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Unit Overview

Unit Overview. LESSON 1 POETIC FORM: Acrostic Poems a.k.a. Name Poems POETIC DEVICES: Alliteration Assonance Consonance POWERPOINT SKILLS: Introduction Feature Overview TIME REQUIRED: 100 minutes MATERIALS: Intro PPT Portfolio Rubrics Acrostic Poem PPT Acrostic Handout

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Unit Overview

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  1. Unit Overview

  2. LESSON 1 • POETIC FORM: • Acrostic Poems • a.k.a. Name Poems • POETIC DEVICES: • Alliteration • Assonance • Consonance • POWERPOINT SKILLS: • Introduction • Feature Overview • TIME REQUIRED: • 100 minutes • MATERIALS: • Intro PPT • Portfolio Rubrics • Acrostic Poem PPT • Acrostic Handout • Personal Inventory • PPT Features Guide • Self-Assessment Slips Lesson Overview: This lesson will introduce the unit and one of the simplest forms of poetry. It will also introduce PowerPoint and some of its features. The presentation will hopefully also build excitement about the unit and the subject material. • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 2.2 What is multimedia and why does it matter in my life? • 3.1 What are the key features of Microsoft PowerPoint? • 3.2 How can PowerPoint be used for more than creating a presentation? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  3. LESSON 1 • POETIC FORM: • Acrostic Poems • a.k.a. Name Poems • POETIC DEVICES: • Alliteration • Assonance • Consonance • POWERPOINT SKILLS: • Introduction • Feature Overview • TIME REQUIRED: • 100 minutes • MATERIALS: • Intro PPT • Portfolio Rubrics • Acrostic Poem PPT • Acrostic Handout • Personal Inventory • PPT Features Guide • Self-Assessment Slips • Activities: • Introduce the concept and goals for the Poetry Alive! Unit. (PPT) • Tri-fold structure: Poetic form, poetic devices, PowerPoint skills • Pass out mid-unit and final portfolio rubric • Explain Acrostic Poem form (PPT) • Ask students what patterns they see in the poem. • Highlight poetic devices in the poem • Explain poetic devices and how they contribute to a poem • Students take notes • Practice poetic devices – Class activity • Show new poems on slides (some acrostic, some other forms) • Ask students to identify the instances of alliteration, assonance, and consonance • With each reply, students must explain their answers with a complete sentence • Practice poetic devices individually • Pass out poetry handout with a new acrostic poem on it • Students underline alliteration, draw circles around the words that create assonance, and draw a square around examples of consonance • Create an acrostic poem as a class • Individual writing of an acrostic poem – use name as base, “Personal Inventory” handout may be used for inspiration, COMPLETE AS HOMEWORK 10 5 10 10 10 10 20 Source: Teaching 10 Fabulous Forms of Poetry by Paul Janeczko, Scholastic Professional Books

  4. LESSON 1 • POETIC FORM: • Acrostic Poems • a.k.a. Name Poems • POETIC DEVICES: • Alliteration • Assonance • Consonance • POWERPOINT SKILLS: • Introduction • Feature Overview • TIME REQUIRED: • 100 minutes • MATERIALS: • Intro PPT • Portfolio Rubrics • Acrostic Poem PPT • Acrostic Handout • Personal Inventory • PPT Features Guide • Self-Assessment Slips • Activities Continued: • Revisit the opening PPT and explain the basic PowerPoint features (Handout of PPT features, places for students to make their own notes) • Show some “flashier” slides to open students’ minds from the creative side, but also show slides that illustrate “brainstorming” or idea “organizing” • Emphasize the multiple uses of the PowerPoint • Ask students how they could imagine using PowerPoint to help them write their acrostic poems • Review & Questions – “self-assessment slip” 15 10 • Assessment: • Pass out Portfolio RUBRIC for mid-unit and final submissions • Informal monitoring during independent writing • Students submit a “self-assessment” slip that starts with: • “I still don’t understand…” • “I’d like to spend more time reviewing…” Source:

