Subject Area

Grade Level
Topic
Length of Unit
(days)

Poetry and Research

Unit Assessment Plan

English Language Arts

8
Poetry and Research
30 instruction days

Stage 1 Desired Results

Established Goals:
1 - Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings
and experiences.
2 - Students will listen, speak, read, write, view and represent to comprehend and respond
personally and critically to oral, print and other media texts.
3 - Students will listen, speak, read, write, view and represent to manage ideas and information.
4 - Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of
communication.
5 - Students will listen, speak, read, write, view and represent to respect, support and collaborate
with others.
Understandings:
Essential /Inquiry Questions:
Students will understand that
Figurative language and
How do individuals use poetry to
symbolism plays an important
represent the world around them?
role in poetry
How do individuals use poetry to
There are many forms of poetry
comment on or try to change the world
around them?
Some poetry has strict
How does an individual gather reliable
guidelines and how to write
within these guidelines
information on a topic to further their
understanding?
Researching requires a plan of
action
Good research uses multiple
credible sources
There are multiple formats to
present research
Students will know how to
1.2.1a acknowledge the value of the ideas
and opinions of others in exploring and
extending personal interpretations and
perspectives

Students will be able to

1.1.1a revise understanding and expression of ideas
by connecting new and prior knowledge and
experiences
1.1.1b review, reread, discuss and reflect on oral, print
and other media texts to explore, confirm or revise
understanding
1.1.2a discuss and respond to ways that forms of oral,
print and other media texts enhance or constrain the
development and communication of ideas, information
and experiences
1.1.3a pursue personal interest in specific genres by
particular writers, artists, storytellers and filmmakers
2.1.1b use knowledge of authors, forms and genres,
developed during previous reading, to direct and
extend reading experiences
2.1.2a enhance understanding by paraphrasing main
ideas and supporting details, and by rereading and
discussing relevant passages

EDUC 3604 Unit Assessment Plan Template

Poetry and Research

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

2.2.1c expect that there is more than one

interpretation for oral, print and other media texts, and
discuss other points of view
2.2.1e make connections between biographical
information about authors, illustrators, storytellers and
filmmakers and their texts
2.2.3a discuss how techniques, such as word choice,
balance, camera angles, line and framing,
communicate meaning and enhance effects in oral,
print and other media texts
2.2.3c identify and discuss how word choice and order,
figurative language, plot, setting and character work
together to create mood and tone
2.3.1a discuss how the choice of form or genre of oral,
print and other media texts is appropriate to purpose
and audience
2.3.2a distinguish theme from topic or main idea in
oral, print and other media texts
2.4.1a create oral, print and other media texts related
to issues encountered in texts and in own life
3.1.1a experiment with several ways to focus a topic,
and select a form appropriate to audience and purpose
3.1.2a select the most appropriate information sources
for topic, audience, purpose and form
3.1.3a choose a plan to access, gather and record
information, according to self-selected parameters
3.2.1a obtain information from a variety of sources,
such as artifacts, debates, forums, biographies,
autobiographies, surveys, documentaries, films,
CDROMs, charts and tables, when conducting research
3.3.2b discard information that is irrelevant for
audience, purpose, form or point of view
3.3.2c use a consistent and approved format to give
credit for quoted and paraphrased ideas and
information
3.4.1a communicate ideas and information in a variety
of oral, print and other media texts, such as
interviews, minilessons and documentaries
3.4.1b integrate appropriate visual, print and/or other
media to inform and engage the audience
4.1.4b infer the literal and figurative meaning of words
in context, using idioms, analogies, metaphors and
similes
4.1.5a experiment with figurative language, voice,
sentence patterns, camera angle and music to create
an impression or mood
4.3.1a plan and facilitate small group and short, whole
class presentations to share information
5.2.1a propose ideas or advocate points of view that
recognize the ideas of others and advance the thinking
of the group
5.2.1b use opportunities as a group member to
contribute to group goals and extend own learning
5.2.2acontribute ideas, knowledge and strategies to

EDUC 3604 Unit Assessment Plan Template

Poetry and Research

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

identify group information needs and sources

5.2.2b organize and complete tasks cooperatively by
defining roles and responsibilities, negotiating to find
the basis for agreement, setting objectives and time
frames, and reviewing progress
5.2.3a evaluate the quality of own contributions to
group process, and offer constructive feedback to
others; propose suggestions for improvement

EDUC 3604 Unit Assessment Plan Template

Subject Area
Grade Level
Topic
Length of Unit
(days)

Poetry and Research

Unit Assessment Plan

English Language Arts

8
Poetry and Research
30 instruction days

Assessments
Learning
Outcomes

Title
Type

(Formative/Sum
mative)

