Unit Overview

1
Unit Overview
2
LESSON 1 POETIC FORM Acrostic Poems a.k.a. Name
Poems POETIC DEVICES Alliteration Assonance Con
sonance POWERPOINT SKILLS Introduction Feature
Overview TIME REQUIRED 100 minutes MATERIALS
Intro PPT Portfolio Rubrics Acrostic Poem
PPT Acrostic Handout Personal Inventory PPT
Features Guide Self-Assessment Slips
Lesson Overview This lesson will introduce the
unit and one of the simplest forms of poetry. It
will also introduce PowerPoint and some of its
features. The presentation will hopefully also
build excitement about the unit and the subject
material.
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 2.2 What is
multimedia and why does it matter in my
life? 3.1 What are the key features of Microsoft
PowerPoint? 3.2 How can PowerPoint be used for
more than creating a presentation?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
3
LESSON 1 POETIC FORM Acrostic Poems a.k.a. Name
Poems POETIC DEVICES Alliteration Assonance Con
sonance POWERPOINT SKILLS Introduction Feature
Overview TIME REQUIRED 100 minutes MATERIALS
Intro PPT Portfolio Rubrics Acrostic Poem
PPT Acrostic Handout Personal Inventory PPT
Features Guide Self-Assessment Slips

• Activities
• Introduce the concept and goals for the Poetry
  Alive! Unit. (PPT)
• Tri-fold structure Poetic form, poetic devices,
  PowerPoint skills
• Pass out mid-unit and final portfolio rubric
• Explain Acrostic Poem form (PPT)
• Ask students what patterns they see in the poem.
• Highlight poetic devices in the poem
• Explain poetic devices and how they contribute to
  a poem
• Students take notes
• Practice poetic devices Class activity
• Show new poems on slides (some acrostic, some
  other forms)
• Ask students to identify the instances of
  alliteration, assonance, and consonance
• With each reply, students must explain their
  answers with a complete sentence
• Practice poetic devices individually
• Pass out poetry handout with a new acrostic poem
  on it
• Students underline alliteration, draw circles
  around the words that create assonance, and draw
  a square around examples of consonance
• Create an acrostic poem as a class
• Individual writing of an acrostic poem use name
  as base, Personal Inventory handout may be used
  for inspiration, COMPLETE AS HOMEWORK

10
5
10
10
10
10
20
Source Teaching 10 Fabulous Forms of Poetry by
Paul Janeczko, Scholastic Professional Books
4
LESSON 1 POETIC FORM Acrostic Poems a.k.a. Name
Poems POETIC DEVICES Alliteration Assonance Con
sonance POWERPOINT SKILLS Introduction Feature
Overview TIME REQUIRED 100 minutes MATERIALS
Intro PPT Portfolio Rubrics Acrostic Poem
PPT Acrostic Handout Personal Inventory PPT
Features Guide Self-Assessment Slips

• Activities Continued
• Revisit the opening PPT and explain the basic
  PowerPoint features (Handout of PPT features,
  places for students to make their own notes)
• Show some flashier slides to open students
  minds from the creative side, but also show
  slides that illustrate brainstorming or idea
  organizing
• Emphasize the multiple uses of the PowerPoint
• Ask students how they could imagine using
  PowerPoint to help them write their acrostic
  poems
• Review Questions self-assessment slip

15
10

• Assessment
• Pass out Portfolio RUBRIC for mid-unit and final
  submissions
• Informal monitoring during independent writing
• Students submit a self-assessment slip that
  starts with
• I still dont understand
• Id like to spend more time reviewing

Source
5
LESSON 2 POETIC FORM Biographical POETIC
DEVICES Repetition Review of Alliteration,
Assonance, Consonance POWERPOINT SKILLS Make
slides Text boxes Arranging objects TIME
REQUIRED 100 minutes MATERIALS Biographical,
Repetition Poems PPT PPT Procedure Checklist Bio
poem handout Text Box practice PPT
Lesson Overview This lesson will introduce
biographical poems with continued emphasis on
self expression. Repetition will be introduced
but previous devices will also be reviewed. This
lesson will introduce the basics
skills/procedures involved in making a
presentation/slide.
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 2.2 What is
multimedia and why does it matter in my
life? 3.1 What are the key features of Microsoft
PowerPoint? 3.2 How can PowerPoint be used for
more than creating a presentation?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
6
LESSON 2 POETIC FORM Biographical POETIC
DEVICES Repetition Review of Alliteration,
Assonance, Consonance POWERPOINT SKILLS Make
slides Text boxes Arranging objects TIME
REQUIRED 100 minutes MATERIALS Biographical,
Repetition Poems PPT PPT Procedure Checklist Bio
poem handout Text Box practice PPT

