| Categories and Links |
| Category |
Sub-Category |
Links |
| Limerick |
|
- Edward Lear – The Academy of American Poets (http://www.poets.org/poets/poets.cfm?prmID=141)
This web site offers information on Edward Lear, the poet credited with creating the limerick.
- Edward Lear Home Page (http://edwardlear.tripod.com/)
This web site offers information about poet Edward Lear as well as a variety of examples of limericks.
- How to Write a Limerick (http://www.gigglepoetry.com/poetryclass/limerickcontesthelp.cfm)
This web site provides information about the structure of the limerick.
|
| |
Pre-Writing |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_brainstorming.htm)
This web site offers pre-writing tips from the author Jack Prelutsky.
He calls it “brainstorming.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_brianstorming.htm)
This web site offers pre-writing tips from the author Karla Kuskin
She calls it “brainstorming.”
|
| |
Writing |
- Forms of Poetry (http://www.tooter4kids.com/forms_of_poetry.htm)
This website offers a brief description of the required format of the limerick. Scroll down the page and click on “limerick.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry writing tips from the author Karla Kuskin.
|
| |
Revision |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_your_poem.htm)
This web site offers poetry revision tips from the author Jack Prelutsky
You will need to scroll down the page until you see “Revising Guidelines”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry revision tips from the author Karla Kuskin. You will need to scroll down the page to the bold words beginning with, “When you’ve finished your description.”
|
| |
Publishing/Sharing |
|
| Haiku |
|
- Try Your Hand at Haiku (http://jfg.girlscouts.org/Space/Poetry/Haiku/Index.asp)
This girl scout produced web site offers information about how to write a haiku as well as the history of the haiku.
- In the Moonlight a Worm (http://www.haiku.insouthsea.co.uk/teachbasho_self2.htm)
Learn about Basho, the man credited for creating haiku.
- How to Write a Haiku (http://www.gigglepoetry.com/poetryclass/Haiku.html)
This web site offers information about how to write haiku.
|
| |
Pre-Writing |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_brainstorming.htm)
This web site offers pre-writing tips from the author Jack Prelutsky.
He calls it “brainstorming.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_brianstorming.htm)
This web site offers pre-writing tips from the author Karla Kuskin
She calls it “brainstorming.”
|
| |
Writing |
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry writing tips from the author Karla Kuskin.
- Moonlight a worm… (http://www.haiku.insouthsea.co.uk/teachbasho_self5.htm)
This page offers information about writing haiku.
|
| |
Revision |
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry revision tips from the author Karla Kuskin. You will need to scroll down the page to the bold words beginning with, “When you’ve finished your description.”
- In the Moonlight a worm… (http://www.haiku.insouthsea.co.uk/teachbasho_self5.htm)
This page offers suggestions about revising your haiku. Scroll down the page and read the section entitled “Reflect”.
|
| |
Publishing/Sharing |
|
| Cinquain |
|
|
| |
Pre-Writing |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_brainstorming.htm)
This web site offers pre-writing tips from the author Jack Prelutsky.
He calls it “brainstorming.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_brianstorming.htm)
This web site offers pre-writing tips from the author Karla Kuskin
She calls it “brainstorming.”
|
| |
Writing |
- Forms of Poetry (http://www.tooter4kids.com/forms_of_poetry.htm)
This website offers a brief description of the required format of the cinquain. Scroll down the page and click on “cinquain.”
- Can Teach: How to Write a Cinquain (http://www.canteach.ca/elementary/poetry5.html)
This web site offers information about the format and style of the cinquain.
|
| |
Revision |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_your_poem.htm)
This web site offers poetry revision tips from the author Jack Prelutsky
You will need to scroll down the page until you see “Revising Guidelines.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry revision tips from the author Karla Kuskin. You will need to scroll down the page to the bold words beginning with, “When you’ve finished your description.”
|
| |
Publishing/Sharing |
- Poetry Writing with Jack Prelutsky, Karla… (http://teacher.scholastic.com/writewit/poetwit/form.asp)
This web site allows students to publish their poetry online.
