Becky Colegio

Subject Area: ELA-Poetry Grade Level: 5th Grade Objective: Students will be able to show understanding of poetry (in any form, we will have covered al types of poetry by this point) by either creating a poem and creatively presenting it, or taking an already-written poem and explain its mechanics/present it creatively to the class. They will also be able to share their poetry with students from a different school over the Internet using correct Internet rules and following cyber security. Lesson/Unit Summary: Students will create a poem (in any form, including a song/music/lyrics) and present it to the class in a creative way using technology. They will also create a poster with the lyrics of the poem. Students will then post their work on an online blog for the class to respond to, then later on post them to another site for kids from a Texas classroom to respond to, and they will respond to those kids work as well. Students will demonstrate knowledge of various forms of poetry through their presentations. Instructional Strategy (ies): What instructional strategies will be present during this lesson? Giving choices/differentiation for low-level students Set objectives and provide feedback Hands-on activity Student project Use of media/videos Oral reading (for some) Common Core Standards (ELA) W.GN.05.02 write poetry based on reading a wide variety of grade-appropriate poetry. CCSS.ELA-Literacy.SL.5.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. CCSS.ELA-Literacy.W.5.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. CCSS.ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting. CCSS.ELA-Literacy.L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition).

Becky Colegio

ISTE/NETS Standards for Students: Facilitate and inspire student learning and creativity-Promote, support, and model creative and innovative thinking and inventiveness: Students are encouraged to be creative in creating and presenting their poetry using technology. Promote and model digital citizenship and responsibility-Promote and model digital etiquette and responsible social interactions related to the use of technology and information: Students will be interacting with students from Texas by giving feedback on their poetry presentations and receiving feedback on their own poems from them. Collaboration-Students will be collaborating with one another as they critique one anothers presentations. Media and Materials/Technology Needed: iPads Prezi Smartboard Connection with school in another state Computers/Laptops Classroom blog site Internet connection How Depth of Knowledge (DOK) level 3 & 4 will be addressed in lesson: Level 3 (strategic thinking): Revise-Students will revise their work until it is correct and complete (with teachers approval); Critique-Students will critique one anothers presentations/poems, along with those from the students in Texas; Compare-Students will compare their classmates criticism to the criticism they received from the students in Texas. Level 4 (extended thinking): Design-Students will design their own poem/presentation; Apply Concepts-Students will apply the poetry concepts they learned to their own poetry/presentations, and will also apply their knowledge of various technologies (including computer programs) to create the presentation; Critique- Students will critique one anothers presentations/poems, along with those from the students in Texas; Create-Students will create a presentation using technology to present a poem they also created. Differentiation (delivery method, activity/process, content/ability/ assessment): ESL and bilingual students will not have to write their own poem unless they choose to do so; they may instead pick an already-written English poem and create a presentation on that instead; however, the student must also explain (during presentation) what kind of a poem it is, and what elements makes it that certain type of poem. The teacher will also encourage them to translate the poem into their owl language if they wish to add that to their presentation, but it is not required. (Activity/process). The program used will be Google Translate.

