NAME:

Lesson Title:

Analyzing and Creating Poetry

Grade Level: 9th-10th

Subject: American
Literature

Description of Learning Goals, Standards, Objectives

CC/GPSs:
ELACC9-10RL7

Which of the GPSs or QCCs align with the curriculum and your specific
lesson?
Analyze the representation of a subject or a key scene in two different
artistic mediums, including what is emphasized or absent in each
treatment.

ELACC9-10RL2

Determine a theme or central idea of text and analyze in detail its

development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text.

National Technology
Standards:

Which technology standard(s) are you addressing in this activity? (See

the NETs-S standards in Week 3)

Empowered Learner

Students leverage technology to take an active role in choosing,

achieving and demonstrating competency in their learning goals,
informed by the learning sciences.
1a.) Articulate and set personal learning goals, develop strategies
leveraging technology to achieve them and reflect on the learning
process itself to improve learning outcomes.
1b.) Students build networks and customize their learning
environments in ways that support the learning process.
At the end of this unit of curriculum, what is it that you want your
students to learn? Students will learn how to format a poem correctly,
how to recognize themes in poetry, and how to form their own poem.

Long-Term Learning
Goal or Outcome:

ABCD Objectives or
Outcomes:

With your learners characteristics in mind, take the standards written

above and rewrite them using the Audience Behavior Condition Degree
method. Note: You will need to break down the GPSs into several
objectives.
Student will be able to analyze at least two key scenes depicted in T.S
Elliots The Love Song of J. Alfred Prufrock.
Student will be able to analyze and determine two themes that appear
in T.S Elliots The Love Song of Alfred Prufrock.
Student will be able to create one of their own poems and show a visual
depiction of their poem by using the app Storybird.
Student will be able to share with the class one of their visually made
poems by using Storybird.

Description of Assessment
Assessment Plan:

What evidence do you have of students understanding? How will know

that they have met the objectives above? You must have an
assessment statement for each objective. Write your assessment

statements in this box.

Student demonstrated their understanding of poem patterns/styles by
making their own poem.
Student can identify at least one main them seen in T.S Elliots The
Love Story
Student can properly navigate Storybird without the teachers help.
Student is able to identify at least one of the key scenes depicted in
poems.

Description of Activities with Technology and Materials

Activity Design:
Class starter and lesson connection:

Teacher and student activities:

Technology Connection:

There is a board game named Quelf hat I would

like to use as an icebreaker. This game has
pictures with ambiguous meanings and no words.
The students are given cards with these images.
Each round there is a judge who will say a word,
theme, or emotion they believe their card
conveys. Then the other students who are not
the judge this round will put forth a card they
think fits the word the judge said. All of the cards
will be placed in a pile face down. No one knows
whos card belongs to who. The students (not the
judge) will then try to determine which card
belongs to the judge. The point of this exercise is
to get the students thinking outside of the box
when they hear certain themes/emotions. This
will help them flex their thinking muscles into
better recognizing the poetry we will be reading
in class. The game also helps students visualize
themes, which will help them with their Storybird
assignment. This icebreaker should take ten
minutes.
Students will then take 20 minutes to read and
gather their initial thoughts on T.S Elliots The
Love Story of Alfred Prufrock. They will copy
their thoughts down on a piece of paper for a
ticket out the door.
Students will be in groups of two, taking turns
reading the poem and sharing their thoughts with
their partner.
Finally students will come together and share
with the whole class their ideas of the poem.
What it means, who its about, what emotion Elliot
tries to convey. This will be ten minutes.
The rest of the class will be left to me to describe
certain styles of poetry. Students are not
restricted to write their own poem in a certain
style, however, it is to give an idea of the typical
styles that we mostly see in literature.

Materials and Resources:

The next day in class students are to bring a

rough draft of their poem. For 15 minutes we will

individually look over our poetry and see if there
are any tweaks that can be made in the personal
poem assignment. This is a time students can
ask me to read, or a peer to read and help make
grammatical corrections. Students should NOT
make adjustments to the students theme when
proof reading, only grammatical.
After proof reading, I will pull up on my laptop
Storybird site and explain to my students how to
use the site. We will go over simple steps on how
to set up an account, where to get started and
where to submit work afterwards.
Site: .http://storybird.com/educators/

Reflection on Lesson Design

Future Actions :

Answer the following questions:

Explain how you incorporated information from
the chapter and D2L modules into this lesson
plan. I looked at the many apps offered to use in
the classroom and I picked one I believe will help
students create their ideas in a creative way, as
well as help them visualize the themes of poetry
we will be reading.
After considering this lesson plan, what will you
do differently when you design the next lesson in
light of your new understandings?
I will use Storybird as an option on further book
projects. It can be an option for those who do not
what to produce for their next book project.
If we had more time I would ask the students to
play with Storybird and create an illustration
using the app to show their understanding of T.S
Elliots poem.
How does your technology artifact showcase
design principles? Storybird allows students to
explore and demonstrate their understanding of
technology through creative means.
How does your technology artifact require
student use of higher order thinking skills? It
requires students to actively visualize the themes
and key elements in a poem and it allows them to
put together their understanding through
convenient, yet individualized products.
How does the technology in your lesson align to
the content you are trying to teach in your
lesson? Stprybird was a perfect fit because it

goes hand in hand with the idea of poetry. Poetry

is not easily understood by just reading. In some
cases it is necessary to have a picture of the
combined themes for better understanding. This
is a great tool that allows students to
demonstrate their mastery of the themes and be
creative while doing it.