- Poetry Post (http://mecca.mecca.org/~graham/day/poetrypost/)
Poetry Post features poems created by students around the world and invites teachers to submit student works.
|
| Clerihew |
|
- How to Write a Clerihew Poem (http://www.gigglepoetry.com/poetryclass/clerihew.htm)
This web site offers information about the form of the clerihew.
- Clerihews (http://www.thinks.com/words/clerihew.htm)
This web site offers information about the historical background of clerihews
- Poet’s Corner – Edmund Clerihew Bentley – Selected Works (http://www.geocities.com/~spanoudi/poems/bentley1.html)
This site offers examples of Clerihews by the founder of the genre, Edmund Clerihew Bentley
|
| |
Pre-Writing |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_brainstorming.htm)
This web site offers pre-writing tips from the author Jack Prelutsky.
He calls it “brainstorming.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_brianstorming.htm)
This web site offers pre-writing tips from the author Karla Kuskin
She calls it “brainstorming.”
|
| |
Writing |
- Forms of Poetry (http://www.tooter4kids.com/forms_of_poetry.htm)
This website offers a brief description of the required format of the clerihew. Scroll down the page and click on “clerihew.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry writing tips from the author Karla Kuskin.
|
| |
Revision |
- Poetry Writing with Jack Prelutsky (http://teacher.scholastic.com/writewit/poetry/jack_your_poem.htm)
This web site offers poetry revision tips from the author Jack Prelutsky
You will need to scroll down the page until you see “Revising Guidelines.”
- Poetry Writing with Karla Kuskin (http://teacher.scholastic.com/writewit/poetry/karla_your_poem.htm)
This web site offers poetry revision tips from the author Karla Kuskin. You will need to scroll down the page to the bold words beginning with, “When you’ve finished your description.”
|
| |
Publishing/Sharing |
- Poetry Writing with Jack Prelutsky, Karla… (http://teacher.scholastic.com/writewit/poetwit/form.asp)
This web site allows students to publish their poetry online.
- Poetry Post (http://mecca.mecca.org/~graham/day/poetrypost/)
Poetry Post features poems created by students around the world and invites teachers to submit student works.
|
| Team Key Questions and Product Rubric |
| From where did your genre of poetry originate geographically and historically? |
| Superior A superior
response is
given detailing
both the
historical and
geographic
roots of this
genre of poetry.
|
Good A good
response
is given
detailing
either the
historical or
the
geographical
roots of this
genre of poetry.
|
Poor A poor
response
given detailing
inaccurately or
partially
either the
historical or
geographical
roots of this
genre of poetry.
|
| What is the typical subject matter of this genre of poetry? |
| Superior A superior
response is
given detailing
the typical
subject matter
of this genre
of poetry and
why this
subject matter
lends itself to
this type of
poetry.
|
Good A good
response
is given
detailing the
typical subject
matter of this
genre of poetry.
|
Poor A poor
response
is given
inaccurately or
without
sufficient
detail the
subject matter
of this genre
of poetry.
|
| Who are some other poets who write poetry in this style? |
| Superior A superior
response is
given detailing
at least three
poets who write
poetry in this
style.
|
Good A good
response
is given
detailing two
poets who write
poetry in this
style.
|
Poor A poor
response
is given
detailing one
poet who writes
poetry in this
style.
|
| What are some examples of your genre of poetry? (Include the poem and the author’s name.) |
| Superior A superior
response offers
at least three
examples of
poems in this
genre with
appropriate
credit given to
the author.
|
Good A good
response
offers two
examples of
poems in this
genre with
appropriate
credit given to
the author.
|
Poor A poor
response
is given
detailing one
example of a
poem in this
genre with
appropriate
credit given to
the author.
|
| Individual Key Questions and Product Rubric |
| While writing this specific genre of poetry, why is this stage of the writing process important? |
| Superior A superior
response is
given detailing
the importance
of this stage
of the writing
process while
writing this
specific genre
of poetry.
