ALEX Lesson Plan

     

Poetry and Technology-2 Day Lesson

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  This lesson provided by:  
Author:Sydni Holm
Organization:University of South Alabama-COE
  General Lesson Information  
Lesson Plan ID: 34761

Title:

Poetry and Technology-2 Day Lesson

Overview/Annotation:

This mini unit will focus on applying 21st century technology and concepts to poetry, a more traditional literary form. The students will learn how the way a poem is presented can change the meaning, as well as create their own iambic pentameter raps. 

 Associated Standards and Objectives 
Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 11
4 ) Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) [RL.11-12.4]

English Language Arts
ELA2015 (2015)
Grade: 11
7 ) Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) [RL.11-12.7]

English Language Arts
ELA2015 (2015)
Grade: 11
24 ) Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. [W.11-12.6]

English Language Arts
ELA2015 (2015)
Grade: 11
39 ) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. [L.11-12.5]

a. Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text. [L.11-12.5a]

b. Analyze nuances in the meaning of words with similar denotations. [L.11-12.5b]

Local/National Standards:

 

Primary Learning Objective(s):

TSWBAT Analyze the authors tone and point of view, by their own interpretation of the poems

TSWBAT use the figurative language in a poem to determine its meaning.

Additional Learning Objective(s):

 
 Preparation Information 

Total Duration:

61 to 90 Minutes

Materials and Resources:

Paper, text, whiteboard

Technology Resources Needed:

Need internet access and a computer. Also requires a USB port.

Background/Preparation:

Teacher should have a good grasp of technological tools, as well as the poetry concepts involved. 

  Procedures/Activities: 

Instruction:

1. Bell Ringer- ask the students to scan the meter for the following lines of poetry

“Stormed at with shot and shell, 

Boldly they rode and well, 

Into the jaws of Death,”

From “Charge of the Light Brigade” by Tennyson

 

2. After the students finish the bell ringer, the teacher begins class introduction to poetry.

The first, is an annotated version of “Do not Go Gentle Into that Good Night”- I annotated mine with Diigo, but you can use whichever annotations you like. Can be adjusted for class ability.

The sticky notes on Diigo allow me to reveal the annotations as the class reads, not all at once

The other option for annotations is Genius, which has less options for poetry annotations, but like wikipedia, it is collaborative (http://genius.com/65006).

 

3. The teacher will go over how students read and annotate a poem. My rules are to read first for meaning, followed by scansion, rhyme, meter, literary devices, and then again for overall meaning. I also prefer to use separate colors for these various aspects of the poem.

 

4. After they have read and annotated the poem, the students will listen to this recording of Dylan Thomas reading his poem. poem https://www.youtube.com/watch?v=1mRec3VbH3w

Discuss with the class the impact the way it was read had on their understanding of the meaning.

If he had read the poem differently, is there another way for it to be interpreted?

Following this, the students will form groups of four and use the class computers (and earphones) to go to poetryfoundation.com and choose a poem from one of the following poets:

Walt Whitman

W.B. Yeats

T.S. Eliot

John Keats

William Blake

William Wordsworth

 

4. The students will annotate the poem they choose as a group, according to the given class standards for annotations.

The whole group needs to decide on their annotations and how they want to interpret and present their poems. They will need to use either images that they have taken themselves, or royalty free images (Pixabay being one of the easiest to use). For the rest of the class period, they will use PowerPoint (because of its widespread availability for the students) to narrate the poem, adding whichever images and text they feel appropriate for their interpretation.

Each student’s voice should appear in the narration.

Try to keep it under 3 minutes each.

My example for the class: https://youtu.be/xr-O5SMMqck

If not finished in this class period, the assignment is to be completed for homework. However, in a block schedule (90 minutes) class, they should have enough time.

They will need to either email me (in power point form) or place it on a flash drive so it can be played for the class.

 


  Assessment  

Assessment Strategies

Formative: the teacher will monitor their progress and ask questions as they work.

Summative: The students will hand in their projects. 

Acceleration:

If students are already familiar with this type of assignment, they will first assist their classmates, and then may be the person called on to explain their reasoning. 

Intervention:

These students will be able to learn from their classmates if they don't understand due to the nature of a group project.

Each area below is a direct link to general teaching strategies/classroom accommodations for students with identified learning and/or behavior problems such as: reading or math performance below grade level; test or classroom assignments/quizzes at a failing level; failure to complete assignments independently; difficulty with short-term memory, abstract concepts, staying on task, or following directions; poor peer interaction or temper tantrums, and other learning or behavior problems.

Presentation of Material Environment
Time Demands Materials
Attention Using Groups and Peers
Assisting the Reluctant Starter Dealing with Inappropriate Behavior
Be sure to check the student's IEP for specific accommodations.