• Activities
• Introduce the form of a biographical poem. (PPT)
  Harry Potter
• Ask students what patterns they see in the poem.
• Highlight the patterns they point out
• Explain repetition and how it contributes to a
  poem
• Students take notes
• Identify repetition in several other poems (PPT)
  Class activity
• Show poems, students identify what is
  repeatedmake a line of their own following the
  same pattern they identify
• Create a biographical poem as a class (maybe use
  an historical character studied). Write the
  class poem on the board.
• Revisit the opening PPT to discuss the PowerPoint
  features used. Explain the process of creating a
  new presentation and slide. Use the PPT Procedure
  Checklist as a guide.
• Group practice with PowerPoint using the
  biographical poem created earlier in class.
• Students verbally explain how you would create a
  new presentation and slide for the poem
• Emphasize SAVING the file
• Individual writing of a biographical poem
  (handout with structure)
• Students can write about themselves or someone
  they know. If they write about themselves, they
  may want to refer to the Personal Inventory.
  COMPLETE AS HOMEWORK
• Rotate students in pairs (4 pairs of 2) on class
  computer.
• Students practice clicking and dragging textboxes
  to create a biographical poem
• Review Questions

10
10
10
10
10
10
25
Stations
10
5
Source
7
LESSON 2 POETIC FORM Biographical POETIC
DEVICES Repetition Review of Alliteration,
Assonance, Consonance POWERPOINT SKILLS Make
slides Text boxes Arranging objects TIME
REQUIRED 100 minutes MATERIALS Biographical,
Repetition Poems PPT PPT Procedure Checklist Bio
poem handout Text Box practice PPT

• Assessment
• Informal monitoring during independent writing
• Students turn in handwritten copy of their
  acrostic/name poems
• Informal assessment of student responses during
  group activities
• One-on-one check in during the stations period

Source
8
Lesson Overview This lesson does not present any
new poetry content. It is meant to be a work
session for students to write independently
(perhaps with 1-on-1 teacher help), offer and
receive feedback from peers and work in the
computer lab on their slides. A few new
PowerPoint features are presented.
LESSON 3 TECH DAY POETIC FORM REVIEW Acrostic
and Biographical POETIC DEVICES REVIEW Allitera
tion, Assonance, Consonance, and
Repetition POWERPOINT SKILLS Format text
boxes Move btw. slides REVIEWMake slides Text
boxes Arranging objects TIME REQUIRED 100
minutes MATERIALS Text formatting slides Peer
Self Review Handout
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 2.2 What is
multimedia and why does it matter in my
life? 3.1 What are the key features of Microsoft
PowerPoint? 3.3 How can PowerPoint help me
organize, brainstorm and share my work?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
9
LESSON 3 TECH DAY POETIC FORM REVIEW Acrostic
and Biographical POETIC DEVICES REVIEW Allitera
tion, Assonance, Consonance, and
Repetition POWERPOINT SKILLS Format text
boxes Move btw. slides REVIEWMake slides Text
boxes Arranging objects TIME REQUIRED 100
minutes MATERIALS Text formatting slides Peer
Self Review Handout

• Activities
• Explain the goals and expectations for tech
  days. Review rubric for next weeks mid-unit
  submission
• Revisit previous slides (PPT) and explain the
  features that format text on slide
• Students should make notes on their PPT Features
  Guide
• Ask students to identify text formatting on slide
• Students give verbal directions to format a slide
• Review the procedures for making a slide SAVE
  File ?
• RELOCATE TO THE COMPUTER LAB
• Students who have not completed name and
  biographical poems work on independent writing.
• Students who have completed poems are paired up
  to review each others work. They should offer
  verbal feedback on
• Overall impression
• Is the format correct?
• Are there poetic devices present?
• Students work independently on their PowerPoint
  portfolios
• Students should complete peer self review
  handout (repeat these for each type of poem)
• I liked ____s poem because.
• It used ___________ (poetic device).
• How did the poetic device affect the poem?
• ______(peer) told me that my poem was __________
  (adjective) because

