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SLO Worksheet: Poetry
: This worksheet outlines learning concepts including themes and topics, knowledge dimensions, cognitive processes and expected student learning outcomes. This was written using Bloom's Revised Taxonomy.

Student Readiness
  • Poetry Anticipation Guide: From this anticipation guide we expect to determine student's prior knowledge to make a decision as to which level the student fits into. We will examine the student's learning profiles to better determine which process/products properly suit each student. We also can group students according to interest, so at times they are heterogeneously grouped and other times homegeneously grouped depending upon activity.
Poetry Interest
  • Youtube Clip Dead Poets Society : Use a selected piece from Dead Poet’s Society to introduce and reinforce the beauty of poetry (versus focusing on the structural aspects of poetry that will be introduced later) increasing student interest.Many students have a negative outlook on poetry units based on previous failure at "understanding" poetry.
  • My Favorite Poem Project:This website allows students to listen to different individuals reading poems and explaining why it is their favorite. This will build interest before beginning unit. It provides examples of everyday people enjoying poetry.
    • Provide the website to the students
    • Group the students and assign the group a video to watch
    • Groups will fill out template for assigned poem, introduce poem, and give two reasons why that is the person's favorite poem
: The document is a templated form allowing students to record important information from website in order to be prepared for later discussion. This organizer directs students who otherwise may have trouble following the directions or processing the information.
  • Wordle:Students will copy poem into wordle website. The website will create a word cloud giving greater prominence to words that are more important and occur most frequently. This will allow students to determine which words are key points in the poem. Using technology is a great way to engage learners in a topic. Exposure to Wordle as a tool could also come in handy for students to use later on projects in other content areas.
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    • Choose one of your favorite poems
    • Create a Wordle using the website and your poem

Learning Profile
  • Learner Profile: The following surveys allow teachers to determine students' learning styles and preferences. This will help to encourage students to choose products best suited to their learning style(s). We will be able to group students according to interest. This will allow for same interest grouping when needed and at other times we will group students with varied interests to use their strengths and weaknesses.

Learning Concept: Understand structure of poems (Sonnet, Acrostic, Bio Poem, and Concrete)

Knowledge Domain-Factual Cognitive Process-Remember
  • Student Learning Outcome-Students will be able to distinguish between different types of poems based on the characteristics

Knowledge Domain-Procedural Cognitive Process-Apply
  • Student Learning Outcome-Student will be able to use structure to produce a poem
Differentiation
  • Content
    • All students will identify at least one distinguishing characteristic of each type of poem (Sonnet, Acrostic, Bio Poem, and Concrete)
    • Most students will identify all the distinguishing characteristics of each type of poem(Sonnet, Acrostic, Bio Poem, and Concrete)
    • Some students will research and identify the distinguishing characteristics of additional types of poems
  • Process (See additional information under the heading “How Students Learn?”)
    • Whole group introduction in different types of poems using note-taking template (to fill in) or teacher notes (filled in)

    • Tiered instruction/assignments in small groups (first based on interest and then based on readiness) through the use a jigsaw. In the end students who require extensions will be grouped together and students who require more teacher direction will end up in a group together.
    • Use of assistive technology (Kurzweil) to read poems, as needed
    • Use of website(s) to create poems:
    • Cue card with quick definition of the characteristics of the different types of poem to keep at desk
    • Associate poems with pictures to engage readers and assist struggles students to gain meaning
  • Product (See additional information under the heading “How is Learning Demonstrated?”)
    • Choice of topic for poem (based on interest)
    • Choice of medium for presentation product including: video, moviemaker, glogster, oral presentation of poems, written (based on interest)
    • Poem graphic organizer, as needed
: Outline to assist students in recording key ideas and characteristics about each type of poem.
    • Use of a rhyming dictionary http://www.poetry4kids.com/rhymes: Tool that allows students to input words and website will produce a list of rhyming words.
    • All students will produce at least one poem, most students will produce an example of each type of poem, & some students will produce other types of poems

How Students Learn
  • Jigsaw- Expert group with one type of poem and then groups rearranged so experts can "teach" their type of poem to other students. Groups will be based on interest and readiness. Once students are re-grouped, struggling students will end up in one group with special education teacher to guide them
  • Compacting-Web quest researching other types of poems for students who require an extending activity.
  • Using a template and a choice of topic, students create a poem that fits the characteristic(s) of one of the types of poems
How is Learning Demonstrated
  • Activator- Students will read or listen to one example of each type of poem being discussed and identify which type of poem it is by identifying the key characteristics of the type of poem.
  • Anchoring Activity-Students will keep a two-way journal. After listening to each poem discussed in class students will write reactions and/or questions. Teacher will respond to questions.
  • Summarizer-Using web resources students will research favorite type of poem. Student will post an example of poem to classroom website.
  • Formative Assessment-Teachers will observe students during jigsaw grouping. Teachers will clarify misconceptions.
  • Summative Assessment-Production of a poem