There is
evidence of
knowledge of
the subject.
Content is
organized and
there is some
reference to
the Key and
Challenge
Questions.
Product shows
original
thought.
Information is
accurate with
few mechanical
or grammatical
errors.
|
Good A good
response
is given
partially
detailing why
this stage of
the writing
process is
important while
writing this
specific genre
of poetry.
|
Poor A poor
response
is given
describing why
this stage of
the writing
process is
important while
writing this
specific genre
of poetry.
|
| While writing this specific genre of poetry, what occurs during this stage of the writing process? |
| Superior A superior
response is
given detailing
specific
information
about what
occurs during
this stage of
the writing
process while
writing this
specific genre
of poetry.
|
Good A good
response
is given
detailing
specific
information
about what
occurs during
this stage of
the writing
process while
writing this
specific genre
of poetry.
Some details
may be left out.
|
Poor A poor
response
is given with
very little
information
provided about
what occurs
during this
stage of the
writing process
while writing
this specific
genre of poetry.
|
| While writing this specific genre of poetry, what are some helpful activities one can do during this stage of the writing process? |
| Superior A superior
response
includes two or
more specific
activities one
can do during
this stage of
the writing
process while
writing this
specific genre
of poetry.
|
Good A good
response
includes one
specific
activity that
on can do
during this
stage of the
writing process
while writing
this specific
genre of poetry.
|
Poor A poor
response
includes a
vague or
irrelevant
activity that
can be done
during this
stage of the
writing process
while writing
this specific
genre of poetry.
|
| What additional things should be kept in mind while going through this writing stage with your particular genre of poetry? |
| Superior A superior
response
addresses the
format and
structure of
the poem as
well as figures
of speech
oftentimes
employed as
they pertain to
this stage of
writing.
|
Good A good
response
incompletely
addresses the
format and
structure of
the poem as
well as figures
of speech
oftentimes
employed as
they pertain to
this stage of
writing.
|
Poor A poor
response
incompletely
addresses the
format and
structure of
the poem or the
figures of
speech
oftentimes
employed as
they pertain to
this stage of
writing.
|
| Team Key Questions and Product Rubric |
| From where did your genre of poetry originate geographically and historically? |
| Superior A superior
response is
given detailing
both the
historical and
geographic
roots of this
genre of poetry. |
Good A good
response
is given
detailing
either the
historical or
the
geographical
roots of this
genre of poetry. |
Poor A poor
response
given detailing
inaccurately or
partially
either the
historical or
geographical
roots of this
genre of poetry. |
| What is the typical subject matter of this genre of poetry? |
| Superior A superior
response is
given detailing
the typical
subject matter
of this genre
of poetry and
why this
subject matter
lends itself to
this type of
poetry. |
Good A good
response
is given
detailing the
typical subject
matter of this
genre of poetry. |
Poor A poor
response
is given
inaccurately or
without
sufficient
detail the
subject matter
of this genre
of poetry. |
| Who are some other poets who write poetry in this style? |
| Superior A superior
response is
given detailing
at least three
poets who write
poetry in this
style. |
Good A good
response
is given
detailing two
poets who write
poetry in this
style. |
Poor A poor
response
is given
detailing one
poet who writes
poetry in this
style. |
| What are some examples of your genre of poetry? (Include the poem and the author’s name.) |
| Superior A superior
response offers
at least three
examples of
poems in this
genre with
appropriate
credit given to
the author. |
Good A good
response
offers two
examples of
poems in this
genre with
appropriate
credit given to
the author. |
Poor A poor
response
is given
detailing one
example of a
poem in this
genre with
appropriate
credit given to
the author. |
| Recommended Print Materials |
| Print Material |
File |
| Deutsch, Babette. Poetry Handbook: A dictionary of terms. New York: Funk & Wagnalls. 1974. |
no file loaded
|
| Janeczko, Paul B. Poetry from A to Z: A Guide for Young Writers. New York: Bradbury Press. 1994. |
no file loaded
|
| Hopkins, Lee Bennett. Pass the Poetry Please. New York: Harper Collins Publishers. 1998. |
no file loaded
|
| Livingston, M. C. Poem-Making: Ways to Begin Writing Poetry. New York: Harper Collins Publishers. 1991. |
no file loaded
|
| Ryan, Margaret. How to Write a Poem. New York: Franklin Watts. 1996.