10
15
10
65
Stations

• Assessment
• Informal monitoring of independent writing and
  computer work
• Students turn in handwritten copy of their name
  AND biographical poems
• Peer and self assessment of writing Collect self
  assessment handouts

Source
10
END of WEEK ONE
11
Lesson Overview This lesson will introduce three
similar poem structures that are defined by the
number of syllables in each line.
LESSON 4 POETIC FORM Haiku Tanka Lantern POETIC
DEVICES Literal Language POWERPOINT
SKILLS Applying slide layouts and designs TIME
REQUIRED 100 minutes MATERIALS Haiku, Tanka,
Lantern Poems PPT Jumbled Lines PPT Jumbled Lines
Handout
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 1.3 How can I
describe what I experience when I read
poetry? 3.1 What are the key features of
Microsoft PowerPoint?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
12
LESSON 4 POETIC FORM Haiku Tanka Lantern POETIC
DEVICES Literal Language POWERPOINT
SKILLS Applying slide layouts and designs TIME
REQUIRED 100 minutes MATERIALS Haiku, Tanka,
Lantern Poems PPT Jumbled Lines PPT Jumbled Lines
Handout

• Activities
• Introduce a haiku poem. (PPT)
• Review syllables and practice counting syllables
  in the poem.
• Write the syllable count on the board, draw
  vertical lines to show where syllable breaks are
  in each line
• Explain definition of a haiku.
• Repeat step one for a Tanka and a Lantern poem.
• Show the poem, count syllables, ask if it is a
  haiku
• Explain definition of each type of poem
• Discuss literal language in poetry
• What is the topic of each poem? How do you know?
  
• Underline the language in each poem that signals
  what the topic is
• What makes these poems enjoyable to read or
  listen to?
• Jumbled poetry lines practice making each type
  of poem
• Use the PPT slide with jumbled poetry lines to
  make one of each type of poem
• What do students need to do first? (Count
  syllables/arrange by subject)
• What to do second? (Arrange by subject/count
  syllables)
• Lastly? (order the lines according to definition
  of the poem)
• Complete in pairs, then check as class arrange
  text boxes on the slide
• Ask students to explain how they arrived at their
  answers

10
10
10
20
10
Source
13
LESSON 4 POETIC FORM Haiku Tanka Lantern POETIC
DEVICES Literal Language POWERPOINT
SKILLS Applying slide layouts and designs TIME
REQUIRED 100 minutes MATERIALS Haiku, Tanka,
Lantern Poems PPT Jumbled Lines PPT Jumbled Lines
Handout

• Activities continued
• Independent writing
• Students write one of the three types of poems
  about a topic they are studying (perhaps in
  humanities/history)
• Remind them to use literal language and quickly
  review the previous poetic devices they may want
  to use (write them on the board)
• For extra credit or for homework, they may write
  a poem using one of the other forms
• Apply a slide design to one or all of their
  previous poems
• In pairs, students use the computer in the room
  to open their work from the previous Tech Day
  (about 5 mins. Per student)
• Then add a Slide Design to one or both of their
  poems. Students should be able to explain how
  the design complements their work or why they
  chose it
• Save and close their files
• They can change it later, but they should choose
  one now to practice

40
Stations

• Assessment
• HOMEWORK complete at least one poem for
  portfolio remind students of mid-unit portfolio
  assessment
• Informal monitoring during pair work with jumbled
  poetry lines
• How easily can they recognize syllable counts?
• Can they describe the poems and the role of
  literal language in arriving at that meaning?
• Informal monitoring during independent writing
  and computer time

