"PT3 Grant Lesson Plan"
Subject & Grade Level Technology Integration Grant Lesson Plan Time Required Cooperating Teacher: Ruth Jones Student Teacher: Jodie Eake Address Address E-maiL E-mail Telephone Telephone Sign off by Cooperating Teacher “This lesson was conducted on ______ _________ of Cooperating Teacher.” Circle the type of technology used in lesson. - Web Quest - CD ROM - Web Search - Power Point - Virtual Tour - HyperStudio - E-mail - Web Page - Computer assisted simulation game Other - Learning software program _____________________________________ Is the lesson conducted in a technology rich classroom or in a computer lab? Explain: GRADE LEVEL Fourth Grade RATIONALE FOR LESSON In this lesson students were able to go beyond simple problems of writing and concentrate on their poetry writing, by using the tools of Microsoft word. The tools that students used frequently were the spell and grammar check, and the thesaurus. Students found that it was a much more efficient process to use the tools in Microsoft word than to write multiple drafts and wait to have them corrected by the teacher. The use of a digital camera motivates students to create and complete poetry books, knowing they will be able to insert a picture of himself/herself on the last page of the poetry book. LESSON OBJECTIVES *To learn and practice writing several types of poetry including couplet, triplet, quatrain, cinquain, haiku, and diamante. *To learn and practice writing in specific poetry form. *To be able to type several poems in poetry form using Microsoft word. *To be able to insert an illustration onto a poem with clip art or the paint program. *To be able to insert a picture of self from digital camera onto "About the Author" page. *To be able to use computer skills to produce and print a complete poetry book. INSTRUCTIONAL PROCEDURES Procedures: ***Everyday students should put all papers inside their poetry folder. Keep folders in the classroom in a central location. (Day One) 1. Begin by reading a humorous, rhyming poem to the class. 2. Introduce to the students that we will be beginning a new unit on poetry. Each student will be creating a book of poetry that he/she will publish. In addition, as a class each student will summit one piece of what they feel is his/her best work to be published in a class poetry book. 3. Introduce the first type of poem (couplet) to the students. (A couplet is two successive rhyming lines of poetry.) 4. Start off by picking a word (such as cat or bike) and have students brainstorm a list of words that rhyme with the chosen word. 5. After the list is complete, create a few couplets using words from the list. Encourage the students to create their own and share with the class. 6. After several poems have been shared, ask the students to define what a triplet is based on their definition of a couplet. (A triplet is three successive rhyming lines of poetry.) 7. Encourage the students to write several couplets and triplets on their own. Each student should write at least six of each type. 8. When students are finished and poems have been checked over by teacher, students can begin to work on “Write a Rhyming Poem” worksheet. (Day Two) 1. Hand out “Writing Your Own Valentine Rhymes” worksheet. 2. Review couplets and triplets in the top section of the page. 3. Introduce Quatrains to students. A quatrain is a poem with four lines that can rhyme in various ways. 4. Talk about the different ways a quatrain can rhyme. (The different forms of A, B. The worksheet uses numbers.) 5. With the students practice writing a few quatrains. 6. Allow students time to finish couplets and triplets if they are not done from the day before, and then they should write at least four quatrains on their own. 7. After students have completed all three types of poems, have they should pick their two best or favorites of each type of poem and put a star next to them. (Day Three) 1. In the computer lab have students sit down in their assigned seats. 2. Do a brief demonstration of how to open a new document, change the font style and size, justify or space poetry, save a document, print preview a document, and open a saved document from a disk. 3. Hand out “Computer Lab Instructions” worksheet and IBM disk to each student. 4. Working in the computer lab, students will be allowed to type ONLY their best-picked poems (the ones they starred.) Students should first type couplets, then triplets, and finally quatrains. Each type of poem should be a separate document. Each student should save each part of his/her work on his/her disk under couplets, triplets, or quatrains. (Day Four) 1. On the board write an example of a cinquain. Talk about how this poem is very different from the ones they have already learned. (A cinquain does not have to rhyme, it follows the form; line one has one word, line two has two words, line three has three words, line four has four words, and line five has one word. Each of the words in each line has something in common; they are a noun, adjective, verb, or descriptive word(s).) 2. Hand out “Cinquains” worksheet. Explain to students that they should use this as a guide to help them write their cinquains. 3. As a class write an example cinquain on the board. 4. Allow the students time to finish any previously learned poems, and then begin creating their own cinquains. Students on their own should write at least four cinquains. 5. Students that finish early should continue to write more of their favorite type(s) of poem(s) that we have already discussed. (Day Five) 1. Ask students if they have ever heard of the word Haiku? Ask the students if they know where the word Haiku comes from? Explain to students that they will be learning about a new type of poetry today called Haiku. Haiku is a Japanese poem that is usually about nature. 