Silverstein, Shel. Where the Sidewalk Ends. New York: Harper Collins Publishers. 1974. |
no file loaded
|
| Student Materials:
· Livingston, Myra Cohn. Sky Songs. New York: Holiday House. 1984.
· Livingston, Myra Cohn. Cricket Never Does: A Collection of Haiku and Tanka. New York: Margaret K. McElderry Books. 1997.
· Lobel, Arnold. The Book of Pigericks. New York: Harper & Row. 1983.
· Wright, Richard. Haiku: This Other World. New York: Anchor Books. 1998.
|
no file loaded
|
| Vocabulary |
| Glossary Term |
Definition |
| Alliteration |
The repetition of the same sound at the beginning of two or more words next to or near each other. |
| Cinquain |
A form of poetry invented by Adelaide Crapsey and so called because it consists of five lines, which are of two, four, six, eight and two syllables respectively. |
| Clerihew |
A form of light verse, originated by Edmund Clerihew Bentley, which in two couplets touches off some well-known character whose name furnishes one of the rhymes. |
| Haiku |
A Japanese poem in three lines, of 5, 7,and 5 syllables respectively, which presents a clear picture so as to at once rouse emotion. |
| Limerick |
A popular form of humorous verse of three long and two short lines rhyming a a b b a, popularized by Edward Lear. |
| Metaphor |
A figure of speech that says one thing is something else. |
| Meter |
Rhythm that is measured and counted - that is, rhythm arranged and shaped into a pattern. |
| Onomatopoeia |
Words that recreate the sound they describe like buzz, hum and clank.
|
| Lesson |
| Block 1 |
| Title: |
Team TechTour |
| Objective: |
Teams will investigate different genres of poetry. |
Daily Challenge
Question: |
What makes a poem different from other forms of writing? |
| Get Ready: |
The teacher will need to arrange the students into heterogeneous teams of four. This can be done in a variety of ways. Just be sure that each group contains one strong student, one weaker student and two average achieving students. You may want to consider such strengths as research skills, artistic ability and writing skills when forming groups. Once students are in groups, you will want to assign each student one of the following roles: facilitator (makes sure the group runs smoothly and is on task), supply manager (retrieves and returns supplies needed by the group), energizer (keeps team energized throughout the class) and the data manager/recorder (keeps track of data).
The teacher will need to get one copy of Shel Silverstein’s book Where the Sidewalk Ends. The teacher will need to write “Poems…” at the top of a piece of chart paper with a marker. The teacher will need to arrange for each group to have access to at least one internet-connected computer. Ideally, each student will work at his or her own computer station, working through the TechTour and collaborating with his or her team. Each computer should have the TechTour bookmarked.