Source
14
Lesson Overview This lesson will introduce the
diamonte poem structure that will help students
review parts of speech. Additionally, emphasis
on the poetic device of imagary (visual and
aural) will expand the expressiveness of
students work. Though multimedia was present in
the first weeks lessons, this will be the first
lesson where something other than text is
specifically addressed.
LESSON 5 POETIC FORM Diamonte POETIC
DEVICES Imagery Onomatopoeia POWERPOINT
SKILLS Intro to multimedia Inserting Images
Sounds TIME REQUIRED 100 minutes MATERIALS D
iamonte PPT Comic Strips w/ Onomatopoeia Word Web
PPT Thesauri Dictionaries Clip Art CD Self
Assessment Handout
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 1.3 How can I
describe what I experience when I read
poetry? 2.1 What is multimedia and why does it
matter in my life? 2.2 How can multimedia provide
me with another way to express myself? 2.3 How
can my written work be complemented and enhanced
by multimedia? 3.1 What are the key features of
Microsoft PowerPoint?
Standards

• MA Curriculum Frameworks ELA
• Students will understand and acquire new
  vocabulary and use it correctly in reading and
  writing.
• Grades 7-84.22 Determine pronunciations,
  meanings, alternate word choices, and parts of
  speech, or etymologies of words using
  dictionaries and thesauruses.
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
15
LESSON 5 POETIC FORM Diamonte POETIC
DEVICES Imagery Onomatopoeia POWERPOINT
SKILLS Intro to multimedia Inserting Images
Sounds TIME REQUIRED 100 minutes MATERIALS D
iamonte PPT Comic Strips w/ Onomatopoeia Word Web
PPT Thesauri Dictionaries Clip Art CD Self
Assessment Handout

• Activities
• Introduce a diamonte poem. (PPT)
• Explain how this poetic form is not defined by
  syllables, but by parts of speech
• Identify the parts of speech in the poem (skip
  the onomatopoeia for now)
• Present the definition of a diamonte poem
• Return to the original poem and look at the two
  instances of onomatopoeia. Ask students to
  explain what those words mean. Define
  onomatopoeia and emphasize that it is a noun
  especially since they will need it for their
  poems.
• Brainstorm as many examples of onomatopoeia as
  possible. If you have comic books or strips to
  bring in that would be helpful.
• Return to the original poem again. Discuss the
  poetic device of imagery and how it can be
  developed in a poem.
• Are the images in the example vivid? Why or why
  not?
• What senses are addressed?
• How does imagery compare to literal language?
• What is the role of the picture and sounds in
  creating the image?
• Emphasize the value of word choice as a tool for
  powerful imagery
• Word Web for bird and fish. Use the senses
  as leads and then brainstorm synonyms or more
  vivid terminology. Pass out thesauri and
  dictionaries if possible.
• Do this in PPT to review creating, moving and
  copying text boxes
• You may want to project the example slide and
  then write on the board, or work directly in PPT.
  
• Return to the original poem. Explain how to
  insert images and sounds.
• Review how slide layouts can help with images
• Explain how to search for an image in the clip
  art files

10
5
10
15
15
10
25
Source
16
LESSON 5 POETIC FORM Diamonte POETIC
DEVICES Imagery Onomatopoeia POWERPOINT
SKILLS Intro to multimedia Inserting Images
Sounds TIME REQUIRED 100 minutes MATERIALS D
iamonte PPT Comic Strips w/ Onomatopoeia Word Web
PPT Thesauri Dictionaries Clip Art CD Self
Assessment Handout

• Activities continued
• Pass out Self-Assessment handouts. Ask students
  to reflect on their understanding of the material
  and skills covered in the unit so far and to
  complete the sheet. Remind them that they have
  discussed several poetic forms, poetic devices,
  and PowerPoint Skills. You have also discussed
  how the poetic devices and the PowerPoint
  features may contribute to a poems meaning and
  effect.

