EDU 5170

Educational Technology I

Lesson Plan Integrating Technology & Pedagogy Directions and Outline

Emma Kelly November 23, 2015

Standards:

Content:

CCSS.ELA-LITERACY.W.7.2.D || Use precise language and domain-specific vocabulary to inform about or explain the topic.

CCSS.ELA-LITERACY.W.7.6 || Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.

Technology:

ISTE.1.A. || Apply existing knowledge to generate new ideas, products, or processes.

ISTE.2.A || Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

ISTE.6.A || Understand and use technology systems.

Lesson Objective(s): Students will

Content:

Identify the differences between concrete, acrostic, diamante, and haiku poems. Apply their understanding of the definition of the poems in their own work Demonstrate their knowledge learned in previous classes to follow directions Collaborate with peers in order to prove their understanding of a concrete, acrostic,

diamante poem.

Technology:

Navigate through several websites and finish with a final product to submit for a grade Use online resources to re-establish their understanding of a poem

http://www.corestandards.org/ELA-Literacy/W/7/

Introduce the Learning Activity:

A. Content:a. The students will be made aware that the lesson will focus around review of

different kinds of poems.b. After one week of discussing poetry, the students should be able to call out to the

teacher the definitions of a concrete, acrostic, diamante, and haiku.B. Technology:

a. To help the students relax, it should be known that today will focus on review of information they already know.

b. On their individual computers, students should open the teacher’s resource page, their school email, and google docs.

Provide Information:

A. Content:a. The class will verbally recall how to define each of the following poems:

concrete, acrostic, diamante, haiku.b. Students should form groups of two to work together.

B. Technology:a. On the teacher’s resource page, the websites needed to the lesson will be

provided.b. The websites provided also review the different kinds of poems and can be used

to remind the student’s what kind of poems we will be working on.

Provide Practice:

A. Content:a. The class will start with the use of concrete poems. The word itself can give hints

as to the poem should physically look like. The connection between the name of the poem and how the poem will look should be emphasized.

b. Next, we will look at diamante poems. Again, there should be an emphasis on the word in order to recall the definition.

c. Then, still in groups, students will discuss what a haiku poem is and what makes those poems more difficult than the other poems we have just went over. Using the topics provided, students will write their own haiku.

d. All written work will be submitted for grading.B. Technology

a. When completing the following tasks on the various websites, students will be using Google docs document that has been shared with them through email in order to sign-up for a poem topic.

b. First focusing on concrete poems, we will use the following website. This poem will introduce the students into working on a physical form of a poem

i. http://www.wild-about-woods.org.uk/elearning/concretepoetry/main.swf c. Second, the class discussion will turn to acrostic poems. After doing some word

association of what “acrostic” reminds the class, they will find the link on my resource page that is under acrostic poems:

i. http://www.readwritethink.org/files/resources/interactives/acrostic/ ii. Students will save their work and email their completed poem to the

teacher.d. Next, the focus will turn to diamante poems. After discussing what that type of

poem physically looks like, student will go onto the following website:i. http://www.readwritethink.org/files/resources/interactives/

diamante_poems_2/ii. Students will save their work and email their completed poem to the

teacher.

e. Lastly, the focus will turn to haikus and their special formatting. The students will choose a topic for their group on google docs and use the following website to write their own poem. They will choose the “write your own poem” option on the website or any of the already provided important speeches:

i. http://www.readwritethink.org/files/resources/interactives/Word_Mover/ ii. Students will save their work and email their completed poem to the

teacher.f. Extra credit:

i. http://www-tc.pbs.org/independentlens/offthecharts/karaoke.swf ii. Students will use the website above (and on my resource page) to write a

song-poem about their favorite memory. They have the option to record themselves, but they must be willing to share it with the class.

Provide Knowledge of Results

A. Content:a. When reviewing the types of poems, the class can verbally call out what they

remember to be the definition of the poem. I will verbally tell them whether our discussion of the different types of poetry are correct or not.

B. Technology:a. After completing each of the poems on the different websites, students must save

their work to their desktop with the following name : “poem_’type of poem’_last names.”

b. All of the poems will be completed in groups and students must send all the poems through email before they leave class.

c. Student will also have the opportunity to read their poems to the class.

Review the Activity:

A. Content:a. When the lesson is almost complete, the students will have the verbal opportunity

one more time to explain what a concrete, an acrostic, a diamante, and a haiku consists of.

B. Technology:a. The websites are available on my resource page, therefore the students will be

able to go back and assess the websites if they are unsure about the specific poem. b. In addition, the students will have the google docs to choose a different topic for

their poem if they are not satisfied with their topic.c. Students should also have time to share their poems with the other groups.

Method of Assessment:

- In both Content and Technology, the students will be assessed on their completion of each of the types of poem: concrete, acrostic, diamante, and haiku.

- Students must complete each poem, in groups or by themselves, and send it to the teacher through email.

- Each student or group must also sign up for a topic to write about in the Google Docs.- Students will only be graded on participation because this lesson was meant to be review.