The teacher needs to make copies of each of the four poetry station handouts (1 per student) and acquire at least 8 glue sticks. Place these in four workstations throughout the classroom. Also, the students should each have a one-subject spiral notebook that will become their Poetry Journal. |
| L: Teacher Presentation & Motivation |
| Title |
|
| Duration |
1 minute |
| Description |
The teacher will read the poem “No Difference” by Shel Silverstein from the book Where the Sidewalk Ends. The teacher will ask the students what type of writing was just read to them. The students will undoubtedly answer that they have just heard a poem. The teacher will then ask, “What makes a poem different from other forms of writing?” The teacher may want to reread the poem at this time and then ask the question again. At this point the teacher should pull out the piece of chart paper labeled “Poems…” The teacher will ask the students to share their ideas and they will be written down on the chart paper. Student ideas should include things such as “some poems rhyme, poems have a rhythm, poems can be short, and poems can be silly.” The teacher will ask, “Do all poems have to rhyme?” The teacher can read a haiku or another poem that doesn’t rhyme to show that some poems don’t rhyme. The teacher will distribute the Poetry Journals and tell the students that they will be using these journals for the duration of the poetry unit. |
|
| O: Team Activity |
| Title |
You`ve Got that Write! Team TechTour (50 minutes) |
| Duration |
1 minute |
| Description |
During this activity the students will be completing the team portion of the “You’ve Got that Write” TechTour. Modifications can be implemented to provide for the success of all students. Heterogeneous groups are a good way to provide support for lower performing students. Also, the use of graphic organizers and allowing extended time will assist those students with disabilities. The teacher may want to print off the web sites listed on the TechTour for students who would benefit from this modification.
The teacher will explain to the students that for the next 50 minutes, they will work in teams on a TechTour, the purpose of which is to answer 4 Key Questions, which ultimately will help them answer the overall Challenge Question, “How do you write a poem?” The teacher will share with the students that each team will create a concept map using Inspiration software. The concept map should clearly and thoroughly address the four Key Questions and present the information in a clear and logical manner. The teams will be encouraged to use the Team Concept Map Scoring Rubric to help guide them as the information is being compiled and the concept map is being developed.
Focus for Media Interaction
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The teacher will say, “Your focus for media interaction while completing the TechTour is to gather information about your team’s assigned form of poetry. You will address four Key Questions by visiting a variety of designated web sites. After you have gathered your information, you will create a team concept map which you will share with your classmates.”
Viewing Activities
Each team will work through the Team Activities of the “You’ve Got that Write” TechTour at a separate computer. Teams will also have access to print materials as they gather information.
Post Viewing Activities
Teams will use Inspiration software to complete the concept map, which will address the four Key Questions posed in the TechTour. Copies of final concept maps will be made for all classmates for later activity. |
|
| O: Team Activity |
| Title |
|
| Duration |
1 minute |
| Description |
|
|
| B: Individual Activity |
| Title |
|
| Duration |
1 minute |
| Description |
|
|
| B: Individual Activity |
| Title |
Elements of Style Station Rotation: Learning about varior figures of speech and elements of sound (20 minutes) |
| Duration |
1 minute |
| Description |
During this activity, students will rotate through four stations. At each station they will learn about a various figure of speech (metaphor, simile, personification) or an element of sound (repetition, onomatopoeia). At each station, students will complete one of the following handouts: Station 1: Sound Off, Station 2: Similes, Station 3: Metaphors, Station 4: Personification. Each handout will be glued into their Poetry Journal to be kept as a reference. |
|
| E Wrap-up: |
The students will take an informal Elements of Style Poetry Quiz using the Poetry Quiz Poems Teacher Resource #1. The teacher will begin by asking the students to share what elements of style they learned about as they visited each station. The following terms will be written on the board: repetition, alliteration, onomatopoeia, simile, metaphor, and personification. The teacher will read a couple of poems off of the Poetry Quiz Poems Teacher Resource #1. The teacher will say, “When you hear one of the elements of style raise your hand.” |
| Homework: |
Not recorded. |
|
| Block 2 |
| Title: |
The Writing Process / Individual TechTour |
| Objective: |
Students will focus on one of the four steps in the writing process as it relates to a specific genre of poetry. |
Daily Challenge
Question: |
What steps should be taken when writing a poem?
|
| Get Ready: |
Students will work in the same teams of four. Each team member will select one step of the writing process: pre-writing, writing, revision, or publishing/sharing. This will be their individual TechTour subcategory. The teacher will need to arrange for each student to have access to an Internet-connected computer with Microsoft PowerPoint software. The teacher will also need to set up a video viewing station with one VCR and one television monitor. Cue the Club Write: Poetry video to the part after the boy in the black shirt sitting in the library says, “After I had picked out a few poems I might like to memorize, I thought about the writing part of the project.” The video is now ready for the pre-writing group of students.
