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Lesson Plan for Implementing NETS?S—Template I(More Directed Learning Activities)Template without guiding questionsTeacher(s) NameKristi HagerGrade Level(s)11Content AreaU.S. LiteratureTitle of LessonPoetry PostersTime line2 class periods (50 minutes each)Essential Questions (and your thoughts on the other questions)Can I read and interpret a poem on my own?Can I show what I understood through a visual representation?How can the text itself show the meaning?After studying the work of several poets throughout the semester, I want to see how students interpret a poem independently. They will self-select a poem that has meaning to them, research the author and historical period, and must explain why they connected with this poem. I often relate poetry to song lyrics, as students are used to the patterns and rhythms of music, and can then connect them to poems.Some guiding and background questions may beWhat time periods or people are you interested in?What are the types of figurative language you can find in the poem?Is there clear visual imagery or is the emphasis on other senses?How can this poem be divided to show how the ideas fit? Are the stanzas the best divisions?What is the theme the author is presenting? Do you agree with their viewpoint?How can you translate those words and ideas into visuals?Standards Content Standards:Anchor Standards (ELA) 1, 4, 5, 7, 10NETS*S Standards:1.b; 3.b; 5.a & b; 6. a, b, c, & dOverview or Project SketchI will give students the following page with their instructions and grading rubric, and discuss the assignment requirements. There are example posters and I will review one or two with the class, demonstrating poetry analysis comments, author information, visual images, and textual layout. Students will have the remainder of that class period to examine the samples, select a poem, and research the author. This would be a good time to review MLA citation formats if needed. The second period is for students to create the poster, combining the author information, visual images, poem text, and their own comments.AssessmentStudents will identify the poem selected on the first day of the project.Students will correctly cite their poem, author information, and images.A rubric for poster content is included on the information sheet for the students.Students at lower levels will be guided to poets with shorter works and author biographies given in the textbook. Students can receive guidance for citation order and information needed by special education or myself staff.Students at higher levels can be guided to more complex works or encouraged to experiment with more layout ideas (such as the poem text on “Should the Wide World Roll Away”).ResourcesStudents are able to use digital resources to find poems and images beyond what is held in the classroom. This also gives more detailed information about authors than what is included in the textbook.Using programs to manipulate the images and text help students to analyze the poem as individual ideas and as a whole product. The final poster is to be a representation of how a student views the poem they have chosen.The use of programs familiar to the students (Microsoft Word/PowerPoint or Google Docs) will support their previous experience but also push them to learn new techniques in those programs. Instructional PlanPreparationAsk students about poetry analysis, terms, and experiences. Look for experiences outside of a formal classroom discussion (i.e. song lyrics).Direct students to the Emily Dickinson poems in the text (presented similar to the following samples) and ask students about the presentation of the poems. Discuss how the stanzas/line arrangement and background images/drawings work to help present the poem’s ideas.Students may struggle with historical references or poetry terms. Review as needed.ManagementThis project will be able to be completed in my classroom using a portable set of Chromebooks.Instruction and ActivitiesReview the assignment details and sample posters whole-groupStudents work individually to select a poem, research the author, find images, and create posters.Tasks: search for, evaluate, and select a poem; interpret and quantify personal connection and understanding of the poem; research an author and select relevant details for a short biography; review and implement citation formats; evaluate visual images to correlate with text; manipulate image and text to present ideasDifferentiationStudents will be provided with individual assistance from the teacher as needed. Special Education staff will also be available for additional assistance for applicable students.Students with layout experience will be encouraged to give feedback and tips about tools to others and myself.Visual learners may find it easier to select an artist then search for a poem.Closure and ReflectionStudents will be asked if they would like to present their posters to the class or if they can be displayed in the room.Feedback questions are included on the information sheet that students are to complete and submit after submitting their poster. This student feedback and my own observations will be used to adapt the project or its presentation if needed (i.e. more clarification or samples).Poetry PostersName ________________________U. S. LiteratureHour ___ Date ________________Task: You will be creating a poster presenting a poem by Emily Dickinson or another poet that we have studied this year. You may use Microsoft Word, PowerPoint, or Publisher (or Google Docs or Slides) to create this poster.Requirements: You must include the following on your poster.The complete text of the poemA photo of the author and short biographyA short description of the poem’s impact and why you selected this poemAn image or images that mirrors the poem’s theme or figurative languageCitations for the poem, author info/photo, and the image(s) included in MLA format on the second page of your posterPoets you may choose: Anne Bradstreet, Henry Wadsworth Longfellow, Margaret Fuller, Walt Whitman, William Carlos Williams, E. E. Cummings, Edgar Allan Poe, Herman Melville, James Russell Lowell, Frances Ellen Watkins Harper, Robert Hayden, Emily Dickinson, Rita Dove, Julia Alvarez.*Note: You may not choose a poem given in the text or class readings.Timeline: You have today and tomorrow in class to work on this project. TODAY: select a poem, research the author, and begin the citation page. Tell Ms. Hager when you have found a poem.TOMORROW: create your poster. Submit posters & citations via email or share through Google by the end of class.Feedback: After submitting your poster, please answer the questions in 2-3 sentences each.What did you enjoy about this project? What did you learn during the project?What was easy for you about the project?What was difficult about the project? What could have made the project easier?Any other comments or suggestions?Poetry Poster Grading RubricExcellent (4)Very Good (3)Developing (2)Emerging (1)Limited (0)PoemThe complete poem is presented with author and title.1-2 errors are found in the poem (no title, no author, incomplete text).3-4 errors are found in the poem.4-5 errors are found in the poem.More than 5 errors are found.Author InfoPhoto and bio are informative and engaging.Photo is correct. Bio is clear and relevant.Photo is correct. Bio is simplistic or unclear.Photo or bio is inaccurate.No photo or biography given.Impact/ SelectionImpact paragraph is detailed and personal. Paragraph is clear and specific.Paragraph is partly connected to poem.Paragraph is incomplete. Paragraph is unrelated to poem or missing.ImageImage clearly supports the poem’s theme.Image relates to poem’s theme.Image partly relates to theme.Image relation is unclear.Image is not related to poem.CitationsCitations page in MLA format has no errors.Citations page in MLA format has 1-2 errors.Citations page has 3 or more errors.Citations are missing or incomplete.No citation page given.LayoutColors, image, font, and layout are appealing and blend well together.Color, image, font, and layout are appropriate. Layout elements are basic and simple. Lack of color.Layout is disorganized or unappealing. Fonts are difficult to read. Elements are missing.MechanicsNo grammar, usage, or mechanical errors are found.1-2 errors are found.3-4 errors are found.5 errors are found.More than 5 errors are found.Timeliness-----------Poster submitted on time.Poster submitted 1 day late.Poster submitted 2 or more days late.Total _____/_30_ ................
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