Writing: Word Choice in Poetry Abstract With technology rapidly changing the minds of the students we teach, it only makes sense to use technology to enhance our school programs. Technology proves to bring a higher level of engagement and discussion among students. It is important that teachers integrate technology into their classroom as much as they can to create a positive learning environment, and achieve academic success with their students. Teachers need to plan lessons, create units, and assess students using technology-related tools to improve their school program’s needs. Rationale The purpose of this paper is to create a unit plan that integrates technology in a specific area identify as a school improvement need. This new technology-integrated unit plan will be used to help students become successful in the area of need. The goal is to develop, implement, and assess the unit plan with students, who will then perform successfully and meet the expectations of the standards and indicators. In addition, the goal is to examine the results of the implementation, and implications for improving the plan and using it in the future. Within the unit plan these standards will be addressed: 200.60.10.02 Identify specific words and phrases that contribute to the meaning of a text 200.60.10.d Identify specific language that appeals to the senses and feelings (mood). 200.60.10.03 Using specific words and punctuation that create tone when reading 200.70.14 Editing for conventions to refine presentations when writing for all purposes in order to communicate ideas effectively 1. School Improvement Needs Using the data from my schools recording grid, I found that word choice in poetry writing was a struggle for students in second grade. Overall, students were successful in the areas of ideas, organization, and conventions. However, having and using appropriate word choice seemed to be the weakness. This technology based unit plan was designed to focus on this particular area with the students. Writing-Poem Ideas Org 3 4 4 3 4 4 4 4 3 2 3 4 3 4 3 4 4 4 3 4 4 3 4 4 4 4 4 4 4 4 4 3 4 4 4 4 3 4 4 4 4 4 4 2 Voice WC 3 4 4 2 4 2 3 3 2 2 3 3 2 3 3 3 4 4 3 3 4 3 SF Conv 3 4 4 3 4 3 4 4 4 2 3 3 4 4 2 4 4 3 4 3 3 3 2. Instructional Unit Plan The lesson plans in this unit utilize the 5E model, and include formative and summative assessments. During the first lesson, students engage in a short formative assessment using an Activ Inspire flipchart and Activ expressions to show background knowledge on word choice. The students also engage in discussion, and create their own acrostic name poems. During lesson two, students explore a poetry website and draft their own seasonal poem focusing on word choice that creates mood and tone. Finally, in lesson three, students work in pairs to revise and edit each other’s poems. They complete a final paper copy, while also using the Pixie program to illustrate an image and record their voice reading their poem. At the end of the unit, a rubric from Frederick County Public Schools is used as a summative assessment tool to show student achievement. Lesson Plans – EDUC502 Teacher - redacted Lesson – 1 Unit Name – Word Choice in Poetry Date: 6.20.11 Today’s Goal (Standard) (Objective) MSC: 200.60.10.02 Identify specific words and phrases that contribute to the meaning of a text Personal Objectives: TSWBAT identify and choose figurative language and adjectives to contribute to the meaning of their own acrostic name poems. Essential Question: What tools can I use to help develop my word choice in writing poetry? Materials: Word Choice Poetry Flipchart, Writing Paper, Poetry Rubric, http://thesaurus.com Warm-up Activity: ▪ 4 question pre-assessment activity with Activ expressions Lesson: (Sequence of activities) ▪ Explore- View acrostic name poem using my name. Have a discussion of better words that could be used to contribute to the meaning. ▪ Explain- Show students the new poem. Discuss how the overall meaning of the poem in enhanced by the new choice words. ▪ Elaborate- Show students tools that can be used to help them generate better words for poetry. http://thesaurus.com Assessment: ▪ Evaluate- Students complete their own acrostic Homework Assigned: Share your acrostic name poem with someone at home. name poem using the rubric. Esl/Ec Strategies: • • • • • • • • • • • • • • Visual Aids, concrete objects clue, repetition, and gestures Positive, low anxiety environment Simplified, slower language Emphasize key words and phrases with gestures, voice, pictures, etc. Highlight important concepts in written assignments Demonstrate and act out when possible Demonstrate graphic organizers Predictable classroom procedures Use cooperative learning strategies Allow sufficient/extra time Group assignments, portfolios, journal and non-print options Check for understanding Model cognitive strategies Summarize and review frequently Lesson Evaluation/Changes (Reflection): Students did a great job generating words for their acrostic poems. Next time, I would let them share with a partner. Also, explain a thesaurus is a tool and in order to use the alternate words, you still have to understand the meaning. http://dictionary.com might be a useful tool as well. Lesson Plans – EDUC502 Teacher - redacted Lesson – 2 Unit Name – Word Choice in Poetry Date: 6.21.11 Today’s Goal (Standard) (Objective) MSC: 200.60.10.d Identify specific language that appeals to the senses and feelings (mood). 200.60.10.03 Using specific words and punctuation that create tone when reading Essential Question: Personal Objectives: TSWBAT explore different poems to identify mood. TSWBAT create a seasonal poem showing a specific mood. What words can I use to help create a feeling in my poetry? Materials: Writing paper, whiteboard, http://www.poetry4kids.com Computer on Wheels Warm-up Activity: ▪ Generate “juicy” words on the whiteboard. Remind students how a thesaurus and a dictionary is a tool to help them. Lesson: (Sequence of activities) ▪ Explore- Allow students to explore poems on the website http://www.poetry4kids.com. Set a purpose: Find a poem that uses word choice to create a mood or feeling. ▪ Explain- Direct students to the poem called Halloween is Nearly Here. Ask students to describe the mood of the poem. ▪ Elaborate- Ask students to point out specific words or phrases from the poem that help create the mood or feeling. Assessment: ▪ Evaluate- Students chose a season and draft Homework Assigned: Complete draft, if not finished in class. their 5 line poem. Esl/Ec Strategies: • • • • • • • • • • • • • • Visual Aids, concrete