Relevant and Innovative Learning Scenarios Plan
Target Audience:
8th Language Arts Students
Materials:
Figurative Language PowerPoint, Collaborative Groups Poems, TPCASTT Analysis Sheet, Portable Wireless Laptops/Computer Lab, Poetry Book Project Procedures, Edublog Instructions, Pencil/Pen, Paper
Objectives:
Students will analyze and evaluate the effects of sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, and meter) in order to uncover meaning in poetry
Students will analyze and evaluate the effects of figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, and imagery) in order to uncover meaning in poetry
Student will analyze and evaluate how an author's use of words creates tone and mood and provide supporting details in poetry
Student will participate in student-to-teacher, student-to-student, and group verbal interactions when analyzing poetry, and creating poetic blog
Student will develop an understanding of how the design process is used to develop a technological system (Edu-blog)
Procedures:
1. Integrate Technology
-Review Background Information on Edublog
-Review Instruction Sheet on how to create a blog site
-Use portable laptops or computer lab to create blog
-Use one poem to post to blog
-Comment on two teammates poetic blog
2. Edublog Instructions
-Log onto http://edublogs.org/
-Click on Free, easy and great for students
-Follow steps 1,2,3 (These steps are your name, password, blog title, blog type)
-Blog type will be student
-Blog title should be students first initial and last name +blog
-Once you receive your confirmation log into blog
-Be creative and choose a theme for blog
-Your first post should be titled Poetic Blog
-Post your individual poem
-Add all your classmates to follow
-Comment on two of your group members’ blog
3. Introduction of Poetry through Figurative Language
-Figurative Language PowerPoint
-Poetry Sound Effects Review
4. Introduction of How to Analyze A Poem
-TPCASTT Poem Analysis Sheet
* What does the title mean?
* Paraphrase/Summarize the poem.
* Explain the connotative meaning of the poem;
* What is the author’s attitude?
* What is the shift in the poem?
* Revisit the title, did the meaning change?
* What is the theme of the poem?
5. Develop Collaborative Groups
-Divide class into groups of four
-Groups Analyze different types of poem for figurative language
-Create Individual Poems using figurative language
6. Final Project
-Post Poems to Poetic Blog
-Post TPCASTT to Poetic Blog
-Respond to peers blog
Web 2.0 Tools:
Edublog
Social Participation/Social Learning:
-Students will work in collaborative groups of four to analyze and understand figurative language in poetry.
-Students will work in collaborative to groups to assist each other in creating their blog websites.
-Student will comment on two of their group members’ blog to describing how they used figurative language and giving constructive feedback to blog site.
Making Connection:
-KWL Chart on previous knowledge about figurative language
-Pre survey on blogging
Create/Produce:
-Students End Product would be an electronic portfolio for their 8th grade language arts work.
-The Blogs can be used as websites for the students with evidence of their work and feedback from classmates and teacher.
Reflection:
-Students will complete a survey pre and post survey of their experience using edublog
-Teacher will respond to surveys on student’s blog as a post.
Assessment:
-Rubric covering Poetry Project, Presentations, Blog Sites and Post
-The rubric will give me an understanding of whether my students understand figurative language, how to create a blog and use it as a collaborative tool and electronic portfolio.
OUTCOME
ASSESSED | Beginning | Developing | Proficient | Strong | SCORE | WEIGHT | VALUE |
1 | 7 | 9 | 10 | ||||
Overall Use of Blogs | Blog entries are few and generally simple retellings of personal events. No comments are made on blogs of others. | Almost all required blog entries and comments have been completed. | Five blog entries and five comments are submitted, though not all of them may give evidence of a substantial contribution. | Five blog entries and five comments are submitted, all of which are substantial. Beyond the required five, your blog includes many more reflections. | 40% | ||
Intellectual Engagement with Key Concepts | Blog entries make no reference to issues raised through readings and/or class activities | Blog entries make some reference to issues raised through readings and/or class activities | Blog entries demonstrate awareness of most of the key issues raised through readings and/or class activities | Blog entries demonstrate engagement with the important issues raised through readings and/or class activities | 25% | ||
Personal Response to Key Concepts | Blog entries show no personal response is made to the issues/concepts raised in the readings/activities | Blog entries convey little evidence of a personal response to the issues/concepts raised in the readings/activities | Blog entries convey evidence of a personal response to the issues raised in the readings/ activities, and demonstrate that the author is capable of reflecting on learning, technology, and society. | Blog entries convey extensive evidence of a personal response to the issues raised in the readings/ activities, and demonstrate the author's growth through reflection on learning, technology and society. | 25% | ||
Engaged Writing | Blog entries use incorrect grammar and syntax consistently, making it difficult for others to follow. No links are included connecting your thoughts to those of others. | Blog entries demonstrate some evidence of correct spelling, grammar, punctuation, etc. Audience will have little trouble reading your blog. An occasional link is included. | Blog entries show a good command of Standard English. No problems for your audience. Most blog entries include links. | Blog entries show a very good command of Standard English and have some flair and originality. Blog entries may contain multiple links. | 10% |
