This 5-day lesson plan has students write original poetry and use Glogster to create two multimedia versions of their poems. This helps students explore how the presentation of a source material can affect the perceived meaning of that material. This seventh grade lesson can be adapted to meet objectives for grades 7-12.

Subject

English

Topic

Reading Interpretation, Writing Poetry

Objectives

English Language Arts; Common Core State Standards; Reading Standards for Literature; Integration of Knowledge and Ideas; Indicator 7; Grade 7

7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film).

English Language Arts; Common Core State Standards; Writing Standards; Production and Distribution of Writing; Indicators 5 and 6; Grade7

5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grade 7 on page 53.)

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.

English Language Arts; Common Core State Standards; Reading Standards for Literature; Integration of Knowledge and Ideas; Indicator 7; Grades 9-10

7. Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.)

Procedures

Day One: 1. Review the figurative language techniques covered in the previous lesson: simile, metaphor, alliteration, apostrophe, metonymy, hyperbole, oxymoron, personification, onomatopoeia, and synesthesia. 2. Introduce the lesson, explain that each student will be writing an original poem and creating two Glogs using the same poem. The Glogs will use graphics, images, backgrounds, and multimedia (included at the teacher’s discretion). The theme of the Glogs should contrast each other. 3. Discuss how the mood and tone of a written work can be affected by the way it is presented. Relate this to decisions that directors make when producing plays or creating movies. For example, upbeat v. sullen music, dark v. bright lighting, indoor v. outdoor setting, historic v. modern costuming. 4. Show clips from different versions/ interpretations of Shakespeare’s Romeo and Juliet (on film or stage) and discuss how the meaning or feeling of a scene can change based on how it is presented. 5. Assignment: Write a short poem and bring it to class on day two for peer review. Remind students to use descriptive, specific, and figurative language in their poems. Day Two: 1. Students will have an opportunity to revise their poems. Divide students into small groups to participate in a peer review session. One student will read their poem to the group. Each of the other students in the group will verbally list one positive about the poem and one place for possible improvement. 2. Encourage students to use the feedback they received from their peers to make revisions focusing on descriptive, specific, and figurative language. 3. Give each student a copy of the Poetry Glog worksheet. They will need to keep this worksheet and complete the second half of it after their Glogs have been made. 4. Assignment: Complete all revisions and write a clean copy of the poem on the Poetry Glog worksheet. Bring it to class on day three for the creation of their first Glog. Day Three: 1. If the students have not used Glogster previously in class, use a computer with projector or smart board to visit edu.glogster.com. Walk the students through how to create and access their student account. Illustrate how to add graphics, text, images, backgrounds, and multimedia (if included). For reference, a copy of the pdf tutorial: How to make a Glog with Glogster can be printed, projected, or made available on student computers. 2. Each student needs to have access to a computer to create his or her first Glog. Encourage students to finish the first Glog within this class period so they can use day four to complete their second Glog. Sound and video clips can be excluded from the project at the teacher’s discretion in the interest of saving time during the creation

and presentation stages. Alternately, the lesson could be extended to allow for work on the Glogs over a longer period of time. Day Four: 1. Each student needs to have access to a computer to create his or her second Glog. All work on both the first and second Glogs needs to be completed during this class period to allow for presentation of the Glogs on day five. 2. Assignment: Complete the second half of the Poetry Glog worksheet. Compare how the themes chosen influence the audience’s perception of the meaning of the poem. Students will turn this worksheet in during class on day five. Teacher Pre-class preparation:

Decide how the class Glogs will be presented during class on day five. Glogs can be embedded in a blog, wiki, or web page or shared with Glogster’s presentation capability. Prepare the presentation in advance.

Day Five: 1. Using a computer with projector or smart board, present the student Glogs to the class. The two versions of each poem should be shown side by side or sequentially. 2. Encourage classroom discussion regarding how the meaning or feeling of the poems can be manipulated by directorial techniques.

Evaluation

Category 4 3 2 1

Written Poem

Poem is original, incorporates figurative language, uses specific language, and is school appropriate.

Poem is original, incorporates little figurative language, uses some specific language, and is appropriate.

Poem relies heavily on other material, incorporates no figurative language, uses general wording, and is appropriate.

Poem is not original, was not completed, or is not school appropriate.

First Glog

Images, graphics, backgrounds, and multimedia are chosen based on a theme and support the content of the poem.

Images, graphics, backgrounds, and multimedia are chosen based on a theme that is not supported by the content of the poem.

Images, graphics, backgrounds, and multimedia are chosen randomly and do not create a specific impression or theme.

No Images, graphics, backgrounds, or multimedia are added to the Glog. Only the poem is present.

Second Glog

Images, graphics, backgrounds, and multimedia are chosen based on a theme and support the content of the poem.

Images, graphics, backgrounds, and multimedia are chosen based on a theme that is not supported by the content of the poem.

Images, graphics, backgrounds, and multimedia are chosen randomly and do not create a specific impression or theme.

No Images, graphics, backgrounds, or multimedia are added to the Glog. Only the poem is present.

Poetry Glog Worksheet

Worksheet is completed. Thoughtful observations are made comparing and contrasting the two created Glogs. Observations indicate that the student understands how the presentation of a written work can influence the way an audience perceives the material.

Worksheet is completed. General comparisons are made between the two created Glogs. Observations show that the student has an awareness of how different presentations of a written work can influence audience perception.

Worksheet is completed. The observations made about the two created Glogs are general and do not indicate that the student understands how the presentation of a work can influence audience perception.

Worksheet was not fully completed. No observations made comparing the two created Glogs.

Materials

Pencil and paper Poetry Glog worksheet Computer access Teacher and student accounts for Glogster PDF tutorial: How to make a Glog with Glogster Smart board or projector to display student projects.

Name:________________________________________Date:____________________

Write a copy of your poem here:

How do the graphics, images, backgrounds, and multimedia chosen for your Glogs affect the

tone of your poem? Describe how the themes you chose strengthened or weakened the

intended meaning of the poem.

Poetry Glog