objects clue, repetition, and gestures Positive, low anxiety environment Simplified, slower language Emphasize key words and phrases with gestures, voice, pictures, etc. Highlight important concepts in written assignments Demonstrate and act out when possible Demonstrate graphic organizers Predictable classroom procedures Use cooperative learning strategies Allow sufficient/extra time Group assignments, portfolios, journal and non-print options Check for understanding Model cognitive strategies Summarize and review frequently Lesson Evaluation/Changes (Reflection): Assign student groups a season. Let them work together in their groups to generate words and phrases that they could use in their poems. Lesson Plans – EDUC502 Teacher - redacted Lesson –3 Unit Name – Word Choice in Poetry Date: 6.22.11 Today’s Goal (Standard) (Objective) MSC: 200.70.14 Editing for conventions to refine presentations when writing for all purposes in order to communicate ideas effectively. Essential Question: Personal Objectives: TSWBAT demonstrate their knowledge of the writing process to effectively create poetry using various poetic elements (i.e. word choice to create a mood and/or tone). Have I included choice words and phrases to contribute to the meaning and mood of my poem? Materials: Finished Draft Poems from lesson 2, Poetry Rubric, Pixie, http://dictionary.com, http://thesuarus.com Computer on Wheels Warm-up Activity: ▪ Students revise their own seasonal poem draft Lesson: (Sequence of activities) ▪ ▪ Explore- Students work in pairs to use the websites to enhance word choice within their poems. Explain- Remind students to only use words they can define, understand, and say. The poem still has to make sense. ▪ Elaborate- Students create a final paper copy. Then using the program Pixie students create a picture and record their voice reading their seasonal poem. Assessment: ▪ Evaluate-Students grade themselves on the Homework Assigned: No Homework! rubric. Then I grade them using the same rubric. Esl/Ec Strategies: • • • • • • • • • • • • • • Visual Aids, concrete objects clue, repetition, and gestures Positive, low anxiety environment Simplified, slower language Emphasize key words and phrases with gestures, voice, pictures, etc. Highlight important concepts in written assignments Demonstrate and act out when possible Demonstrate graphic organizers Predictable classroom procedures Use cooperative learning strategies Allow sufficient/extra time Group assignments, portfolios, journal and non-print options Check for understanding Model cognitive strategies Summarize and review frequently Lesson Evaluation/Changes (Reflection): Students enjoyed using Pixie to create their final product. Allow the whole class to listen to anyone who wants to share their poem. 3. Implementation and Assessment This technology based unit plan focusing on word choice in poetry writing, I would expect to work well with the second grade students. The goal is for the students to increase their vocabulary, while also using what they know about synonyms and antonyms, to create poetry using word choice that contributed to the meaning and mood. The students would be engaged with the activities, because they would be able to work on the Promethean board, use the Activ expressions, explore online resources, and use the program Pixie to illustrate and record their final product. Overall, I feel students would score higher in the word choice element within the rubric. If students were successful with the unit, I would move on to the next writing piece. I would encourage students to use their knowledge of word choice, and apply those same skills in other genres of writing. If students were still struggling, I would consider a few other possibilities within the lessons. I would include more cooperative learning, by assigning groups a season, and let them work together to generate a list of words and phrases that would be useful in their drafts. I would also include time for one-on-one conferencing with each student to discuss his or her poem. If I were teaching the unit again, when showing students the online resources, I would make sure that they understand to include only words they can define and make sense within their poem. I would make sure to show the students how to not over use resources. Lastly, I think it would work well to take all the final products from Pixie and put them into a Photostory3 for our class. Analysis and Reflection By creating this unit plan, I have learned how technology can engage and motivate students. Students are excited to work with technology in the classroom and with the Computers on Wheels. I have also learned that integrating technology into my lesson plans is easy. At first, technology use with students can seem overwhelming. However, if the lessons are well planned and technology rules and expectations are clear, the students are able to achieve success. The students take ownership of their own learning, and are proud of their final products. Finally, I have learned to be prepared for technology to fail or to troubleshoot together. Teachers or students are not experts at using technology; in the classroom it is sometimes a learning experience for everyone. Students need to be exposed to problem solving when it relates to technology. Overall, working with technology in the classroom can create class discussions, and a positive learning environment. Professionally, completing this technology based unit plan will help me integrate technology into the other subjects I teach. I can use some of the same programs to engage and motivate my students to help them be successful. I can also share my knowledge of technology use in the classroom with my teammates to see overall progress and success as a grade level. Also, I will professionally keep myself up to date on new uses of technology in the classroom, so that I can meet each students needs. By using technology based units, I know I will see how technology can positively effect student achievement. I plan to take advantage of technology related professional developments offered to me so that I can continue to reach higher level thinking skills with the students I teach. Resources/ References Frederick County Public Schools, Elementary Language Arts Unit Preview: Poetry. Retrieved from: http://laelem.sites.fcps.org/node/301 2008. IAC Cooperation. Retrieved from: http://dictionary.com 2008. IAC Cooperation. Retrieved from: http://thesuarus.com 2011. Tech4Learning, Inc. Pixie Program Activ Inspire and Expressions
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