2. Hand out “Feelings” worksheet. Using the overhead projector and transparency of “Feelings”, ask a student to read the poem aloud. Ask the students what they notice is different about this poem compared the others they have already learned about. (It has three lines, the poetry form, it does not rhyme, etc.) 3. Ask students what is a syllable? (A syllable is word part that has a single sound) 4. Go through the poem together as a class and divide each word into separate syllables. Show the students that line one has five total syllables, line two has seven total syllables, and line three also has five total syllables. Have the students break up the second poem on their own. After a few minutes go through it together as a class. 5. Allow students time to finish any previous poems. On their own, students should write at least three haikus. 6. After students are finished they should pick out their favorite cinquain and their favorite haiku, and put a star next to each of them. (Day Six) 1. In the computer lab students should once again sit in their assigned seats. (A review of how to open saved documents maybe needed.) 2. Allow the students the rest of the time to work on typing their favorite poems (the ones they starred.) They should type their poems in the order that they were introduced in class. (First couplets, triplets, quatrains, cinquains, and finally haiku.) Each different type of poem should be saved separately. Naming each document after the name of the type of poetry it is. 3. Students should only type those types of poetry in which they have met the required number that were to be hand written. (Day Seven) 1. Inform students that today we will be learning about a new poem, the last type of poem we will include in our poetry books. (Diamante) 2. Hand out "Exploring Poetry Worksheet." Ask for a volunteer to read the poem aloud. 3. Ask the students if this poem looks similar to any of the types of poems they have already written? (Cinquain) 4. Discuss the similarities and differences of the two poems. 5. On the board write a diamante together as a class, using summer as the first line and winter as the last line. Students should use the guide on the back of the worksheet to help them with the correct order of the poem. 6. After the class has finished writing a diamante together allocate time for students to finish any previous poems and to write at least three diamantes on their own. 7. After students have had about 20-25 minutes to work, bring class back together. 8. Discuss with the students that they need to write and complete their poem is the same order they have learned about them. After students have finished writing three diamantes, they should pick out their favorite one and put a star next to it. If they do happen to finish early they may begin on their "About the Author" page. Brainstorm different ideas that students could write about themselves and include in their book. If students would like they can do a fictional biographical sketch of themselves in the future. If they chose to do a fictional sketch they should include information about themselves now and highlights into their adult life. (Day Eight) 1. In the computer lab, students should continue typing poems. Students should type poems in the order that they were taught in class (see above in day six.) Students should only begin typing poems once they have completed the required amount of hand written poems. 2. If students finish early after they have typed two couplets, triplets, and quatrains, one cinquain, haiku, and diamante, (each saved on a separate page;) they may begin typing their “About the Author” page. (Day Nine) 1. Allow students time to work and complete any poems they might still be working on. 2. Once students are finished with all required hand written poems they should work on completing their “About the Author” page. 3. While students are working, in pairs have students come to back of the classroom and take each other's picture with a digital camera. (You will probably have to demonstrate how to use the camera.) **For safety of the students and the camera, all students should wear the camera strap. 4. (Optional) Students who have completed all hand-written work may go into the computer lab and continue typing poetry book. (Day Ten) 1. Workday in the computer lab. Allow students entire period to work on typing poetry booklet. Students will also need to make a cover page for their poetry book. Their cover page needs to include the title of their book and their name. 2. Students who have finished typing all poems, a cover page, and “About the Author” page, can begin adding clip art to their poems. In small groups, (2-3 students) demonstrate how to use clip art. (Day Eleven) 1. Hand out “Poetry Book Checklist” worksheet. Go over the worksheet as a class. Discuss each section and ask students if they have any questions on any of the areas. 2. Continue working in the computer lab same as on Day Ten. 3. In small groups, (2-3 students) demonstrate to students how to import or insert their picture that was taken with the digital camera onto their “About the Author” page. 4. Once all items are completed students with help from the teacher should print out all items. Students should print both the cover page and “About the Author” page on the color page they choose. (This will be the first and last page of their book.) Students should then put all the pages in correct order and hand in booklet with signed checklist. (Optional: an extra day in the computer lab maybe needed.) Culminating Activities Assessment: Rubric *Contains two of each Couplet 1 2 3 Triplet 1 2 3 Quatrain 1 2 3 Cinquain 1 2 3 *Contains one of each Haiku 1 2 3 Diamante 1 2 3 *Poetry book is typed 1 2 3 *Font style and size are changed 1 2 3 *Includes one illustration 1 2 3 *Includes a cover page 1 2 3 *Includes About the Author page with picture 1 2 3 *Poetry book is in correct order 1 2 3 *Capitalization and Spelling 1 2 3 *Changed to landscape 1 2 3 *Correct poetry form 1 2 3 *Effort put into poetry book 1 2 3 4 5 (Total of 50 points possible)