
18TH OCTOBER TO 19TH OCTOBER
Metaphors Discuss what a metaphor is? Follow powerpoint to discuss differences
between simile and metaphor. Have students write a metaphor using pictures
provided in powerpoint.
Make sure students bring completed work to Teacher for discussion and marking
All poems are to be written in writing books not on devices.
22ND OCTOBER TO 23RD OCTOBER
Read The Fight of the Year
Discuss meaning, imagery, form and poetic devices as a group with students.
Encourage feedback, question and answers, shared conversations.
Show worksheet. Students are to work in pairs to complete each step. The first part
was initially done as a class.
Step 2 students are to build a word bank around foods associated with each of the
following meals: breakfast, lunch, dinner, dessert. Good to mention students are to
think not only about food, but include also place, time and utensils to aid in gathering
ideas.
Step 3 involves writing a poem called ‘The Fight of the Food’ that uses the same
structure as The Fight of the Year.
Poem to be written on worksheet.
24TH OCTOBER
Blackout Poetry Personification Powerpoint to model examples and what to do?
Model instructions step by step from powerpoint.
Give students a double sided page from a novel (The Half men of O) to work with
should they finish in time.
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25TH OCTOBER
Define personification as giving a non-human object, human qualities
Use Personification Powerpoint to discuss ways of writing personification.
Analysis together the examples.
Find the personification in Sunrise by Frank Asch.
Explain a poem doesn’t have to be long to have meaning
Give the following as an example of personification, or make up your own: The rain hit
my face angrily. Children then make up their own short poem for the following: snake,
cheetah, rainbow, candle, waves, sunshine, frost, grass,
Assessment:
1. Read your personification poem to a partner, without revealing what the object
is. Try and guess what a partner’s poem is about.
2. Award them a level and comment on what was done well and what could be
improved:
29TH OCTOBER
Students are to read I'm in the zone
Discuss in groups: meaning, poetic devices etc
Ask students to find meanings for the following slang words:
Getting owned / Chores / roam
Ask students why they think these words are in capitals
CORD / I'M ABOUT TO WIN THIS
Individually ask students to complete another verse to this poem
Brainstorm different kinds of Chores
Make a rhyming verse talking about chores: you can use any poetic/linguistic device ie
metaphor, simile, personification, idiom etc
Assessment time:
Work with someone who you haven’t worked with todate
Read out each other’s poems, awarding them a level and comment on what was done
well and what could be improved
Personification poem to a partner, without revealing what the object is. Try and guess
what a partner’s poem is about.
I’m in the zone verse
Chores verse
30TH OCTOBER (LESSON TAUGHT BY AT AS WAS IN MEETING)
Haiku follow powerpoint to present Haiku poetry
Starter activity to warm up. Put the words together to make sentences
Read the Haiku [little hand]. What does it mean? What kind of poetry is it?
 Unpack Haiku and how you write them.
Go back to initial [little hand] poem. Is it truely a haiku?
Give students ample time to practice before sending them off to create their own.
Haiku Rhymes

31ST OCTOBER
Read Rules by Karla Kuskin and discuss.
This poem is just a list of crazy rules.
Write your own poem which is a simple list of nonsense rules.
Start each line with “Do not.”
Finish with the same three lines:
“And whatever else you do
it is better you
do not.

1ST NOVEMBER
Limericks
Opening explanation limerick video
Emphasize the fun in writing these poems. Students are to write about anything
however of course keep it above board. No writing about fellow students.

5TH NOVEMBER - 6TH NOVEMBER

Ask Students what do they know about guy fawkes
Watch Guy Fawkes Video
Guy Fawkes Poem unpack the imagery and language

Write your unique Fireworks poem

Any poetical / linguistic device can be used. Imagination is key!!!
Year 7 Example Poems----------------------------------------------------------------------------------
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13TH NOVEMBER to 15th NOVEMBER (14th EOTC to Museum)
Atmosphere Use the lesson plan to unpack the lake poem and how atmosphere can
change completely the meaning of the poem.
The Lake Poem

Evaluation of Teaching and Learning

Each individual powerpoint as learning intentions and assessment requirements

Student Assessment
Student Workspace
EXAMPLES OF ASSESSED STUDENT WORK