Needs+Assessment


 * Needs Assessment **

**Desired Situation**:

Once students have completed the instructional design unit, they will be able to write a limerick poem with the characteristics that make up that type of poem. They will also be able to recognize a limerick poem based off what they learn from the lesson. Students will have the opportunity to read through four to six examples of limerick poems. Then they will have to dissect them by writing down what they notice. Instead of students just reading and applying, they will read, dissect, discuss then apply their knowledge. It is true that students can learn from a lesson but they do not always get the opportunity to understand the material they are learning. They should be doing these things so they understand poetry better and learn to respect the craft of it as well. This is important to learn because it helps culture students. It also makes them appreciate poetry. Limericks are a fun poem style to learn and hopefully that will allow students to be interested in other styles of poetry as well. The results to be reached by the end of the unit are for students to independently be able to notice the characteristics that make up a limerick poem then be able to apply that knowledge in the creation of their own.


 * Current Situation:**

These days, students do not like reading yet alone reading any poetry. There are very few who read for enjoyment and the rest of students only read to complete their assignments. When students do read however, it is usually not poetry. When poetry is brought into a lesson, teachers do not present it in an engaging manner which then students assume poetry is boring or hard. It is as if teachers are teaching poetry because they have to and not teaching it for the enjoyment and interpretation that it can hold. Teachers are not presenting this material with the enthusiasm they should be and therefore students are lacking the motivation to understand it and appreciate that type of craft of writing. Students are going to have to deal with different types of poetry through the rest of their education so they might as well learn to like it or at least give it a chance at an earlier age. If they are becoming turned off by just the word of poetry then they are not going to give it the maximum effort they should be. This situation needs to change because it is not going to go away. Different types of poetry are part of the curriculum and have to be taught all the way through twelfth grade. Even if all students do not learn to enjoy poetry they need to learn to appreciate it.


 * Gap:**

There is a gap between students knowing what they think poetry is and what poetry actually is. Because poetry is not being presented in an engaging manner, students are tuning out to the importance of any type of poetry, not just limericks. Through the instructional design unit, students will learn to like and appreciate poetry. They may not like all types, but if they learn to like just one or two then the process will be worth it. The importance will lie with the activities students will have to complete in the unit. Students will be very capable in finishing these tasks but it will all depend on how involved they allow themselves to become. Once students have completed this unit plan, they will be able to repeat the process with other types of poems as well.


 * Instructional Goal:**

Fourth grade students will be able to recognize a limerick poem and also be able to create their own by applying the characteristics that make up this type of poem.