Weighting

1.1.1a

PreAssessment

Observat
ion

Group
Presentat
ions

Formative

Formativ
e

Formative

N/A

35%of
unit

N/A

Ballad
Analysis
Summati
ve
15% of
unit

Writing
Conferen
ces
Formativ
e
N/A

1.1.1b

1.1.2a

Portfolio

Poet
Research

Summati
ve*
Completi
on mark

Summati
ve
50% of
unit

X
x

1.1.3a
1.1.4a

x
x

2.1.1b

x
x

2.1.2a
2.2.1c

2.2.1e

2.2.3a

2.2.3c

2.3.1a

2.3.2a
2.4.1a

3.1.1a

3.1.2a

Group
Self and
Peer
Eval
Formativ
e
N/A

Subject Area
Grade Level
Topic
Length of Unit
(days)

Poetry and Research

Unit Assessment Plan

English Language Arts

8
Poetry and Research
30 instruction days

3.1.3a

3.2.1a

PreAssessment

Observati
on

Group
Presentatio
n

Ballad
Analysis

Writing
Conferenc
es

Portfolio

Poet
Research

3.3.2b

3.3.2c

x
X

3.4.1a

3.4.1b

4.1.4b

4.1.5a
4.3.1a

Peer and
Self Eval

5.2.1a

5.2.1b

5.2.2a

5.2.2b

5.2.3a

Poetry and Research

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

Assessment Tool Overview

Assessme
nt Tool
Title

Outc
omes

Brief Description

Fo
r

AS

I have created a pre-assessment in a quiz style

form which checks students knowledge of poetry
forms, figurative language, and symbolism. It also
has a section about their personal interests, goals,
and things they want to learn about in the poetry
unit.
PreAssessment

Exit Slip

1.1.1a
4.1.4b
1.1.4a

1.1.1a
1.2.3a
2.1.2b
3.1.3a
3.3.2c
4.3.4b

I am going to use the results of the pre-assessment

to shape the unit. If the students are struggling
with a particular area I will be sure to focus on that
for the unit. If the students are well-informed on all
these topics I will do a brief review of each then go
deeper on chosen parts. Knowing the students
interests and goals can help me choose material
that is interesting for them and make sure that I
help them learn what it is they want to learn out of
the unit.
When I tried to add this to my chart above where
the outcomes are mapped it destroyed the whole
chart and wouldnt let me add anything to the exit
slip section so I was unable to map it.
The exit slips I have planned so far will assess what
the students have learned during my lessons.
Some of these skills/knowledge I am looking for
are: how their peers presentation went, what they
learned from the presentation, how to properly cite
a source, and planning then evaluating the plan for
research, paraphrase a key part of the lesson.
I will use the information I get from the students
exit slips to evaluate my lesson. If the majority of
students understand the concept and show this in
their exit slip I will only briefly review it at the
beginning of the next class. If the majority of
students are wrong or unsure then I will be sure to
reteach the concept using different strategies. The
exit slips will also help me to assess their listening
and viewing skills during my lessons and their

OF

Poetry and Research

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

peers presentations. When the students go to

write their exit slip they know if they do or do not
understand the concept I am asking them to write
about. This causes them to reflect on their own
learning strategies and remind them that they may
need to review the content of the class.
I will observe students when they are planning and
working in their groups for their first presentation,
when they are presenting, when they are analyzing
poems, when they are writing their own poems,
when they are editing their work, when they are
planning their final presentation, and any time I am
not directly teaching I will keep notes per student
in relation to the outcomes.

Observation

Group
Presentation
s

2.2.1c
3.2.2a
3.4.1a
3.4.1b
5.2.1a
5.2.1b
5.2.2a
5.2.2b
5.2.3a

1.1.b
1.1.2a
2.3.1a
3.1.1a
3.1.2a
3.1.3a
3.2.1a
3.3.2b
3.3.2c

I will use the information I gather on the individual

students to help them with where they need the
most help. I will be able to intervene if there are
problems before their presentation or other
submissions. Observing them also helps me to
assess their listening and viewing skills. If I notice a
particular student is having more trouble with a
number of areas I will be sure that they come see
me during FIG (a 30 minute period they have daily
to go to the teachers they need help from and work
on class work or homework) for extra help. I will
also use my observations to see how the K&E
students are doing with the mainstream
assignments. If a K&E student is struggling I will
adapt the process and/or the product to better fit
him or her. This also gives me time to see the
individual students and build relationships with
them. As well as how they interact with other
students, what the class dynamic is, and how
future groups should be created.
Students will work in small groups and be assigned
a form of poetry that they will research and present
to the class. They must create a plan together.
They need to include basic rules of their form,
examples, popular poets, purpose a poet may
choose this form, and any other relevant
information (each group will have more detailed
instructions based on which form they are

