Lessons Integrating Information and Communication Technology within a Curriculum Area
|Author||Eric Storr (CCRSB)|
|Title||Poetry in Depth|
|Grade Level||6-9 (samples and instructions focus on Grade 7 and Grade 8)|
|Subject||English Language Arts|
|Overview of unit/lessons/activities (assumptions of prior knowledge/learning)||
This unit encourages students to use technology to explore and amplify their learning of poetry and its related elements, such as theme, figures of speech, or literary devices. Each document entitled “instructions" contains detailed instructions of assignments as well as required blackline masters and evaluation rubrics for each assignment. This unit consists of 3 or 4 student projects which can be completed by all students, or by groups of students who can each complete one project.
the icon to the left o download a pdf version of the entire unit.
Click on the icons to download files associated with each
► Project C: Using a presentation software like keynote or PowerPoint, or a video camera and video editing software like Pinnacle Studio or imovie, students will create an audiovisual interpretation of a section of the poem (using Keynote or PowerPoint) to present to the class
on icons to download the documents associated with each activity
inspiration web (v.6)
|(rtf - editable) or||
|(rtf - editable) or||Project A: poem companion instructions|
|(rtf - editable) or||Project B: grade 7 digital storytelling|
|(rtf - editable) or||Project B: grade 8 digital storytelling|
|(rtf - editable) or||Project C: multimedia presentation instructions|
|Correlations to ICT and curriculum outcomes||
7 English Language Arts
make evaluations or judgments about texts and express personal
points of view
develop an ability to respond critically to various texts in a
variety of ways such as identifying, describing, and discussing the form,
structure, and content of texts and how they might contribute to meaning
construction and understanding
an ability to integrate interesting effects in imaginative writing and
other forms of representation
10.3 acquire some exposure to the various technologies used for
communicating to a variety of audiences for a range of purposes (videos,
e-mail, word processing, audiotapes)
Grade 8 English Language Arts
and Communication Tech nology
|Projected timeline for preparation and for carrying out activities||If the entire unit is to be completed, allow 3-4 weeks. Whole class activity at the beginning to introduce and define poetry, poetic devices and interpretation of poetry (Use the Powerpoint presentation (project_introduction.pdf) to introduce the project to your class.). Each separate project requires 5 to 6 classes. If class is divided into groups, each group can do one of the projects and the activities can be completed in 5 to 6 classes.|
|Equipment Requirements: (computers, software, etc)||
Inspiration, photo manipulation, image creation, multimedia presentation,
video editing, sound recording, web page design.
Video/still cameras - 2
or 3 (use signupsheets
(pdf) or rtf format
to coordinate usage), LCD projector.
Groups will need both real and virtual space to store information.
File folders (real and online) or project boxes will help groups to
At least one classroom computer is required, but a pod of four allows enough access for all groups to complete assignment. Scheduling becomes key as some groups can be working offline as others are online.
|Teaching materials provided (Blacklines, worksheets, templates, teacher materials)||
all instructions files contain rubrics, blackline masters and file storage instructions. See icons above or click on these icons to access pdf or rtf versions of documents.
|Resources available for teacher/student use (websites, references, etc)||
|Detailed instructions for each activity or lesson (teacher notes, activity information, learning strategies, teacher role, student roles)||Each project document includes instructions, blackline masters needed for the assignment and rubrics so that students know how they are being evaluated. All these materials should be customized for use in your particular classroom. Rubrics in particular are samples only and will need to be adapted to suit your needs.|
|Student products expected||
analysis: (Inspiration web). Can be whole class or individual
|Samples (include teacher notes, assessment information, student work if available)||
on this link (project_introduction.ppt)
to see a powerpoint presentation that introduces the project and has
sample projects and links to instructions.
|Logistics (organization, grouping, management issues, access to technology)||Each project is fairly technology-intense. Planning is an important part of these projects. Students should make sure that they have the preparatory work saved so that if there are computer problems, you will still be able to evaluate their work.|
|Assessment information (e.g., rubrics for products and/or process)||Each project has a rubric in the instructions document. An editable rubric template is here:|
|Printable copy (pdf) of entire unit|