Collective Poetry

Collective Poetry

Author(s):
Rachel Boggs, Section #19017


Grade Level:
4th grade

Timeframe:
8 days
A half hour everyday. (Will allow 45 minutes if needed)

Lesson Description or Explanation
We all have stories. In telling our personal narratives, we come to know each other and ourselves. What are the lyrics of your students' favorite songs? What happens when children begin to imagine this country or their homeland before they were born? What happens when children and their teachers begin to explore the stories of ordinary people, families and self?
This activity creates opportunities for students to write poetry, investigate history, distinguish between the ideas of fact and opinion and participate in the dramatic reading of a story poem. People are connected to each other through societal patterns. And poets and artists often use patterns to express their art.
Used part of the lesson from http://www.tolerance.org/activity/collective-poetry

Indiana Curricular Standards
4.3.5
Define figurative language, such as similes, metaphors, hyperbole, or personification, and identify its use in literary works.
4.4.9
Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.
4.5.5.
Use varied word choices to make writing interesting
4.6.3
Create interesting sentences by using words that describe, explain, or provide additional details and connections, such as verbs, adjectives, adverbs, appositives, participial phrases, prepositional phrases, and conjunctions.
4.6.8
Spelling



ISTE Standards
Creativity and Innovation
Communication and Collaboration
Technology Operations and Concepts

Assessments
Formative/Summative
Formative:
Assess to see what children know about poetry, by using a fill in the blank sheet. Before we start and during the middle.
Summative:
At the end of the lesson I will grade each poem using a rubric. The scale will be 0-5. O being not turned it to 5 being Mastery.
Creativity
Spelling
Completion


Prior Knowledge
Curricular Knowledge or Skills: Students will need to know about poetry and in all its varieties.
Technology Knowledge: Students will need to know how to use Microsoft word and be familiar with a keyboard.

Technology
Internet Resources: (please list URLs)

http://www.poetry4kids.com/

http://www.gigglepoetry.com/index.aspx

Hardware:
Computers for students

Software:
Microsoft Word
Microsoft PowerPoint

Procedure
Day One: Read aloud two poetry books. Talk about what the two books have in common or the things that are different. Make a Noticing chart.

Day Two: Revisit the noticing chart and select an anchor text. This will be the text they like most and will keep with them the duration of the lesson. Start a list of topics about themselves they would like to write their poem about.

Day Three:
Read aloud a poetry book. Start draft of their poem.

Day Four:
Continue working on their draft.

Day Five:
Continue drafting and start editing

Day Six:
Continue editing their poem when they have completed this they may start typing it on the computer.

Day Seven:
Continue editing their poem and then start typing their poem on the computer. May change font once their poem is completed. When completed save on the computer and ask the teacher to point it into the PowerPoint of the classroom poem.

Day Eight:
Read each persons part of the poem. Then read all the poems together. (Class Poem) Celebrate publication of the classroom poem.

Differentiated Instruction

ESL
Have poetry books in different languages. Have the students work with a partner and scribe for them in English. Could use translation Software and check with ESL Teacher for accuracy if I was unsure if it was correct.

Challenge/Extend
If children get done faster then others have them decorate their part of the poem. Children who get done early may also read other poetry books. Children may also help other students who are not done yet.

Special Needs
Children with special needs can be paired with a partner. They may take turns reading to each other. I as the teacher will give them additional support, as they need it. I will provide text in larger print for children who might have a visual impairment. Children with special needs could have longer time to type their part of the poem. A child who might have a hearing impairment will be given step-by-step instructions on a piece of paper. I could also sign the poem as the class reads it aloud.
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