Each student subcategory will be rotating through the video viewing station while they work on the individual TechTour. |
| L: Teacher Presentation & Motivation |
| Title |
|
| Duration |
1 minute |
| Description |
The teacher will say, “When we write a story or an essay there is a specific writing process that we go through. Writing poetry is no different. Who can remember the steps in the writing process?” The teacher will call on students and write the steps (pre-writing, writing, revision, and publishing) on the board. Teacher says, “Today you are each going to learn about a specific stage of the writing process as it relates to your team’s assigned poetry genre. Today you are going to complete the individual portion of the TechTour as well as watch a segment of a video.” |
|
| O: Team Activity |
| Title |
Let`s Get Organized: Selecting Individual Subcategories (5 minutes) |
| Duration |
1 minute |
| Description |
During this activity the students will decide which stage of the writing process they would like to investigate. The teams will go to the computers and look over the PowerPoint Content Scoring Rubric as well as the PowerPoint Presentation Scoring Rubric. As a team, the students will discuss what is required of the individual TechTour. |
|
| O: Team Activity |
| Title |
|
| Duration |
1 minute |
| Description |
|
|
| B: Individual Activity |
| Title |
“You’ve Got That Write” Individual TechTour (60 minutes) |
| Duration |
1 minute |
| Description |
During this activity, the students will be completing the individual portion of the “You’ve Got that Write” TechTour. Modifications can be implemented to provide for the success of all students. The use of graphic organizers and allowing extended time will assist those students with disabilities. The teacher may want to print off the web sites listed on the TechTour for students who would benefit from this modification.
The teacher will explain to the students that for the next 60 minutes, they will work individually on the “You’ve Got that Write” TechTour, the purpose of which is to answer four Key Questions, which ultimately will help them answer the overall Challenge Question “How do you write a poem?” The teacher will explain that each student will create a PowerPoint slide highlighting their stage of the writing process as it relates to their team’s specific poetry genre. Each of the individual slides will be put together into an instructional PowerPoint presentation that will be viewed by the class in the upcoming days. The PowerPoint slide should clearly and thoroughly address the four Key Questions and present the information in a clear and logical manner. The individuals will be encouraged to use the PowerPoint Content Scoring Rubric to help guide them as the information is being compiled and the concept map is being developed.
Focus for Media Interaction
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
The teacher will say, “Your focus for media interaction while completing the individual portion of the TechTour is to gather information about your assigned stage of the writing process. You will address four Key Questions by visiting a variety of designated web sites as well as viewing a section of video. After you have gathered your information, you will create a PowerPoint slide which you will share with your classmates.”
Viewing Activities
Each team will work through the Individual Activities of the “You’ve Got that Write” TechTour at a separate computer. |
|
| B: Individual Activity |
| Title |
Club Write: Poetry video (10 minutes) |
| Duration |
1 minute |
| Description |
Students will rotate away from their computer for ten minutes to view a specific portion of the Club Write: Poetry video. Students will be told to bring their Poetry Journal to the video viewing station in order to take additional notes that can be incorporated into their PowerPoint slide. Modifications such as rewinding the video and replaying a segmaent, can be implemented to provide for the success of all students.
A) Pre-Writing Video Group
The teacher should have all of the “pre-writing” individuals come and view a segment of video.