10

• Assessment
• HOMEWORK
• Write one diamonte poem focusing on creating a
  strong mental image bonus points for using
  onomatopoeia
• Think about what types of images or sounds would
  complement the poems you have already written.
  What search terms do you need to find the image?
• Make sure all four poems are ready by tomorrow
  because they will be collected/checked for a
  mid-unit assessment on the next Tech Day
• Self Assessment on understanding so far in the
  unit and the work completed to date

Source
17
Lesson Overview This lesson does not present any
new poetry content. It is meant to be a work
session for students to write independently
(perhaps with 1-on-1 teacher help), offer and
receive feedback from peers and work in the
computer lab on their slides. A few new
PowerPoint features are presented.
LESSON 6 TECH DAY POETIC FORM REVIEW Haiku,
Tanka, Lantern, and Diamonte POETIC
DEVICES REVIEW Literal Language Imagery Onomatopo
eia POWERPOINT SKILLS Drawing and Editing
Objects REVIEWSlide Layouts Designs Inserting
Clip Art Images TIME REQUIRED 100
minutes MATERIALS Combined PPT of Haiku, Tanka,
Lantern and Diamonte Poems Clip Art CD Peer
Self Review Handout
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 2.2 What is
multimedia and why does it matter in my
life? 3.1 What are the key features of Microsoft
PowerPoint? 3.3 How can PowerPoint help me
organize, brainstorm and share my work?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
18
LESSON 6 TECH DAY POETIC FORM REVIEW Haiku,
Tanka, Lantern, and Diamonte POETIC
DEVICES REVIEW Literal Language Imagery Onomatopo
eia POWERPOINT SKILLS Drawing and Editing
Objects REVIEWSlide Layouts Designs Inserting
Clip Art Images TIME REQUIRED 100
minutes MATERIALS Combined PPT of Haiku, Tanka,
Lantern and Diamonte Poems Clip Art CD Peer
Self Review Handout

• Activities
• Address any major concerns or findings from the
  self assessments submitted the previous period
  (concepts, progress on portfolios)
• Review the goals and expectations for tech days
• Revisit previous slides (PPT) and show how the
  text boxes could be replaced with a drawing
  object with text inside.
• Explain the drawing toolbar, how to add text to
  an object and basic object formatting
• Students should make notes on their PPT Features
  Guide
• Students give verbal directions to create and
  format an object with text
• Review the procedures for making a slide SAVE
  File ?
• RELOCATE TO THE COMPUTER LAB
• Students who have not completed all four poems
  work on independent writing.
• Students who have completed poems are paired up
  to review each others work. They should offer
  verbal feedback on
• Overall impression
• Is the format correct?
• Are there poetic devices present?
• Students work independently on their PowerPoint
  portfolios
• Students should complete assessment handout
  (repeat these for each type of poem)
• I liked ____s poem because.
• It used ___________ (poetic device).
• How did the poetic device affect the poem?

10
5
15
10
60
Stations

• Assessment
• 1-on-1 conversations personal feedback on self
  assessments
• Peer and self assessment of portfolios
• Informal monitoring of independent writing
  computer work
• Students submit mid-unit poetry portfolios
  (RUBRIC)

Source
19
END of WEEK TWO
20
Lesson Overview This lesson will introduce the
Cinquain poem structure that will also help
students review parts of speech. The form will
be an extension of their previous work with
diamontes. This unit will emphasize the poetic
device of personification to reinforce and expand
the students understanding of imagery. No new
PowerPoint features will be presented, but
students will have the opportunity to review all
the skills covered to date.
LESSON 7 POETIC FORM Cinquain POETIC
DEVICES Personification POWERPOINT
SKILLS Review TIME REQUIRED 100
minutes MATERIALS Cinquain PPT 2 poems Index
cards Poetic Device Review (1/student) Team Copy
of Poetic Device Review (maybe on a different
color paper)
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 1.4 How can
poetry help me express myself? 2.2 How can
multimedia provide me with another way to express
myself? 2.3 How can my written work be
complemented and enhanced by multimedia? 2.4 How
can a multimedia presentation format help others
understand my written work? 3.1 What are the key
features of Microsoft PowerPoint?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
21
LESSON 7 POETIC FORM Cinquain POETIC
DEVICES Personification POWERPOINT
SKILLS Review TIME REQUIRED 100
minutes MATERIALS Cinquain PPT 2 poems Index
cards Poetic Device Review (1/student) Team Copy
of Poetic Device Review (maybe on a different
color paper)

