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Learning Goals 

Learning Goal  Common Core Alignment 

Learning Goal 1: Students will read many  Content: ELA 

forms of poetry and learn to identify the  Grade: 7 
different forms of poetry based on its’  Domain: Reading Literature 
structure (i.e. sonnet, haiku, limerick).  Standard: ​CCSS.ELA-LITERACY.RL.7.5 
They will then assess how this  Analyze how a drama's or poem's form or 
contributes to the meaning of the poem.   structure (e.g., soliloquy, sonnet) 
contributes to its meaning 

Learning Goal 2: Students will look at  Content: ELA 

rhyme, alliteration, and figurative  Grade: 7 
language and determine the reason why  Domain: Reading Literature 
the poet chose to use those literary  Standard: ​CCSS.ELA-LITERACY.RL.7.4 
devices and how they impact the meaning  Determine the meaning of words and 
of the poem.   phrases as they are used in a text, 
including figurative and connotative 
meanings; analyze the impact of rhymes 
and other repetitions of sounds (e.g., 
alliteration) on a specific verse or stanza 
of a poem or section of a story or drama. 

Learning Goal 3: Students will have the  Content: ELA 

opportunity to write a poem, paying  Grade: 7 
attention to form and structure, use of  Domain: Writing 
literary devices, and writing conventions.  Standard: ​CCSS.ELA-LITERACY.W.7.4 
Students will have the opportunity to peer  Produce clear and coherent writing in 
edit and revise their poems throughout  which the development, organization, and 
the mini-unit.   style are appropriate to task, purpose, 
and audience. (Grade-specific 
expectations for writing types are defined 
in standards 1-3 above.) 
Content: ELA 
Grade: 7 
Domain: Writing 
Standard: ​CCSS.ELA-LITERACY.W.7.5 
With some guidance and support from 
peers and adults, develop and strengthen 
writing as needed by planning, revising, 
editing, rewriting, or trying a new 
approach, focusing on how well purpose 
and audience have been addressed. 
(Editing for conventions should 
demonstrate command of Language 
standards 1-3 up to and including grade 7 
Content: ELA 
Grade: 7 
Domain: Writing 
Standard: ​CCSS.ELA-LITERACY.W.7.10 
Write routinely over extended time frames 
(time for research, reflection, and 
revision) and shorter time frames (a 
single sitting or a day or two) for a range 
of discipline-specific tasks, purposes, and 

When determining these goals I took into consideration the fact that many of my 
students had not read poetry in class since a majority of them were in fourth grade. 
Upon prior questioning I learned that many students detested poetry because it was 
“hard to understand” or “boring”. Even though poetry was not a part of my mentor’s ELA 
plans I decided to teach a short poetry unit which matched up with EEMS’s “Power 
Standards” (specific seventh grade standards the team chose to focus on throughout 
the year). In addition to reading poetry and learning to identify figurative language I 
chose to have students write a poem themselves. This is because I wanted the students 
to have a chance to write something completely creative. 

According to Bloom’s Taxonomy, Learning Goal #1 first focuses on the 

“remembering” category as they will spend time looking at different forms of poetry and 
how they are written so they can eventually identify those forms on their own. Sadly due 
to various outside factors students only spent time looking at haiku, limericks, and free 
form poetry. Eventually students should move on to the “applying” category, where they 
will use their knowledge to 1) determine meaning of poems based on form and 2) write 
their own poems based on those forms.  
Learning Goal #2 focuses on the “evaluating” category. After students have 
learned figurative language (“remembering” category) they will need to be able to find 
examples of figures of speech in poetry and determine what they mean. 

Learning Goal #3 focuses on the “creating” category as they will be asked to 
write their own poems, applying the information learned about poetry forms and 
figurative language to their own writing.