1. AAPI Women Voices: Untold Stories Through Poetry (Grades 4-5)
LESSON 5
Unit Reflection
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2. Lesson 5 Preview Poem Revisions Poem Presentations (extra credit)
Using form in your poem
Peer revisions
Writing your final draft
Poem Presentations (extra credit)
Unit Evaluation
Unit Evaluation Handout
Class Share-out
Before moving on to the next slide, ask/pick students to review and explain what form is.
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3. Lesson 5 Poem Revisions: Form
Relates to particular pattern & organization of the poem
Can be created through:
the length of the lines
the rhythm of the lines
the arrangement of stanzas, lines, and spacing in the poem
the use of literary devices like rhyme and repetition
Why?  put emphasis on certain parts, create movement in your poem, add emotion (fun, drama, etc.) to your poem
Think back to Janice Mirikitani’s “Sing with Your Body”
After quickly reviewing what form is, pair up the students. They will be working in pairs for their poem revisions.
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4. Lesson 5 Poem Revisions: Form
What emotion do you want your poem to have?
How does your poem make you feel?
What lines or stanzas do you want to get the most attention or emphasis?
Now, keep your answers to these questions in mind…
Tell students to answer these questions in their pairs. They don’t need to write these down, but can if they want to. Any revisions students make can be made on their rough draft they brought in or on a separate sheet of paper.
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5. Lesson 5 Poem Revisions: Form
Illustrate your answers through adding form to your poem:
the length of the lines
the rhythm of the lines
the arrangement of stanzas, lines, and spacing in the poem
the use of capitalization, punctuation, etc.
the use of literary devices like rhyme and repetition
How can you use these to add or subtract emotions or emphasis from certain lines and stanzas?
Write a new draft using at least 2 examples of form.
Leave this slide up and give students time to work on their poems in their pairs. Encourage students to ask questions and actively check on students/pairs across the room. Be sure to explain that students are not expected to incorporate all of these elements, but rather just need to incorporate two different form-based stylistic elements.
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6. Final Revision & Final Drafts
Each student should share their new draft with their partner.
As your partner shares their poem, think about whether the form shows the answers they shared with you earlier.
If it does, great! If not, share what you think is missing and give suggestions on how they can add that!
Also give general feedback or other suggestions you might have relating to other poetic elements covered in the unit
(metaphors, similes, alliteration, rhyme, repetition)
Allow about 10 minutes for this activity. Tell students at the halfway point that they should be switching roles to keep the activity on track.
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7. Final Revision & Final Drafts
After each partner has shared their poem and given feedback and suggestions (as needed), write the final draft of your poem.
The students have been making many sets of revisions, so this part should be relatively quick. You can have students work/check in with their partners as they do this, but it may not be necessary since they were already giving each other feedback.
Have all students, except those presenting turn in their poems. Those who are presenting will turn theirs in at the end of their presentation.
AdvancingJustice-LA.org AASC.UCLA.edu

8. Poem Presentations
Reminder: presentations = reading their poem and identifying one poetic element and explaining its significance to the poem
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9. Unit Evaluation Handout
What was your favorite poetic element to use?
How did writing your poem make you feel? Did you like it or dislike it and why?
Which poem from the unit was your favorite? Why?
How would you change this unit to make it more fun or interesting?
Did this unit change what or how you think about poetry? Explain.
Distribute the Unit Evaluation handout and give students no more than 10 minutes to complete it. This will not be graded but is rather for your use.
Use any leftover time to have students share-out their answers. Pick and choose which questions you want to hear the responses for.
Thank the students for their cooperation and effort over the course of the unit. Be sure to commend them for writing, revising, and sharing—whether with their partners or the entire class—a poem, as this is a very difficult thing for many people, even many writers, to do.
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10. Women Poetry Lesson 5: Unit Reflection
Curriculum Developer:
Prabhneek Heer
Curriculum Contributors:
Patricia Kwoh
AdvancingJustice-LA.org AASC.UCLA.edu