• Activities
• Introduce a Cinquain poem. (PPT)
• Ask students to identify the parts of speech in
  the poem. Is it a diamonte? What is different?
• Present definition of a Cinquain
• Discuss the imagery in the poem.
• What is the poem about? How do you know?
• Is there anything a bit different in the poem?
  Can a season really wear clothes? What do you
  think the poet means when she says that?
• Define personification
• Practice personification
• Give each student an index card and ask him/her
  to write one inanimate NOUN in the upper left
  corner (i.e. truck)
• Collect and redistribute the cards randomly
• Students have 3 minutes to write as many short
  phrases that personify the noun as possible
  (i.e. bravely enters the city everyday). They
  must write their name at the end of each line to
  get credit.
• Collect and redistribute the cards. Students have
  another 3 minutes to personify the noun as many
  ways as possible. Repeat as time permits. Make
  sure students write their names after each
  personification they write.
• Collect the cards.
• Present the second Cinquain poem. In pairs
  students answer the following questions
• What kind of poem is it? How do you know?
• Describe the poetic devices in the poem
• How do the poetic devices contribute to the
  meaning or effect of the poem?
• Discuss answers as a class.

10
10
15
15
15
Source
22
LESSON 7 POETIC FORM Cinquain POETIC
DEVICES Personification POWERPOINT
SKILLS Review TIME REQUIRED 100
minutes MATERIALS Cinquain PPT 2 poems Index
cards Poetic Device Review (1/student) Team Copy
of Poetic Device Review (maybe on a different
color paper)

• Activities continued
• Transition into discussion on PowerPoint.
• What features of PowerPoint do you think were
  used to make the second slide?
• Students list all the features of PPT they have
  covered so far write on board
• Looking at the list and thinking about their own
  portfolios, ask students if they have any
  questions about how to do something
• Verbally quiz students on how you could perform a
  function from the list. Make sure the key skills
  covered so far are reviewed.
• Independent writing of a Cinquain.
• While students are writing, circulate and give
  them feedback on their mid-unit portfolios that
  they submitted the previous period.

15
20

• Assessment
• Student personification lines (collect the index
  cards)
• Team poetic device review handouts
• Informal monitoring and conversations during team
  work and independent writing

Source
23
Lesson Overview This lesson will introduce the
quatrain poem structure and the concept of rhyme
scheme. This lesson will also distinguish
between describing a poems structure and its
affect/impact. Simple animation in PowerPoint
will be introduced.
LESSON 8 POETIC FORM Quatrain POETIC
DEVICES Rhyme Scheme Couplets POWERPOINT
SKILLS Animation TIME REQUIRED 100
minutes MATERIALS Quatrain Poems PPT Slips of
paper with words for Rhyming Game Large slips of
paper (1/student at least) Masking Tape Rhyme
Scheme Check-in Activity PPT
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 2.2 How can
multimedia provide me with another way to express
myself? 2.3 How can my written work be
complemented and enhanced by multimedia? 2.4 How
can a multimedia presentation format help others
understand my written work? 3.1 What are the key
features of Microsoft PowerPoint?
Standards

• MA Curriculum Frameworks ELA
• Students will understand and acquire new
  vocabulary and use it correctly in reading and
  writing.
• Grades 7-84.22 Determine pronunciations,
  meanings, alternate word choices, and parts of
  speech, or etymologies of words using
  dictionaries and thesauruses.
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
24
LESSON 8 POETIC FORM Quatrain POETIC
DEVICES Rhyme Scheme Couplets POWERPOINT
SKILLS Animation TIME REQUIRED 100
minutes MATERIALS Quatrain Poems PPT Slips of
paper with words for Rhyming Game Large slips of
paper (1/student at least) Masking Tape Rhyme
Scheme Check-in Activity PPT

