Professional Documents
Culture Documents
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.
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.