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
here.)
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
audiences.
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.