• Activities
• Introduce the Purple Cow quatrain poem . (PPT)
• Ask students how many lines are in the poem.
  Define a quatrain.
• Ask students what they notice about the poem
• Which words seem to match? Why? What is that
  called?
• Define rhyme and rhyme scheme
• What is the rhyme scheme of this poem? How would
  you describe it? (ABAB)
• Highlight the pattern by changing the color of
  the words that rhyme
• Look at the second quatrain Mud Turtles.
  (PPT)
• Repeat same questions as above.
• Different rhyme scheme (AABB), highlight with
  different colors
• Define couplets
• Explain that there is a new letter for each new
  rhyme in a poem
• Rhyming practice
• Ask students to stand up. Say the word ball.
  Each student must think of a word that rhymes to
  remain standing. If the student cant think of a
  word, or if the word does not rhyme, then he/she
  sits down. If no one in the room can think of a
  rhyming word (including the teacher) then the
  student may remain in the game and the teacher
  begins with a new word.
• You may want to prepare a few slips of paper with
  words that have lots of rhyming options, and that
  have a variety of vowel sounds and syllables.
  (i.e. hand, funny, school)
• Class couplets
• Give each student one piece of 4x11 paper
• In pairs, students write 1 set of couplets about
  an agreed upon topic (i.e. pizza, Asia, winter,
  video games). They should write one line on each
  piece of paper printed, large, clear

15
10
15
10
Source
25
LESSON 8 POETIC FORM Quatrain POETIC
DEVICES Rhyme Scheme Couplets POWERPOINT
SKILLS Animation TIME REQUIRED 100
minutes MATERIALS Quatrain Poems PPT Slips of
paper with words for Rhyming Game Large slips of
paper (1/student at least) Masking Tape Rhyme
Scheme Check-in Activity PPT

• Activities continued
• Class couplets continued
• Ask different students to come to the board to
  rearrange the slips of paper to fit the following
  rhyme schemes
• ABAB CDCD
• AACC BBDD
• ABCB ADCD
• ABCD ABCD
• AABB CCDD
• Review first quatrain PPT. Show the animation in
  the slide show.
• Explain the concept of slide show
• Describe the procedures for adding animation to a
  slide.
• Demonstrate several types of animation
• Discuss how using animation could complement a
  poem (highlight a structural feature, track the
  listeners/readers attention, capture attention,
  illustrate a concept etc.)
• Students give verbal commands to animate the
  second quatrain slide.
• Independent writing of a quatrain.
• In pairs students come to the computer and do a
  quick rhyme scheme activity. (see next slide)
• There is a poem with a lot of rhyming in it on
  the screen
• Ask students to color rhyming words the same
  color and to write down the rhyme scheme (in
  letters) in an answer box at the bottom. They
  only have 4 minutes to do this.
• After the teacher checks the work, either the
  student or the teacher can reset the slide to its
  default (all text black, clear answer box) before
  the next group comes up to the computer.

10
20
20
Stations

• Assessment
• Informal monitoring during class couplet activity
• Quick rhyme scheme activity on computer

Source
26
Lesson Overview This lesson does not present any
new poetry content. It is meant to be a work
session for students to write independently
(perhaps with 1-on-1 teacher help), offer and
receive feedback from peers and work in the
computer lab on their slides. One new PowerPoint
feature is presented.
LESSON 9 TECH DAY POETIC FORM REVIEW
Cinquain Quatrain POETIC DEVICES REVIEW Person
ification, Rhyme Scheme, Couplets POWERPOINT
SKILLS Slide Transitions REVIEW All previous
features Animation TIME REQUIRED 100
minutes MATERIALS Combo PPT of all poem slides
used so far Peer Self Review Handout Clip Art
CD
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 2.2 What is
multimedia and why does it matter in my
life? 2.3 How can my written work be complemented
and enhanced by multimedia? 2.4 How can a
multimedia presentation format help others
understand my written work? 3.1 What are the key
features of Microsoft PowerPoint? 3.3 How can
PowerPoint help me organize, brainstorm and share
my work?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
27
LESSON 9 TECH DAY POETIC FORM REVIEW
Cinquain Quatrain POETIC DEVICES REVIEW Person
ification, Rhyme Scheme, Couplets POWERPOINT
SKILLS Slide Transitions REVIEW All previous
features Animation TIME REQUIRED 100
minutes MATERIALS Combo PPT of all poem slides
used so far Peer Self Review Handout Clip Art
CD

