Poetry and Technology

Author(s):
Kelly Delp – EDUC-W401 24353


Grade Level:
11th
Timeframe: Monday, Wednesday, Friday
90 Minute Blocks
Lesson Description or Explanation
Students will explore poetry including historically classic poems, new forms of poetry, and will create their own poems.

Indiana Curricular Standards

11.3.1 - Structural Features of Literature:
Analyze characteristics of subgenres, types of writings such as satire, parody, allegory, and pastoral that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres.
• Satire: using humor to point out weaknesses of people and society.
• Parody: using humor to imitate or mock a person or situation.
• Allegory: using symbolic figures and actions to express general truths about human experiences.
• Pastoral: showing life in the country in an idealistic - and not necessarily realistic – way
11.5.1 - Write fictional, autobiographical, or biographical narratives that:
• narrate a sequence of events and communicate their significance to the audience.
• locate scenes and incidents in specific places.
• describe with specific details the sights, sounds, and smells of a scene and the specific actions, movements, gestures, and feelings of the characters; in the case of autobiography or fiction, use interior monologue (what the character says silently to self) to show the character's feelings.
• pace the presentation of actions to accommodate changes in time and mood.

ISTE Standards
1b – Students create original works as a means of personal or group expression.
2b - Students communicate information and ideas effectively to multiple audiences using a variety of media and formats.
Assessments
Formative/Summative
Formative – Teacher will observe students working and will utilize peer evaluations of drafts. Students will give one another feedback and will fill out feedback forms. Students will turn in these forms and they will be used to assess progression of skills.
Summative – Students will present a “poetry portfolio.” This poetry will include paper and digital files, including original work and analyses of other authors’ work. Students will do a short presentation and will be graded with a rubric.

Prior Knowledge
Curricular Knowledge or Skills: Students will draw on their current knowledge of rhythmic language, including music and spoken word. Students will also utilize their literary analysis skills to interpret and enhance poems.
Technology Knowledge: Students will fill out a pre-assessment survey indicating their technological experience as well as their interests.

Technology

Internet Resources: (please list URLs)
- www.poetry.com - This site will be used for students to find classic poetry to read and analyze.
- www.poetryfoundation.org - This site will be used for more contemporary poets as well as information about poet communities and readings.
- www.youtube.com - This site will be used to show students examples of different types of poetry as well as dramatic readings (Including readings by Alicia Keys and Langston Hughes.)

Hardware: Computers, Camcorders, Cameras

Software: Art or Graphic Design Software (Adobe Photoshop or InDesign, etc); PowerPoint; Video Editing Software

Materials: Computers (COWS or Computer Lab), projector with online video playing capability.

Procedure
Monday:
- Students will begin by watching a video of Alicia Keys’ poem “Prisoner of Words” (http://www.youtube.com/watch?v=XAPFfIxP6VE)
- Students will participate in a discussion of what is and is not poetry.
- Teacher will expose students to “Where I’m From” poem (http://www.georgeellalyon.com/where.html)
- Students will formulate their own “Where I’m From” poem
- Students will share poem with a partner, volunteers may share selections from their poem with the class.
- Students will use computers to research poems; each will be assigned to find at least five poems that they enjoy or find interesting.
- Students will write a one paragraph response to each of these poems to be turned in by the end of the class period.
- Students will print out selected poems to use in their poetry portfolio.
- Students will be assigned to write an autobiographical poem.
Wednesday:
- Students will begin class by doing a ten-minute poetry free-write.
- Free-write will end with showing a video representation of Langston Hughes’ “The Weary Blues” (http://www.youtube.com/watch?v=KyqwvC5s4n8)
- Students will participate in a discussion of how poetry can be represented with images as well as words on paper.
- Students will share their autobiographical poems with a peer and offer suggestions and edit.
- Students will have time to revise poems.
- Students will then brainstorm a list of ways they can represent their poem visually.
- Students will be allowed time to use computer software (graphic design or video editing) to begin transmediations of their poems.
Friday:
- Students will be given class time to work on their transmediations.
- After 30 minutes, students will do a “process presentation” in which they will share with their peers their ideas for their visual representation as well as offer constructive criticism to one another.
- Students will have the remainder of the class period to work on transmediations.
- Students will be assigned final presentations the following week.
Differentiated Instruction

ESL - Students would be allowed to write their poem in their native language.
- Visual representation allows students to share with their peers their experiences in ways other than language.

Challenge/Extend
- Giving students options of how to visually represent their poem allows them to work at their own pace.
- Students are able to choose the poems they will analyze. More advanced students can be given different stipulations. (For example, must be a Victorian poet, etc.)

Special Needs
- By giving students options of how to visually represent their poems, you are validating students that have disabilities. These students are thus able to work at their own pace and are able to be proud of the product they create.
- Students could have the option to work in groups.