Becky Colegio

Lower level students will be allowed to use a pre-made poem and simply explain the poetry elements included (type of poetry, and what that type of poetry consists of) in their presentation. They will be expected to create a creative presentation like the other students. Higher level students will be asked to either use more technology, or to make their poem longer if they are strong writers. Anticipatory Set: The first day will be an introduction. The teacher will introduce the unit assessment project to the class; each student will work to either create a poem and present it in a creative way, or take an already existing poem and present it in a creative way. Students will be encouraged to take liberty with their creativity they may create a rhyming poem, a spoken word project, a song, or create a presentation on the aspects of poetry. All ideas/lyrics must be pre-approved by the teacher before any work is done. After explaining these expectations, the teacher will show the following videos as examples and tell the students to start thinking of some ideas they would like to do because they will be working on this next week. They may work individually or with a partner (there will be slightly more work involved in a group project). http://youtu.be/xQ_vrXw5CrI o Spoken Word http://www.youtube.com/watch?v=zFzBr5LFJCA o Poetry Terms in Music-song http://www.youtube.com/watch?v=8AaFtT_M39Q o Silly kids animated poem http://www.scholastic.com/teachers/top_teaching/2011/03/digital-poetry-makewords-zoom-and-fly-across-the-room o Spoken Word example with Prezi http://prezi.com/ocst8pcftapn/the-masked-one/ o Prezi example (Have student/you read as you flip through it for example) http://www.pbs.org/wgbh/poetryeverywhere/uwm/vandoren.html o PBS Example (Prepositions) Teaching Procedures: (Each number represents a different day) Day 1: Do Anticipatory Set. This should be done near the end of the day so it will be fresh on students minds as they leave school. It will probably take about 20-25 minutes to watch all the videos and explain the assignment. Day 2: Tell students they need to at least come up with an idea for a poem by the end of the class period. Students who already know what they want to write may begin writing, and students who need help may go to the Smartboard with the teacher and use the following website to help spark their creativity: o http://teacher.scholastic.com/writewit/poetry/poetry_engine.htm# o http://isnoop.net/toys/magwords.php o http://www.pbs.org/parents/creativity/ideas/haiku.html o Students will be reminded of the instructions: They are to write a poem, either individually or in a group, that must be at least 20 lines long. Students working in a group must have 35 words. They must write their own poem (the above poem idea-generators may be used under teacher supervision, but they may not use any pre-made or generator-made poems; they may ONLY get their ideas from here, then must write the actual poem on their own. They should use Google

Becky Colegio

docs to write it so they can work on it at home if they wish.). They may write any type of poem as long s it meets the length requirements. They may even write a song if they choose, or any other poem type. They will present their poem in a creative way, using one of the following websites (or another if approved by teacher): http://prezi.com/your/ http://animoto.com http://www.pbs.org/independentlens/offthecharts/webkaraoke.html (Create a song with music). http://goanimate.com (Create animated videos) (Monitor) http://maptal.es (Poem about a trip?) http://storybird.com (A story poem?) o Students will also be reminded and more introduced to the idea that they will later on be sharing their poetry with students from another part of the country. They will be told the state, but that is all they will know. They will be told more later on in the lesson. Days 3-5: Students will be given three class periods to work on their poem and presentation. They will have to send their presentation to the teacher by the beginning of day 6. Day 6: Students will create a poster online including the lyrics of their poems. These posters will be hung around the room. They will use the following website: o http://www.wordle.net o They will also be reminded of the Internet safety rules they learned about at the beginning of the year. They will go over any additional rules the teacher wants to add regarding communicating with the classroom fro a different state. Day 7: Students will present their presentation to the class. If they will be reading the poem out loud to the class, another designated student will film this presentation for them to later post to the classs blog. The students homework will be to post their presentation on the classs blog (whether it be Glgoster, Weebly, or another site is up to the teacher) and respond to at least 5 of their classmates presentations. They will be reminded that only positive criticism will be tolerated. Day 8: Students will be told that today they will be communicating with students from Texas. There is a classroom that is doing a similar project, and they have agreed to take a look at our presentations and we will look at theirs, providing feedback like the students did with one anothers presentations. They will be reminded of the rules once again, then split into teams of 2 to watch the other students videos (online) and write responses. They will then post their own videos on the others school blog/site (with teacher direction). Feedback will be expected within a few days. Day 9: After students get feedback from the other school, they will come together to have a group discussion as explained in closure.

Closure: Students will come together to have a discussion about the project, what they learned, and what their feedback from the other school was (if they are willing to share). The teacher will start the conversation, but the goal is to have the students reflect upon what

Becky Colegio

they liked about the project, what they learned, if they learned about any new technologies/websites, and if the feedback was different from the school in Texas than from their own classmates. Evaluation/ Assessment: Students will be evaluated on their presentations based on how much creativity/work they put into it. The students will help the teacher create a rubric for this, or they will use an old presentation rubric they made before and revise it to fit this lesson. Students will be evaluated on the other school interaction based on their answers; did they say appropriate comments, give positive feedback, and meet the minimum word requirement? The same will go for the posts on their classmates presentations. The teacher will assess their understanding based on their presentations and the answers/feedback/questions they share on one anothers blog postings.