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Transfer
Students will be able to independently use their learning to
Identify different types of figurative language in a text
Identify as well as write examples of haikus, couplets, triplets, quatrains, limericks, and free verse poetry.
Write poetry about a variety of ideas and themes.
Write poems that include figurative language devices on topics of their choice.
Incorporate figurative language devices into their own writing in the future.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Evaluative Criteria
verse poetry.
Labelling the rhyme scheme of a
poem.
Expressing their opinion on a
poem and supporting it with
reasons.
prose.
An appreciation for a range of
different poems, and opinions on
which ones they like the most and
why.
(What other evidence will you collect to determine whether Stage 1 goals were achieved?
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum
Transfer
Students will fill out a chart, guided by me, of the different types of figurative
language. It will have their name, definition, and example. This will be their first
exposure to these devices.
Students will participate in five different station activities on the second day of the
unit. These activities will help them become more familiar with the figurative
language devices and will practice a variety of skills related to figurative language.
Students will take a Kahoot quiz to practice the figurative language devices some
more.
Students will watch me identify the main elements of different types of poems to
help them understand these poems.
Students will read example poems and write their own poems imitating each type.
Students will have a day to write freely and work on their final poems to publish in
the class book. This will be a symbol of all they have learned.
Progress Monitoring
(How will you monitor students
progress toward acquisition,
meaning, and transfer during lesson
events?)
I will be watching and checking off
which students participate in class
and seem to be understanding the
figurative language we are learning
about. I will get feedback from
Kahoot to see if they have mastered
these terms. I will also be monitoring
them throughout lessons and walking
around watching them work
independently to see which types of
poems they seem to understand well
and which they struggle with. The
poetry project at the end will be my
final assessment of what they have
learned in the unit.
Star the multiple means of representation; underline the multiple means of action
and expression; circle the multiple means of engagement
(Are all three types of goals (acquisition, meaning, and transfer) addressed in the
learning plan?)
(Does the learning plan reflect principles of learning and best practices?)
(Is there tight alignment with Stages 1 and 2?)
The learning plan is tightly aligned with the original goals and it incorporates all
the forms of assessment mentioned in Stage 2. It reflects principles of learning and
best practices because students will receive information represented in a variety
of ways designed to help them truly take in and remember the information. Then,
students will enhance their learning through writing their own poetry, which is
one of the best ways to have students apply what they have learned and solidify
their understanding of the concepts they have practiced.
Based on Wiggins and McTighe (2011) The Understanding by Design Guide to Creating High-Quality Units and Van Brummelen (2002) Steppingstones to Curriculum