Focus for Media Interaction
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Viewing Activities
The teacher will say, “Your focus for media interaction while viewing the video segment is to think of one thing that you can do in this stage of the writing process.” Notes should be taken in the Poetry Journal. The Club Write: Poetry video should be cued to the part after the boy in the black shirt sitting in the library says, “After I had picked out a few poems I might like to memorize, I thought about the writing part of the project.” Push PLAY. Teacher should PAUSE the video after the blond boy says, “When I got home that night, I looked at the ideas I had brainstormed.”
Post Viewing Activities
The teacher will ask the students what ideas they got from watching that segment of video. After ideas have been shared, the pre-writing individuals will be sent back to their computer to continue working on the individual portion of the TechTour.
B) Writing Video Group
The teacher should have all of the “writing” individuals come and view a segment of video.
Focus for Media Interaction
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Viewing Activities
The teacher will say, “Your focus for media interaction while viewing the video segment is to think of one thing that you can do in this stage of the writing process.” Notes should be taken in the Poetry Journal. The video should be cued to the part just after the blond boy says, “When I got home that night, I looked at the ideas I had brainstormed.” Push PLAY. Teacher should STOP the video after the boy says, “No that’s not very good.”
Post Viewing Activities
The teacher will ask the students what ideas they got from watching that segment of video. After ideas have been shared, the writing individuals will be sent back to their computer to continue working on the individual portion of the TechTour.
C) Revision Video Group
The teacher should FAST FORWARD the video to the part where the word “Revise” flashes on the screen with a busy, bright background. The teacher should have all of the “revision” individuals come and view a segment of video.
Focus for Media Interaction
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites o r other multimedia elements.
Viewing Activities
The teacher will say, “Your focus for media interaction while viewing the video segment is to think of one thing that you can do in this stage of the writing process. I want you to pay special attention to what Bill says about nouns and verbs.” Notes should be taken in the Poetry Journal. Push PLAY. Teacher should STOP the video after the boy, typing at the computer, says, “Then we took turns making revisions.”
Post Viewing Activities
The teacher will ask the students what ideas they got from watching that segment of video. After ideas have been shared, the revision individuals will be sent back to their computer to continue working on the individual portion of the TechTour.
D) Publishing/Sharing Video Group
The teacher should have all of the “revision” individuals come and view a segment of video.
Focus for Media Interaction
The focus for media interaction is a specific task to complete and/or information to identify during or after viewing of video segments, Web sites or other multimedia elements.
Viewing Activities
The teacher will say, “Your focus for media interaction while viewing the video is to find out how Ms. Scott’s writing club shared their poetry.” Notes should be taken in the Poetry Journal. The video should be cued to the part just after the boy, typing at the computer, says, “Then we took turns making revisions.”
Push PLAY. Teacher should STOP the video after the boy says, “to walk upon a lake” and the classmates are seen snapping their fingers.
Post Viewing Activities
The teacher will ask the students what ideas they got from watching that segment of video. After ideas have been shared, the revision individuals will be sent back to their computer to continue working on the individual portion of the TechTour. |
|
| E Wrap-up: |
The students will get back into their groups to put all of the PowerPoint slides together to make one presentation. Time will also be given for the group to create a title slide, which should include the name of their genre of poetry and the team member’s names. |
| Homework: |
Not recorded. |
|
| Block 3 |
| Title: |
Writing Poetry/Part One: Limericks and Haiku |
| Objective: |
Students will learn how to write limericks and haiku. |
Daily Challenge
Question: |
How do you write a limerick and a haiku? |
| Get Ready: |
Today, students will be introduced to the limerick and the haiku. Student teams will need to have copies of their concept map to distribute to their classmates. The teacher will need to provide a computer with a projection device that each group can use to share their concept map and their instructional PowerPoint presentation. The haiku group and the limerick group will be presenting today. Students will need their Poetry Journals. |
| L: Teacher Presentation & Motivation |
| Title |
|
| Duration |
1 minute |
| Description |
The teacher will say, “Today we will have the opportunity to practice writing two specific types of poetry: haiku and limericks. The teams that have researched the haiku and the limerick will walk us through the writing process as it relates to their assigned type of poetry.” |
|
| O: Team Activity |
| Title |
Writing Haiku (40 minutes) |
| Duration |
1 minute |
| Description |
The haiku team will be called up to give a presentation about how to write haiku. The team will start by sharing their concept map using the projection device connected to a computer and hard copies. A good deal of time will be spent discussing the format of the poem and highlighting some examples. The team will also share information about the historical roots of the specific type of poetry.