Poetry and Research

Unit Assessment Plan

3.4.1a
3.4.1b
5.2.1a
5.2.1b
5.2.2a
5.2.2b
5.2.3a

Writing
Conferences

2.4.1a
4.1.4b
4.1.5a

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

assigned). The students will do research both

individually and as a whole group. They will have to
choose what information they think is the most
important for their audience (their peers) and
make decisions about what to include. The
students will then present their findings using any
form that they have decided will be most effective
for the purpose of teaching their peers. Any
students/groups who fail the project must do a
make-up assignment meeting all of the
requirements they were previously given. They will
then present their information just to me not to the
whole class again. This option will also be available
to any students who are unhappy with their
groups grade and wish to be re-evaluated
individually.
I will use these group presentations for a number of
reasons. The students will have practice working in
a group which helps me determine who works well
with whom for future groupings. The presentations
themselves will teach their peers about a form of
poetry so that they too know about it. The research
portion of this project has very similar
requirements to their final poet research project. I
will give each student detailed feedback on their
research done during this project to help them with
their final assignment. This project also requires
the students to present their findings in a way they
deem effective. This too I will provide feedback on
for their final project.
I will hold conferences with students to help them
especially with the harder forms of poetry. We will
review the requirements of the form and what the
class has decided makes an effective piece of
poetry. I will read the students work then have
them ask me questions and try and evaluate their
own piece before I assist with revisions and further
text creation. I can make sure each student
understands the forms of poetry and they can get
help where they struggle. Students will be able to
explain to me the choices they make during their
writing. Choices such as voice, tone, mood, and
figurative language.

Poetry and Research

Unit Assessment Plan

Portfolio

Poet
Research

1.1.1a
2.4.1a
4.1.4b
4.1.5a

1.1.1a
1.1.1b
1.1.3a
2.1.1b
2.2.1e
2.2.3a
2.2.3c
2.3.1a
2.3.2a
3.3.2b
3.3.2c
3.4.1a
3.1.1a
3.1.2a
3.1.3a
3.2.1a

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

These writing conferences will help me to

understand not just what each student writes but
what their text creation process is. If I find a
common mistake or particular piece that students
are struggling with I will make sure to address the
issue with the whole class. The conference also
makes the student think about their own writing
and evaluate their piece and their process. This will
help them with all of their future writing.
Students will submit a portfolio with at least one
poem from each of the forms introduced
throughout the weeks. They will have chances to
meet with me ahead of time. The poems will be
edited and worked on during writing conferences.
The mark is a completion mark, poems that do not
follow the right structure/form will be considered
incomplete and need to be edited for a pass
grade.
This portfolio will be used to make sure that no
students slipped through the cracks. That each and
every student is leaving the unit with the
knowledge of various forms of poetry and how to
create it. It will also be used so that if there are any
remaining problems or misunderstandings from the
class I can clear them up and reteach anything that
is needed before the unit ends.
This is the main project that the students will be
working on from the beginning. There are three
parts to this final project. The first part is the
research on a poet of the students choice. The
students will have to submit a detailed description
of their research process with their project. The
second part is an analysis of a poem written by
their chosen poet. The analysis will require a
summary of the literal meaning of the poem, the
audience, purpose, and the mood/tone. It will also
require them to pick a part or two about the
structure of the poem (form, rhyme, rhythm,
figurative language used, word choice, etc.) and
comment not just on what it is but how it affects
the reading of the poem. The third part is their final
product. This is left up to the students to choose

Poetry and Research

Unit Assessment Plan

Subject Area
Grade Level
Topic
Length of Unit
(days)

English Language Arts

8
Poetry and Research
30 instruction days

how best to represent what they have learned

about their poet. Some potential ideas are a
documentary, a fictional autobiography from the
view of the poet, an essay, or an art piece with an
artists statement.
This final project will be used to show me what
they have learned throughout the unit. The
research on the poet shows me what they have
learned about the research process and how to
choose information based on purpose and
audience. The analysis shows me what they have
learned about poetry throughout the unit. The final
product will also help me see that they understand
how to tailor their information to their audience
and purpose.

Self and
Peer
Evaluation
for the
Group
Project

Students will be asked to complete a short

questionnaire at the end of their group project that
includes questions about themselves and their
group members. Some of the things that will be
asked are if the fair share of work was done, they
were cooperative and did their assigned task,
contributed ideas and to planning, was positive
and helpful, and contributed to overall success.
The questionnaire will be answered using a 1-3
scale (1 never/rarely- 3 all/most of the time).
x
I will use this information to see what the group
dynamic was like. I will also use this to have the
students start to practice giving feedback to their
peers. The questionnaire also forces them to think
about their own behaviors and contributions to the
project. If there is a student who did not contribute
equally I will discuss the situation with them oneon-one. If the problem seems to be severe then the
student will be asked to do their own make-up
assignment instead of receiving the group grade.