  5. LESSON 2 • POETIC FORM: • Biographical • POETIC DEVICES: • Repetition • Review of Alliteration, Assonance, Consonance • POWERPOINT SKILLS: • Make slides • Text boxes • Arranging objects • TIME REQUIRED: • 100 minutes • MATERIALS: • Biographical, Repetition Poems PPT • PPT Procedure Checklist • Bio poem handout • Text Box practice PPT Lesson Overview: This lesson will introduce biographical poems with continued emphasis on self expression. Repetition will be introduced but previous devices will also be reviewed. This lesson will introduce the basics skills/procedures involved in making a presentation/slide. • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 2.2 What is multimedia and why does it matter in my life? • 3.1 What are the key features of Microsoft PowerPoint? • 3.2 How can PowerPoint be used for more than creating a presentation? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  6. LESSON 2 • POETIC FORM: • Biographical • POETIC DEVICES: • Repetition • Review of Alliteration, Assonance, Consonance • POWERPOINT SKILLS: • Make slides • Text boxes • Arranging objects • TIME REQUIRED: • 100 minutes • MATERIALS: • Biographical, Repetition Poems PPT • PPT Procedure Checklist • Bio poem handout • Text Box practice PPT • Activities: • Introduce the form of a biographical poem. (PPT) “Harry Potter” • Ask students what patterns they see in the poem. • Highlight the patterns they point out • Explain repetition and how it contributes to a poem • Students take notes • Identify repetition in several other poems (PPT) – Class activity • Show poems, students identify what is repeated…make a line of their own following the same pattern they identify • Create a biographical poem as a class (maybe use an historical character studied). Write the class poem on the board. • Revisit the opening PPT to discuss the PowerPoint features used. Explain the process of creating a new presentation and slide. Use the PPT Procedure Checklist as a guide. • Group practice with PowerPoint using the biographical poem created earlier in class. • Students verbally explain how you would create a new presentation and slide for the poem • Emphasize SAVING the file • Individual writing of a biographical poem (handout with structure) • Students can write about themselves or someone they know. If they write about themselves, they may want to refer to the Personal Inventory. COMPLETE AS HOMEWORK • Rotate students in pairs (4 pairs of 2) on class computer. • Students practice clicking and dragging textboxes to create a biographical poem • Review & Questions 10 10 10 10 10 10 25 Stations 10 5 Source:

  7. LESSON 2 • POETIC FORM: • Biographical • POETIC DEVICES: • Repetition • Review of Alliteration, Assonance, Consonance • POWERPOINT SKILLS: • Make slides • Text boxes • Arranging objects • TIME REQUIRED: • 100 minutes • MATERIALS: • Biographical, Repetition Poems PPT • PPT Procedure Checklist • Bio poem handout • Text Box practice PPT • Assessment: • Informal monitoring during independent writing • Students turn in handwritten copy of their acrostic/name poems • Informal assessment of student responses during group activities • One-on-one check in during the “stations” period Source:

  8. Lesson Overview: This lesson does not present any new poetry content. It is meant to be a work session for students to write independently (perhaps with 1-on-1 teacher help), offer and receive feedback from peers and work in the computer lab on their slides. A few new PowerPoint features are presented. • LESSON 3: TECH DAY • POETIC FORM: • REVIEW Acrostic and Biographical • POETIC DEVICES: • REVIEW • Alliteration, Assonance, Consonance, and Repetition • POWERPOINT SKILLS: • Format text boxes • Move btw. slides • REVIEWMake slides • Text boxes • Arranging objects • TIME REQUIRED: • 100 minutes • MATERIALS: • Text formatting slides • Peer & Self Review Handout • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 2.2 What is multimedia and why does it matter in my life? • 3.1 What are the key features of Microsoft PowerPoint? • 3.3 How can PowerPoint help me organize, brainstorm and share my work? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  9. LESSON 3: TECH DAY • POETIC FORM: • REVIEW Acrostic and Biographical • POETIC DEVICES: • REVIEW • Alliteration, Assonance, Consonance, and Repetition • POWERPOINT SKILLS: • Format text boxes • Move btw. slides • REVIEWMake slides • Text boxes • Arranging objects • TIME REQUIRED: • 100 minutes • MATERIALS: • Text formatting slides • Peer & Self Review Handout • Activities: • Explain the goals and expectations for “tech days”. Review rubric for next week’s mid-unit submission • Revisit previous slides (PPT) and explain the features that format text on slide • Students should make notes on their “PPT Features Guide” • Ask students to identify text formatting on slide • Students give verbal directions to format a slide • Review the procedures for making a slide –SAVE File  • RELOCATE TO THE COMPUTER LAB… • Students who have not completed name and biographical poems work on independent writing. • Students who have completed poems are paired up to review each other’s work. They should offer verbal feedback on: • Overall impression • Is the format correct? • Are there poetic devices present? • Students work independently on their PowerPoint portfolios • Students should complete peer & self review handout (repeat these for each type of poem) • I liked ____’s poem because…. • It used ___________ (poetic device). • How did the poetic device affect the poem? • ______(peer) told me that my poem was __________ (adjective) because… • The thing I like most about my own poem is… 10 15 10 65 Stations • Assessment: • Informal monitoring of independent writing and computer work • Students turn in handwritten copy of their name AND biographical poems • Peer and self assessment of writing: Collect self assessment handouts Source:

  10. END of WEEK ONE

  11. Lesson Overview: This lesson will introduce three similar poem structures that are defined by the number of syllables in each line. • LESSON 4 • POETIC FORM: • Haiku • Tanka • Lantern • POETIC DEVICES: • Literal Language • POWERPOINT SKILLS: • Applying slide layouts and designs • TIME REQUIRED: • 100 minutes • MATERIALS: • Haiku, Tanka, Lantern Poems PPT • Jumbled Lines PPT • Jumbled Lines Handout • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 1.3 How can I describe what I experience when I read poetry? • 3.1 What are the key features of Microsoft PowerPoint? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  12. LESSON 4 • POETIC FORM: • Haiku • Tanka • Lantern • POETIC DEVICES: • Literal Language • POWERPOINT SKILLS: • Applying slide layouts and designs • TIME REQUIRED: • 100 minutes • MATERIALS: • Haiku, Tanka, Lantern Poems PPT • Jumbled Lines PPT • Jumbled Lines Handout • Activities: • Introduce a haiku poem. (PPT) • Review syllables and practice counting syllables in the poem. • Write the syllable count on the board, draw vertical lines to show where syllable breaks are in each line • Explain definition of a haiku. • Repeat step one for a Tanka and a Lantern poem. • Show the poem, count syllables, ask if it is a haiku • Explain definition of each type of poem • Discuss “literal language” in poetry • What is the topic of each poem? How do you know? • Underline the language in each poem that signals what the topic is • What makes these poems enjoyable to read or listen to? • Jumbled poetry lines – practice making each type of poem • Use the PPT slide with jumbled poetry lines to make one of each type of poem • What do students need to do first? (Count syllables/arrange by subject) • What to do second? (Arrange by subject/count syllables) • Lastly? (order the lines according to definition of the poem) • Complete in pairs, then check as class – arrange text boxes on the slide • Ask students to explain how they arrived at their answers • Return to original slides. Discuss the PowerPoint features. Explain slide layouts and designs and why they can be helpful. Show the menu of choices. • Ask students which layout you used to make each poem’s slide (i.e. text box and title, or picture on left with text box on right) • Apply a couple of designs to the arranged “jumbled poetry lines” slide • Emphasize the difference between applying something to ALL the slides versus to just one slide 10 10 10 20 10 Source:

  13. LESSON 4 • POETIC FORM: • Haiku • Tanka • Lantern • POETIC DEVICES: • Literal Language • POWERPOINT SKILLS: • Applying slide layouts and designs • TIME REQUIRED: • 100 minutes • MATERIALS: • Haiku, Tanka, Lantern Poems PPT • Jumbled Lines PPT • Jumbled Lines Handout • Activities continued: • Independent writing • Students write one of the three types of poems about a topic they are studying (perhaps in humanities/history) • Remind them to use literal language and quickly review the previous poetic devices they may want to use (write them on the board) • For extra credit or for homework, they may write a poem using one of the other forms • Apply a slide design to one or all of their previous poems • In pairs, students use the computer in the room to open their work from the previous Tech Day (about 5 mins. Per student) • Then add a Slide Design to one or both of their poems. Students should be able to explain how the design complements their work or why they chose it • Save and close their files • They can change it later, but they should choose one now to practice 40 Stations • Assessment: • HOMEWORK: complete at least one poem for portfolio – remind students of mid-unit portfolio assessment • Informal monitoring during pair work with jumbled poetry lines • How easily can they recognize syllable counts? • Can they describe the poem’s and the role of literal language in arriving at that meaning? • Informal monitoring during independent writing and computer time Source:

  14. Lesson Overview: This lesson will introduce the diamonte poem structure that will help students review parts of speech. Additionally, emphasis on the poetic device of imagary (visual and aural) will expand the expressiveness of students’ work. Though multimedia was present in the first week’s lessons, this will be the first lesson where something other than text is specifically addressed. • LESSON 5 • POETIC FORM: • Diamonte • POETIC DEVICES: • Imagery • Onomatopoeia • POWERPOINT SKILLS: • Intro to multimedia • Inserting Images & Sounds • TIME REQUIRED: • 100 minutes • MATERIALS: • Diamonte PPT • Comic Strips w/ Onomatopoeia • Word Web PPT • Thesauri & Dictionaries • Clip Art CD • Self Assessment Handout • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 1.3 How can I describe what I experience when I read poetry? • 2.1 What is multimedia and why does it matter in my life? • 2.2 How can multimedia provide me with another way to express myself? • 2.3 How can my written work be complemented and enhanced by multimedia? • 3.1 What are the key features of Microsoft PowerPoint? Standards: • MA Curriculum Frameworks: ELA • Students will understand and acquire new vocabulary and use it correctly in reading and writing. • Grades 7-84.22 Determine pronunciations, meanings, alternate word choices, and parts of speech, or etymologies of words using dictionaries and thesauruses. • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  15. LESSON 5 • POETIC FORM: • Diamonte • POETIC DEVICES: • Imagery • Onomatopoeia • POWERPOINT SKILLS: • Intro to multimedia • Inserting Images & Sounds • TIME REQUIRED: • 100 minutes • MATERIALS: • Diamonte PPT • Comic Strips w/ Onomatopoeia • Word Web PPT • Thesauri & Dictionaries • Clip Art CD • Self Assessment Handout • Activities: • Introduce a diamonte poem. (PPT) • Explain how this poetic form is not defined by syllables, but by parts of speech • Identify the parts of speech in the poem (skip the onomatopoeia for now) • Present the definition of a diamonte poem • Return to the original poem and look at the two instances of onomatopoeia. Ask students to explain what those words mean. Define onomatopoeia and emphasize that it is a noun – especially since they will need it for their poems. • Brainstorm as many examples of onomatopoeia as possible. If you have comic books or strips to bring in that would be helpful. • Return to the original poem again. Discuss the poetic device of imagery and how it can be developed in a poem. • Are the images in the example vivid? Why or why not? • What senses are addressed? • How does imagery compare to literal language? • What is the role of the picture and sounds in creating the image? • Emphasize the value of word choice as a tool for powerful imagery • Word Web for “bird” and “fish”. Use the senses as leads and then brainstorm synonyms or more vivid terminology. Pass out thesauri and dictionaries if possible. • Do this in PPT to review creating, moving and copying text boxes • You may want to project the example slide and then write on the board, or work directly in PPT. • Return to the original poem. Explain how to insert images and sounds. • Review how slide layouts can help with images • Explain how to search for an image in the clip art files • Discuss why you would want to use images and sounds to accompany a poem • As a class create one slide with a diamonte inspired from the word web activity. • Students suggest words to use and explain why, from the perspective of imagery, form or both (i.e. let’s use ‘soaring’ because it’s a verb for going really high in the sky) • Students then suggest images & give verbal directions for how to search for and insert them. Do the same for any onomatopoeia/sounds used. 10 5 10 15 15 10 25 Source:

  16. LESSON 5 • POETIC FORM: • Diamonte • POETIC DEVICES: • Imagery • Onomatopoeia • POWERPOINT SKILLS: • Intro to multimedia • Inserting Images & Sounds • TIME REQUIRED: • 100 minutes • MATERIALS: • Diamonte PPT • Comic Strips w/ Onomatopoeia • Word Web PPT • Thesauri & Dictionaries • Clip Art CD • Self Assessment Handout • Activities continued: • Pass out Self-Assessment handouts. Ask students to reflect on their understanding of the material and skills covered in the unit so far and to complete the sheet. Remind them that they have discussed several poetic forms, poetic devices, and PowerPoint Skills. You have also discussed how the poetic devices and the PowerPoint features may contribute to a poem’s meaning and effect. 10 • Assessment: • HOMEWORK: • Write one diamonte poem –focusing on creating a strong mental image – bonus points for using onomatopoeia • Think about what types of images or sounds would complement the poems you have already written. What search terms do you need to find the image? • Make sure all four poems are ready by tomorrow because they will be collected/checked for a mid-unit assessment on the next Tech Day • Self Assessment on understanding so far in the unit and the work completed to date Source:

  17. Lesson Overview: This lesson does not present any new poetry content. It is meant to be a work session for students to write independently (perhaps with 1-on-1 teacher help), offer and receive feedback from peers and work in the computer lab on their slides. A few new PowerPoint features are presented. • LESSON 6: TECH DAY • POETIC FORM: • REVIEW Haiku, Tanka, Lantern, and Diamonte • POETIC DEVICES: • REVIEW • Literal Language • Imagery • Onomatopoeia • POWERPOINT SKILLS: • Drawing and Editing Objects • REVIEWSlide Layouts & Designs • Inserting Clip Art & Images • TIME REQUIRED: • 100 minutes • MATERIALS: • Combined PPT of Haiku, Tanka, Lantern and Diamonte Poems • Clip Art CD • Peer & Self Review Handout • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 2.2 What is multimedia and why does it matter in my life? • 3.1 What are the key features of Microsoft PowerPoint? • 3.3 How can PowerPoint help me organize, brainstorm and share my work? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  18. LESSON 6: TECH DAY • POETIC FORM: • REVIEW Haiku, Tanka, Lantern, and Diamonte • POETIC DEVICES: • REVIEW • Literal Language • Imagery • Onomatopoeia • POWERPOINT SKILLS: • Drawing and Editing Objects • REVIEWSlide Layouts & Designs • Inserting Clip Art & Images • TIME REQUIRED: • 100 minutes • MATERIALS: • Combined PPT of Haiku, Tanka, Lantern and Diamonte Poems • Clip Art CD • Peer & Self Review Handout • Activities: • Address any major concerns or findings from the self assessments submitted the previous period (concepts, progress on portfolios) • Review the goals and expectations for “tech days” • Revisit previous slides (PPT) and show how the text boxes could be replaced with a drawing object with text inside. • Explain the drawing toolbar, how to add text to an object and basic object formatting • Students should make notes on their “PPT Features Guide” • Students give verbal directions to create and format an object with text • Review the procedures for making a slide –SAVE File  • RELOCATE TO THE COMPUTER LAB… • Students who have not completed all four poems work on independent writing. • Students who have completed poems are paired up to review each other’s work. They should offer verbal feedback on: • Overall impression • Is the format correct? • Are there poetic devices present? • Students work independently on their PowerPoint portfolios • Students should complete assessment handout (repeat these for each type of poem) • I liked ____’s poem because…. • It used ___________ (poetic device). • How did the poetic device affect the poem? • ______(peer) told me that my poem was __________ (adjective) because… • The thing I like most about my own poem is… 10 5 15 10 60 Stations • Assessment: • 1-on-1 conversations –personal feedback on self assessments • Peer and self assessment of portfolios • Informal monitoring of independent writing & computer work • Students submit mid-unit poetry portfolios (RUBRIC) Source:

  19. END of WEEK TWO

  20. Lesson Overview: This lesson will introduce the Cinquain poem structure that will also help students review parts of speech. The form will be an extension of their previous work with diamontes. This unit will emphasize the poetic device of personification to reinforce and expand the students’ understanding of imagery. No new PowerPoint features will be presented, but students will have the opportunity to review all the skills covered to date. • LESSON 7 • POETIC FORM: • Cinquain • POETIC DEVICES: • Personification • POWERPOINT SKILLS: • Review • TIME REQUIRED: • 100 minutes • MATERIALS: • Cinquain PPT – 2 poems • Index cards • Poetic Device Review (1/student) • Team Copy of Poetic Device Review (maybe on a different color paper) • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 1.4 How can poetry help me express myself? • 2.2 How can multimedia provide me with another way to express myself? • 2.3 How can my written work be complemented and enhanced by multimedia? • 2.4 How can a multimedia presentation format help others understand my written work? • 3.1 What are the key features of Microsoft PowerPoint? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  21. LESSON 7 • POETIC FORM: • Cinquain • POETIC DEVICES: • Personification • POWERPOINT SKILLS: • Review • TIME REQUIRED: • 100 minutes • MATERIALS: • Cinquain PPT – 2 poems • Index cards • Poetic Device Review (1/student) • Team Copy of Poetic Device Review (maybe on a different color paper) • Activities: • Introduce a Cinquain poem. (PPT) • Ask students to identify the parts of speech in the poem. Is it a diamonte? What is different? • Present definition of a Cinquain • Discuss the imagery in the poem. • What is the poem about? How do you know? • Is there anything a bit different in the poem? Can a season really “wear” clothes? What do you think the poet means when she says that? • Define personification • Practice personification • Give each student an index card and ask him/her to write one inanimate NOUN in the upper left corner (i.e. “truck”) • Collect and redistribute the cards randomly • Students have 3 minutes to write as many short phrases that personify the noun as possible (i.e. “bravely enters the city everyday”). They must write their name at the end of each line to get credit. • Collect and redistribute the cards. Students have another 3 minutes to personify the noun as many ways as possible. Repeat as time permits. Make sure students write their names after each personification they write. • Collect the cards. • Present the second Cinquain poem. In pairs students answer the following questions: • What kind of poem is it? How do you know? • Describe the poetic devices in the poem • How do the poetic devices contribute to the meaning or effect of the poem? • Discuss answers as a class. • Poetic device review • Divide the class into two teams. Give each student a copy of the poem & questions (see next slide). Give each team one “poetic device review” handout. • They have 15 minutes to complete the review as a team. • The winning team will be announced in the next lesson. • Make sure all students’ names are on the team handout 10 10 15 15 15 Source:

  22. LESSON 7 • POETIC FORM: • Cinquain • POETIC DEVICES: • Personification • POWERPOINT SKILLS: • Review • TIME REQUIRED: • 100 minutes • MATERIALS: • Cinquain PPT – 2 poems • Index cards • Poetic Device Review (1/student) • Team Copy of Poetic Device Review (maybe on a different color paper) • Activities continued: • Transition into discussion on PowerPoint. • What features of PowerPoint do you think were used to make the second slide? • Students list all the features of PPT they have covered so far – write on board • Looking at the list and thinking about their own portfolios, ask students if they have any questions about how to do something • Verbally quiz students on how you could perform a function from the list. Make sure the key skills covered so far are reviewed. • Independent writing of a Cinquain. • While students are writing, circulate and give them feedback on their mid-unit portfolios that they submitted the previous period. 15 20 • Assessment: • Student personification lines (collect the index cards) • Team poetic device review handouts • Informal monitoring and conversations during team work and independent writing Source:

  23. Lesson Overview: This lesson will introduce the quatrain poem structure and the concept of rhyme scheme. This lesson will also distinguish between describing a poem’s structure and its affect/impact. Simple animation in PowerPoint will be introduced. • LESSON 8 • POETIC FORM: • Quatrain • POETIC DEVICES: • Rhyme Scheme • Couplets • POWERPOINT SKILLS: • Animation • TIME REQUIRED: • 100 minutes • MATERIALS: • Quatrain Poems PPT • Slips of paper with words for Rhyming Game • Large slips of paper (1/student at least) • Masking Tape • Rhyme Scheme Check-in Activity PPT • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 2.2 How can multimedia provide me with another way to express myself? • 2.3 How can my written work be complemented and enhanced by multimedia? • 2.4 How can a multimedia presentation format help others understand my written work? • 3.1 What are the key features of Microsoft PowerPoint? Standards: • MA Curriculum Frameworks: ELA • Students will understand and acquire new vocabulary and use it correctly in reading and writing. • Grades 7-84.22 Determine pronunciations, meanings, alternate word choices, and parts of speech, or etymologies of words using dictionaries and thesauruses. • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  24. LESSON 8 • POETIC FORM: • Quatrain • POETIC DEVICES: • Rhyme Scheme • Couplets • POWERPOINT SKILLS: • Animation • TIME REQUIRED: • 100 minutes • MATERIALS: • Quatrain Poems PPT • Slips of paper with words for Rhyming Game • Large slips of paper (1/student at least) • Masking Tape • Rhyme Scheme Check-in Activity PPT • Activities: • Introduce the “Purple Cow” quatrain poem . (PPT) • Ask students how many lines are in the poem. Define a quatrain. • Ask students what they notice about the poem • Which words seem to match? Why? What is that called? • Define rhyme and rhyme scheme • What is the rhyme scheme of this poem? How would you describe it? (ABAB) • Highlight the pattern by changing the color of the words that rhyme • Look at the second quatrain – “Mud Turtles.” (PPT) • Repeat same questions as above. • Different rhyme scheme (AABB), highlight with different colors • Define couplets • Explain that there is a new letter for each new rhyme in a poem • Rhyming practice • Ask students to stand up. Say the word “ball.” Each student must think of a word that rhymes to remain standing. If the student can’t think of a word, or if the word does not rhyme, then he/she sits down. If no one in the room can think of a rhyming word (including the teacher) then the student may remain in the game and the teacher begins with a new word. • You may want to prepare a few slips of paper with words that have lots of rhyming options, and that have a variety of vowel sounds and syllables. (i.e. hand, funny, school) • Class couplets • Give each student one piece of 4”x11” paper • In pairs, students write 1 set of couplets about an agreed upon topic (i.e. pizza, Asia, winter, video games). They should write one line on each piece of paper – printed, large, clear • Collect the sheets and tape them to the board to create one long poem of quatrains. Ask a student to read the poem aloud. Ask the class what the rhyme scheme of the long poem is. Write it at the end of each piece of paper. • Ask a different student to rearrange the pieces of paper to make two quatrains. 15 10 15 10 Source:

  25. LESSON 8 • POETIC FORM: • Quatrain • POETIC DEVICES: • Rhyme Scheme • Couplets • POWERPOINT SKILLS: • Animation • TIME REQUIRED: • 100 minutes • MATERIALS: • Quatrain Poems PPT • Slips of paper with words for Rhyming Game • Large slips of paper (1/student at least) • Masking Tape • Rhyme Scheme Check-in Activity PPT • Activities continued: • Class couplets continued • Ask different students to come to the board to rearrange the slips of paper to fit the following rhyme schemes: • ABAB CDCD • AACC BBDD • ABCB ADCD • ABCD ABCD • AABB CCDD • Review first quatrain PPT. Show the animation in the slide show. • Explain the concept of “slide show” • Describe the procedures for adding animation to a slide. • Demonstrate several types of animation • Discuss how using animation could complement a poem (highlight a structural feature, track the listener’s/reader’s attention, capture attention, illustrate a concept etc.) • Students give verbal commands to animate the second quatrain slide. • Independent writing of a quatrain. • In pairs students come to the computer and do a quick rhyme scheme activity. (see next slide) • There is a poem with a lot of rhyming in it on the screen • Ask students to color rhyming words the same color and to write down the rhyme scheme (in letters) in an answer box at the bottom. They only have 4 minutes to do this. • After the teacher checks the work, either the student or the teacher can reset the slide to its default (all text black, clear answer box) before the next group comes up to the computer. 10 20 20 Stations • Assessment: • Informal monitoring during class couplet activity • Quick rhyme scheme activity on computer Source:

  26. Lesson Overview: This lesson does not present any new poetry content. It is meant to be a work session for students to write independently (perhaps with 1-on-1 teacher help), offer and receive feedback from peers and work in the computer lab on their slides. One new PowerPoint feature is presented. • LESSON 9: TECH DAY • POETIC FORM: • REVIEW • Cinquain • Quatrain • POETIC DEVICES: • REVIEW • Personification, Rhyme Scheme, Couplets • POWERPOINT SKILLS: • Slide Transitions • REVIEW • All previous features & Animation • TIME REQUIRED: • 100 minutes • MATERIALS: • Combo PPT of all poem slides used so far • Peer & Self Review Handout • Clip Art CD • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 2.2 What is multimedia and why does it matter in my life? • 2.3 How can my written work be complemented and enhanced by multimedia? • 2.4 How can a multimedia presentation format help others understand my written work? • 3.1 What are the key features of Microsoft PowerPoint? • 3.3 How can PowerPoint help me organize, brainstorm and share my work? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  27. LESSON 9: TECH DAY • POETIC FORM: • REVIEW • Cinquain • Quatrain • POETIC DEVICES: • REVIEW • Personification, Rhyme Scheme, Couplets • POWERPOINT SKILLS: • Slide Transitions • REVIEW • All previous features & Animation • TIME REQUIRED: • 100 minutes • MATERIALS: • Combo PPT of all poem slides used so far • Peer & Self Review Handout • Clip Art CD • Activities: • Review the goals and expectations for “tech days”. Review the rubric for the final project. • Using a file of all the slides used in the unit so far, illustrate slide transitions in “presentation mode.” • Review animation and the presentation mode • Explain how to make slides transition differently. • Students should make notes on their “PPT Features Guide” • Students give verbal directions to alter the slide transitions for the demo presentation. • RELOCATE TO THE COMPUTER LAB… • Students who have not completed all six poems work on independent writing. • Students who have completed poems are paired up to review each other’s work. They should offer verbal feedback on: • Overall impression • Is the format correct? • Are there poetic devices present? • Students work independently on their PowerPoint portfolios • Students should complete assessment handout (repeat these for each type of poem) • I liked ____’s poem because…. • It used ___________ (poetic device). • How did the poetic device affect the poem? • ______(peer) told me that my poem was __________ (adjective) because… • The thing I like most about my own poem is… 5 15 10 70 Stations • Assessment: • Informal monitoring of independent writing and computer work • Peer and self assessment of portfolios Source:

  28. END of WEEK THREE

  29. Lesson Overview: This lesson will introduce free verse poetry. Emphasis will be on expressiveness through figurative language. No new PowerPoint skills will be introduced. • LESSON 10 • POETIC FORM: • Free Verse • POETIC DEVICES: • Figurative Language • Simile • Metaphor • POWERPOINT SKILLS: • REVIEW • a.k.a. Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Free Verse Poems PPT • Metaphor & Simile PPT • Metaphor & Simile Worksheet • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 1.3 How can I describe what I experience when I read poetry? • 1.4 How can poetry help me express myself? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  30. LESSON 10 • POETIC FORM: • Free Verse • POETIC DEVICES: • Figurative Language • Simile • Metaphor • POWERPOINT SKILLS: • REVIEW • a.k.a. Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Free Verse Poems PPT • Metaphor & Simile PPT • Metaphor & Simile Worksheet • Activities: • Introduce a poem written in free verse. (PPT) “Reverend Mona.” • Work through the meaning of any vocabulary that might be difficult • Does this poem match any of the forms we have studied so far? Why or why not? • Define free verse poetry • Discuss the poetic devices in the poem and how they contribute to the effect of the poem • Imagery: boat/sailing imagery, church imagery • Personification: of the dogs as a congregation • Define metaphor and ask students to find examples of metaphor in this poem • Explain how metaphor is one type of figurative language. • Review the PPT slide of “The Song” to illustrate a simile – highlight the slide transition • Is this poem free verse? • Define simile, and explain that it is also a form of figurative language • Discuss how figurative language differs from literal language and how it can contribute to a poem • Return to original poem • Is there literal language in this poem? • Can you combine literal and figurative language? Why would you want to? • Review the final project rubric and the activities for rest of the unit. • Practice metaphors and similes with worksheet and PowerPoint. • On a PowerPoint slide there are many objects/text boxes/images. Students can move them around/mix them up to make odd combinations of things. • They write down the combinations on their worksheet, return to their desks and and write one metaphor and one simile for each combination. • Individual brainstorming of ideas for free verse poems. Students may write about anything they would like to. They only need to write one free verse poem for their portfolio but because it will probably be longer than some of their other poems, they have all week to work on it. • Individual work on free verse poem with figurative language and other poetic devices. 15 15 10 5 5 50 Stations Source:

  31. LESSON 10 • POETIC FORM: • Free Verse • POETIC DEVICES: • Figurative Language • Simile • Metaphor • POWERPOINT SKILLS: • REVIEW • a.k.a. Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Free Verse Poems PPT • Metaphor & Simile PPT • Metaphor & Simile Worksheet • Assessment: • Informal monitoring during independent writing • Simile and Metaphor worksheets Source:

  32. Lesson Overview: This lesson will continue working with free verse poetry. Emphasis will be on how symbolism and stanzas contribute to a poem’s meaning. No new PowerPoint skills will be introduced. • LESSON 11 • POETIC FORM: • Free Verse • POETIC DEVICES: • Symbolism • Stanza • POWERPOINT SKILLS: • REVIEW • a.k.a. Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Free Verse Poem PPT • Symbolism Discussion Starter PPT • Self Assessment Slips • Understanding Goals: • 1.1 What are the different types of poetry and how can they be used to express emotion, tell stories, entertain etc? • 1.2 How do the building blocks of poetry contribute to its effectiveness? • 1.3 How can I describe what I experience when I read poetry? • 1.4 How can poetry help me express myself? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  33. LESSON 11 • POETIC FORM: • Free Verse • POETIC DEVICES: • Symbolism • Stanza • POWERPOINT SKILLS: • REVIEW • a.k.a. Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Free Verse Poem PPT • Symbolism Discussion Starter PPT • Self Assessment Slips • Activities: • Introduce a poem written in free verse with multiple stanzas. (PPT) • Review any vocabulary the students may not know • Ask a student why this is free verse and not some other form of poetry • Ask students to describe the structure of the poem. Is it written in couplets? Quatrains? Does it have a rhyme scheme? • Ask how many “sections” of the poem there are. Define stanza. • Discuss how stanzas can contribute to the flow or organization of a poem. • Suggest that they write each stanza of their poems in a different text box or object so that they can control the layout and animation of the slide better. • Discuss the poetic devices in the poem • Highlight the ones students point out and talk about their impact or role in the poem • Highlight the instances of symbolism in the poem – ask students to describe what you have highlighted. What do those words do in the poem? • Define symbolism. Discuss how it is related to figurative language and imagery • Common and uncommon symbols • Use the following slide to structure a discussion about what some common symbols are (in the US and other cultures) • Then ask students in pairs to try to come up with an uncommon symbol for the same concept • Pairs present their ideas and explain the connection between the symbol and concept • Independent work on free verse poems • Students should make sure that their free verse poem incorporates an element of symbolism in it • If possible, pull up a poetry web site that students may look at in pairs for up to 10 minutes for inspiration • Students complete self-assessment slips 15 15 20 45 5 Source:

  34. LESSON 11 • POETIC FORM: • Free Verse • POETIC DEVICES: • Symbolism • Stanza • POWERPOINT SKILLS: • REVIEW • a.k.a. Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Free Verse Poem PPT • Symbolism Discussion Starter PPT • Self Assessment Slips • Assessment: • Student responses and explanations during symbolism activity • Informal monitoring during independent writing • Students submit a “self-assessment” slip that starts with: • “I still need help with…” • “I’d like to spend more time reviewing…” Source:

  35. Lesson Overview: This lesson does not present any new poetry content. It is meant to be a work session for students to write independently (perhaps with 1-on-1 teacher help), offer and receive feedback from peers and work in the computer lab on their slides. • LESSON 12: • TECH DAY • POETIC FORM: • REVIEW Free Verse • POETIC DEVICES: • REVIEW • Figurative language, simile, metaphor, symbolism, stanza • POWERPOINT SKILLS: • REVIEWFinal Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Review Poems PPT • Self Review of Portfolio Handout • Understanding Goals: • 2.3 How can my written work be complemented and enhanced by multimedia? • 2.4 How can a multimedia presentation format help others understand my written work? • 3.2 How can PowerPoint be used for more than creating a presentation? • 3.3 How can PowerPoint help me organize, brainstorm and share my work? Standards: • MA Curriculum Frameworks: ELA • Students will identify, analyze, and apply knowledge of the theme, structure, and elements of poetry and provide evidence from the text to support their understanding. • Grades 7-814.4 Respond to and analyze the effects of sound, form, figurative language, and graphics in order to uncover meaning in poetry: • ·Sound (alliteration, internal rhyme, rhyme scheme); • ·Figurative language (personification, metaphor, simile, hyperbole); • ·Graphics (capital letters, line length, word position) • Students will design and create coherent media productions (audio, video, television, multimedia, Internet, emerging technologies) with a clear controlling idea, adequate detail, and appropriate consideration of audience, purpose, and medium. • Grades 5-627.3 Create a media production using effective images, text, music, sound effects, or graphics. • ISTE Standards: Grades 6-8 • Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. • Design, develop, publish, and present products (e.g., Web pages, videotapes) using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside the classroom. Source:

  36. LESSON 12: • TECH DAY • POETIC FORM: • REVIEW Free Verse • POETIC DEVICES: • REVIEW • Figurative language, simile, metaphor, symbolism, stanza • POWERPOINT SKILLS: • REVIEWFinal Bells and Whistles • TIME REQUIRED: • 100 minutes • MATERIALS: • Review Poems PPT • Self Review of Portfolio Handout • Activities: • Present “At the seaside” and “Short Love Poem”. Review poetic forms, devices, and PowerPoint Features. • Review the rubric for the final project. Remind students that this is what they will be graded against. • RELOCATE TO THE COMPUTER LAB… • Students who have not completed all seven poems work on independent writing. • Students work independently on their PowerPoint portfolios • Students review their portfolio as a whole • Pass out “self review” handout • Ask students to review their entire portfolio beginning with their first slide with a name poem on it to their most recent free verse poem and slide • Complete the self review handout before the end of class 15 5 10 Stations 60 10 • Assessment: • Informal monitoring of independent writing and computer work • Self assessment of portfolio • Students submit FINAL poetry portfolios (RUBRIC) Source:

  37. END of WEEK FOUR

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