Next, the team will share their PowerPoint presentation (using a projection device), spending time at each stage of the writing process allowing the students in the class to work on that particular stage. For example, the team will share pre-writing strategies and then the classmates will spend 5 minutes brainstorming ideas in their Poetry Journals. This will continue through the rest of the stages of writing. Questions will be addressed throughout the presentation. |
|
| O: Team Activity |
| Title |
Writing Limericks (40 minutes) |
| Duration |
1 minute |
| Description |
The limerick team will be called up to give a presentation about how to write limericks. The limerick group will follow the same presentation format as the haiku group in Activity 1 above. |
|
| B: Individual Activity |
| Title |
Writing Haiku |
| Duration |
1 minute |
| Description |
Throughout the team presentation on writing haiku, the students will be given time to work individually on each stage of the writing process. |
|
| B: Individual Activity |
| Title |
Writing Limericks |
| Duration |
1 minute |
| Description |
Throughout the team presentation on writing limericks, the students will be given time to work individually on each stage of the writing process. |
|
| E Wrap-up: |
Students will be asked to volunteer to share their poems. Students will be expected to write either a haiku or a limerick for homework, being sure to go through all of the stages of the writing process. |
| Homework: |
Not recorded. |
|
| Block 4 |
| Title: |
Writing Poetry/Part Two: Cinquains and Clerihews |
| Objective: |
Students will write a cinquain and a clerihew. |
Daily Challenge
Question: |
How do you write a cinquain and a clerihew? |
| Get Ready: |
Today, students will be introduced to the cinquain and the clerihew. Student teams will need to have copies of their concept map to distribute to their classmates. The teacher will need to provide a computer with a projection device that each group can use to share their concept map and their instructional PowerPoint presentation. The cinquain group and the clerihew group will be presenting today. Students will need their Poetry Journals. |
| L: Teacher Presentation & Motivation |
| Title |
|
| Duration |
1 minute |
| Description |
The teacher will say, “Today we will have the opportunity to practice writing two more specific types of poetry: cinquains and clerihews. The teams that have researched the cinquain and the clerihew will walk us through the writing process as it relates to their assigned type of poetry.” |
|
| O: Team Activity |
| Title |
Writing Cinquains (40 minutes) |
| Duration |
1 minute |
| Description |
The cinquain team will be called up to give a presentation about how to write cinquain. The cinquain group will follow the same presentation format as the haiku group (see Day 3 –Activity 1- Writing Haiku). |
|
| O: Team Activity |
| Title |
Writing Clerihews (40 minutes) |
| Duration |
1 minute |
| Description |
The clerihew team will be called up to give a presentation about how to write clerihews. The clerihews group will follow the same presentation format as the haiku group (see Day 3 –Activity 1- Writing Haiku). |
|
| B: Individual Activity |
| Title |
Writing Cinquain |
| Duration |
1 minute |
| Description |
Throughout the team presentation on writing cinquain, the students will be given time to work individually on each stage of the writing process. |
|
| B: Individual Activity |
| Title |
Writing Clerihew |
| Duration |
1 minute |
| Description |
Throughout the team presentation on writing clerihews, the students will be given time to work individually on each stage of the writing process. |
|
| E Wrap-up: |
Students will be asked to volunteer to share their poems. Students will be expected to write either a cinquain or a clerihew for homework, being sure to go through all of the stages of the writing process. |
| Homework: |
Not recorded. |
|