• Activities
• Review the goals and expectations for tech
  days. Review the rubric for the final project.
• Using a file of all the slides used in the unit
  so far, illustrate slide transitions in
  presentation mode.
• Review animation and the presentation mode
• Explain how to make slides transition
  differently.
• Students should make notes on their PPT Features
  Guide
• Students give verbal directions to alter the
  slide transitions for the demo presentation.
• RELOCATE TO THE COMPUTER LAB
• Students who have not completed all six poems
  work on independent writing.
• Students who have completed poems are paired up
  to review each others work. They should offer
  verbal feedback on
• Overall impression
• Is the format correct?
• Are there poetic devices present?
• Students work independently on their PowerPoint
  portfolios
• Students should complete assessment handout
  (repeat these for each type of poem)
• I liked ____s poem because.
• It used ___________ (poetic device).
• How did the poetic device affect the poem?
• ______(peer) told me that my poem was __________
  (adjective) because

5
15
10
70
Stations

• Assessment
• Informal monitoring of independent writing and
  computer work
• Peer and self assessment of portfolios

Source
28
END of WEEK THREE
29
Lesson Overview This lesson will introduce free
verse poetry. Emphasis will be on expressiveness
through figurative language. No new PowerPoint
skills will be introduced.
LESSON 10 POETIC FORM Free Verse POETIC
DEVICES Figurative Language Simile Metaphor POWE
RPOINT SKILLS REVIEW a.k.a. Bells and
Whistles TIME REQUIRED 100 minutes MATERIALS
Free Verse Poems PPT Metaphor Simile
PPT Metaphor Simile Worksheet
Understanding Goals 1.1 What are the different
types of poetry and how can they be used to
express emotion, tell stories, entertain
etc? 1.2 How do the building blocks of poetry
contribute to its effectiveness? 1.3 How can I
describe what I experience when I read
poetry? 1.4 How can poetry help me express myself?
Standards

• MA Curriculum Frameworks ELA
• Students will identify, analyze, and apply
  knowledge of the theme, structure, and elements
  of poetry and provide evidence from the text to
  support their understanding.
• Grades 7-814.4 Respond to and analyze the
  effects of sound, form, figurative language, and
  graphics in order to uncover meaning in poetry
•         Sound (alliteration, internal rhyme,
  rhyme scheme)
•         Figurative language (personification,
  metaphor, simile, hyperbole)
•         Graphics (capital letters, line length,
  word position)
•  
• Students will design and create coherent media
  productions (audio, video, television,
  multimedia, Internet, emerging technologies) with
  a clear controlling idea, adequate detail, and
  appropriate consideration of audience, purpose,
  and medium.
• Grades 5-627.3 Create a media production using
  effective images, text, music, sound effects, or
  graphics.
•  
• ISTE Standards Grades 6-8
• Apply productivity/multimedia tools and
  peripherals to support personal productivity,
  group collaboration, and learning throughout the
  curriculum.
• Design, develop, publish, and present products
  (e.g., Web pages, videotapes) using technology
  resources that demonstrate and communicate
  curriculum concepts to audiences inside and
  outside the classroom.

Source
30
LESSON 10 POETIC FORM Free Verse POETIC
DEVICES Figurative Language Simile Metaphor POWE
RPOINT SKILLS REVIEW a.k.a. Bells and
Whistles TIME REQUIRED 100 minutes MATERIALS
Free Verse Poems PPT Metaphor Simile
PPT Metaphor Simile Worksheet

• Activities
• Introduce a poem written in free verse. (PPT)
  Reverend Mona.
• Work through the meaning of any vocabulary that
  might be difficult
• Does this poem match any of the forms we have
  studied so far? Why or why not?
• Define free verse poetry
• Discuss the poetic devices in the poem and how
  they contribute to the effect of the poem
• Imagery boat/sailing imagery, church imagery
• Personification of the dogs as a congregation
• Define metaphor and ask students to find examples
  of metaphor in this poem
• Explain how metaphor is one type of figurative
  language.
• Review the PPT slide of The Song to illustrate
  a simile highlight the slide transition
• Is this poem free verse?
• Define simile, and explain that it is also a form
  of figurative language
• Discuss how figurative language differs from
  literal language and how it can contribute to a
  poem
• Return to original poem
• Is there literal language in this poem?
• Can you combine literal and figurative language?
  Why would you want to?
• Review the final project rubric and the
  activities for rest of the unit.
• Practice metaphors and similes with worksheet and
  PowerPoint.

15
15
10
5