Kelly

=**Learning and Teaching with Web 2.0 Tools Lesson-Unit Plan**=

As a final product, participants will complete this outline as to how they can integrate the Read/Write Web tools into a lesson or unit they currently teach. In addition, participants will maintain a blog throughout the course in which they will reflect on what they are learning. Participants will be expected to view the blogs of their fellow participants periodically and leave comments several times during the course. Course Facilitators will also monitor and comment on all participant blogs throughout the course.

==== **PLEASE USE THIS SPACE THROUGHOUT THE WORKSHOP TO CREATE YOUR FINAL PRODUCT (THIS IS YOUR FINAL PRODUCT). THIS WILL KEEP YOU WELL PACED TO EASILY COMPLETE THE WORKSHOP IN GREAT FASHION. THE WORK OBSERVED HERE WILL BE YOUR GRADED FINAL PRODUCT. NOTE THAT ALL WORKSHOP PARTICPANTS CAN SEE YOUR EFFORTS WHICH IS CONSISTENT WITH 21ST CENTURY LEARNING AND COLLABORATING- PUBLISHING TO A WORDWIDE (LARGER) AUDIENCE).** ====

**Basic Information**
1. Your Name: Kelly Garcia

2. Lesson/Unit Title: The genre of poetry

3. Grade Level: 6th Grade

*LINKS TO OUTSIDE RESOURCES SUCH AS YOUR PERSONAL WIKI FOR THIS WORKSHOP AND THE TOOLS-STRATEGIES YOU ARE LEARNING*
PROVIDE ANY LINK TO A RESOURCE(S) (IF YOU HAVE ONE/ANY- FOR EXAMPLE YOU MAY CHOOSE TO CREATE A WIKI THAT DEMONSTRATES THE INTEGRATION OF THE TOOL OF THE WEEK AS WELL AS BLOGS, WIKIS, SOCIAL NETWORKING, PODCASTING/STREAMING, ASSESSMENT, AND INTERNET SAFETY.

LINK URL:


 * Part I.**

4. Standards ELA NCSCOS -- Goals 1 and 2

NETS - T

5. List the content and technology standards you want to address with this unit. ELA: **5.02** Study the characteristics of literary genres (fiction, nonfiction, drama, and poetry) through:
 * 1.02** Explore expressive materials that are read, heard, and/or viewed by:
 * monitoring comprehension for understanding of what is read, heard and/or viewed.
 * analyzing the characteristics of expressive works.
 * determining the effect of literary devices and/or strategies on the reader/viewer/listener.
 * making connections between works, self and related topics.
 * comparing and/or contrasting information.
 * drawing inferences and/or conclusions.
 * determining the main idea and/or significance of events.
 * generating a learning log or journal.
 * creating an artistic interpretation that connects self to the work.
 * discussing print and non-print expressive works formally and informally.
 * reading a variety of literature and other text (e.g., novels, autobiographies, myths, essays, magazines, plays, pattern poems, blank verse).
 * interpreting what impact genre-specific characteristics have on the meaning of the work.
 * exploring how the author's choice and use of a genre shapes the meaning of the literary work.
 * exploring what impact literary elements have on the meaning of the text such as the influence of setting or the problem and its resolution.

Technology: 1. Facilitate and Inspire Student Learning and Creativity c. promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes 2. Design and Develop Digital-Age Learning Experiences and Assessments a. design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity

6. Lesson Goals and Overview or Description Students will be able to analyze poetry and use reading strategies to help them comprehend this genre. Students will interpret author's tone, mood, and figurative language. Students will be able to incorporate poetic writing traits into their own writing.

7. Information on your goals, topic, and how the lesson/unit fits into your overall curriculum

April is national poetry month, so this is a unit that I usually teach in the spring. Poetry requires a lot of interpretation and inferential thinking -- so this genre can be difficult for many students. While we have used poems in other units, this unit requires students to analyze a variety of poems as well as use some of the techniques from authors to create their own poetry. An emphasis on mood, tone, figurative language, and theme is made in this unit as these are genre-specific elements that students need to know to be able to interpret and analyze poetry.


 * Part II.- Blogs**

8. Blog (Your URL with a link to it here)[|Garcia6thLA]

9. Describe how you could use a teacher blog to engage students in this lesson or unit. Explain how you could manage student blogs and how you might involve others in providing feedback for your students on their writing.

I could use a teacher blog to post a "poem of the day" where students could blog about their interpretations or what they like about the message, figurative language, word choice, etc.

Students could also post song lyrics and make connections and blog about how music has elements of poetry -- especially focusing on the language and the themes of these songs. The music teacher and students in chorus/band classes might be able to join these blogs and make further connections on how music sets a mood just like poets use words to create a certain mood.


 * Part III. -** **RSS/Social Bookmarking**

10. List some of the URL’s that you found that will be helpful for either teacher preparation or student research for this unit. Keep a record of where you have included your bookmarks or subscribed to your RSS feeds. -http://www.gigglepoetry.com/ -http://www.msrogers.com/English2/poetry/30_days_of_poetry.htm -http://ettcweb.lr.k12.nj.us/forms/newpoem.htm -http://www.teachersdomain.org/special/pe08-ex/ http://poetryoutloud.org/ http://www.poetryteachers.com/index.html http://writingfix.com/


 * Part IV. - Wikis**

11. How might you use a wiki to enhance this unit or how could you have your students contribute to another wiki site to share their knowledge of content you are studying with the global learning community?

http://lawithgarcia.wikispaces.com/ Students will use this wiki to post their favorite poems they have written for the unit and to peer review the work of others.

The wiki could also be used to share different examples of figurative language (similes, metaphors, etc.) that we have written or found and to explore possible explanations.

I also would like to have a collaborative wiki where students work on some EOG questions related to poems and they provide an explanation of their thinking/reading/ test-taking strategy that they used to answer a specific question -- students can then see how their peers work through a multiple-choice test in multiple ways.


 * Part V.** **Podcasting/Streaming**

12. Share the titles and links to podcasts and/or videos that you found related to your lesson topic. How do you plan to integrate them? How might you create a podcast or video with students to enhance this unit?

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- I would like students to create a podcast of their favorite poem and include these on the wiki so we can hear their version of their favorite poem.

The Education Podcast Network link has several different podcasts related to language arts. We would use the poem of the week podcast to listen to the rhythm of poems and to work on interpretation before we record our own.

The Poetry Foundation has a poem of the day that I can subscribe to and add to my iTunes. Again, we will use this so students can hear, interpret, critique, and respond to many different types of poems. These will need to be previewed before we listen, though.

I have also subscribed to get a poem of the day emailed to me beginning April 1 (National Poetry Month is in April) from poets.org.


 * Part VI****- Assessment**

13. What procedures will you follow and/or what resources will you use to assess student understanding throughout this unit.

A variety of formative and summative assessments will be used for this unit: 1. Digital Poetry Notebook (collection of poems written during unit assessed using a rubric that focuses on each poetic element -- each poem focuses on a different element). 2. Formative multiple choice assessments over interpretations of poems 3. Wiki posts and peer review comments posted (rubric to evaluate response) 4. Wordle -- created to define poetry and its elements


 * Part VII** **- Internet Safety**

14. What strategies will you take to ensure student safety as you integrate these new tools. Also use this space to post any additional notes regarding integrating Read/Write Web tools into your curriculum.

I preview all websites prior to allowing my students to access them for any part of this poetry project. I will also need to discuss and model specific rules for using and posting on the class poetry wiki. Many of my students have never used a wiki, so these procedures will need to be covered.