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Learning Concept: Understand figurative language (Personification, Metaphor, Simile, and Hyperbole)

Knowledge Domain-Conceptual Cognitive Process-Analyze
  • Student Learning Outcome-Student will analyze a poem and determine which type of figurative language is used

Knowledge Domain- Metacognitive Cognitive Process-Evaluate (CP)
  • Student Learning Outcome-Student will compare the figurative language of the poem to literal meaning

Knowledge Domain-Attitudinal Cognitive Process-Understand
  • Student Learning Outcome-Student will infer author’s meaning from use of figurative language
Differentiation
  • Content
    • All students will analyze which type of figurative language is used in a given line of poetry, most students will analyze which type of figurative language is used in a given stanza of poetry, & some students will analyze which type of figurative language is used in a given poem
  • Process (See additional information under the heading “How Students Learn?”)
    • Whole group introduction in different types of figuartive langauge using varied media.
    • Tiered assignments in small groups (based on readiness) asking students to idenfity figurative language used in selected poems and song lyrics and then to infer author's meaning.
    • Use of multiliteracies (music as poetry, drama as poetry, standard poems)
    • Poems chosen for students to explore based on reading readiness level
    • Note-taking template (to fill in) or teacher notes (filled in)
: Template to increase independence on recording definitions. This could also be used as a tool to determine prior knowledge.
    • Use of assistive technology (Kurzweil) to read poems
    • Associate poems with pictures to engage readers and assist struggling students to gain meaning
  • Product (See additional information under the heading “How is Learning Demonstrated?”)
    • All students will infer figurative language from a poem in a whole group setting, most students will infer figurative language from a poem in a small group setting, & some students will infer individually figurative language from a poem
    • Multi-tiered quiz to assess understanding



How Students Learn
  • Whole group exploration of the definitions of different figurative language terms (student created definitions followed by dictionary definitions)
  • Use of music lyrics to teach/show examples of different types of figurative language
  • Small group examination of poem to determine the author's use of figurative language and exploration of the author's meaning. Grouping based on readiness. In some student's poem figurative language would be bolded/italicized to guide students.

How is Learning Demonstrated
  • Activator-"And the Envelope Please" Game where students are given an envelope with an example of figurative language, student reads the example and chooses what this is an example of. The student then selects another classmate to infer the meaning of the figurative language.
  • Anchoring Activity-Create a story book based using examples of figurative language. This story could take the form of a typical children's story, a picture book, or an ABC book.
  • Summarizer-Identify and an examine an example of figurative language in music lyrics online and/or at home and bring it in to share. Students can bring in the written form or be ready to share the actual music.
  • Summative Assessment-Matching quiz on types of figurative language and examples. Students will be required to come up with examples as well.

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Learning Concept-Identify sound (Onomatopoeia & Alliteration)

Knowledge Domain-Factual Cognitive Process-Remember
  • Student Learning Outcome-Students will identify examples of poetic sound

Knowledge Domain-Psychomotor Cognitive Process-Create
  • Student Learning Outcome-Student will produce examples of poetic sound

Differentiation
  • Content
    • All students will recite a poem with one example of a given poetic sound, most students will recite a poem with two different types of poetic sounds, & some students will recite a poem two examples of two different types of poetic sounds
  • Process (See additional information under the heading “How Students Learn?”)
    • Use of varied instructional materials: including music, tv shows, poems, and novels
  • Product (See additional information under the heading “How is Learning Demonstrated?”)
    • Student will create a poem with choice of topic and format (as long as onomatopoeia and allieration are demonstrated) to be recited to the class
    • Some student may use poem created in class with their partner as the foundation for their final product while others will create a new poem based on the their knowledge.
    • Students can use the following website to practice reciting poem. This website allows them to listen to themselves : www.blabberize.com: This website allows students to record oral language. It requires a microphone for recording purposes. Students can listen to themselves to determine whether they are speaking in a confident manner.

How Students Learn
  • Whole group exploration of the definitions of different onomatopoeia and alliteration
    • Explore onomatopoeia through online resource

http://interactives.mped.org/preview_mg.aspx?id=736&title=: This website shows a picture and plays an example of a poetic sound. It gives students time to brainstorm on what type of sound they are hearing.

How is Learning Demonstrated
  • Activator-Students will listen to different types of sound by listening to examples onhttp://interactives.mped.org/preview_mg.aspx?id=736&title= (See above in Sound-How students learn)
  • Anchoring Activity: Students will keep a sound notebook, listing sounds they hear throughout the day both inside and outside of school.
  • Summarizer: "Ticket to leave" Students will be given a post-it note, they will be required to write an example of sound on it. Student will stick note to board to be discussed the next day.
  • Formative Assessment: Observe students' (in partnership) learning as they are moving around the room trying to find words for their assigned letters.
  • Summative Assessment:Creating and reciting poem that demonstrates effective use and understanding of onomatopoeia and alliteration. Teacher will use a checklist to be sure students met all requirements.