Lynn Moynahan
Amanda Rice
Computers in Education
Assignment #4: Interactive Website and Lesson
December 12, 2007
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Unit Topic or Theme: Poetry
Grade: 5
Lesson Topic or Theme: Styles of Poetry
Lesson Objectives:
o The students will be able to identify several different types of poetry based
on structure and/or content.
o Students will be able to write their own poetry in different styles.
Instructional Technique: Students will be in a whole group and also working
independently.
Instructional Materials:
o Several examples of each of the seven types of poetry, maybe on
transparencies or in a PowerPoint presentation
o Available computer lab for a whole class on day 2
o Construction paper
o Markers/crayons/colored pencils
o Worksheet with the definitions and examples of the types of poetry for all
students
Theoretical Perspective:
o It reinforces independent work.
o It diversifies students’ knowledge of poetry.
ISTE Standards:
o Technology Productivity Tools: 1: Students use technology tools to
enhance learning, increase productivity, and promote creativity
o Basic operations and concepts
 Students are proficient in the use of technology.
Curriculum Frameworks:
o GENERAL STANDARD 14: Poetry
 14.2: Identify rhyme and rhythm, repetition, similes, and sensory
images in poems.
 14.3: Respond to and analyze the effects of sound, figurative
language, and graphics in order to uncover meaning in poetry:
Procedure:
o Introduction: The teacher will begin by asking the students about what
they know about different kinds of poems. S/he will ask them to give
examples of the types of poems.
Step-by-step:
o The teacher will then put the examples of each kind of poem either up on
the overhead or on the PowerPoint. There will be definitions of each type
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of poetry (acronym, ode, haiku, pastoral, limerick, carpe diem, and sonnet)
and several examples.
o The students will be asked to choose two kinds of poems and will have to
write an example of each on plain lined paper.
o The students will revise their poems for spelling and grammatical errors
and then rewrite them onto construction paper and decorate the paper.
o On the second day, the teacher will have the students each present one of
the poems they wrote to the class and have the class figure out what type
of poem they are.
o The teacher will then lead the students to a computer lab where each
student will have his/her own computer on which to play the website
game.
Homework:
o Students will need to write a poem based on the poems we have went over
in class, and then create a picture that best describes their poem.
Adaptations:
o For the visually impaired the student(s) will sit closer to the front of the
class.
o Hearing impaired students with have the poems in front of them, as well as
working with a one on one aide.
o Students who have trouble with fine motor skills they will have the option
of typing out their poems rather than by handwriting them.
o Those with learning impairments on computer day, the aides will come
with them to the computer lab and work one on one with them. The
children with disabilities will go together.
Evaluation:
o Students will be evaluated on their homework with a check plus for “A”
worthy work, a check for “B” worthy work, a check minus for “C or
below” work, and a zero for those who do not hand it in.
o Students will get graded on writing examples of poems in class. They will
be graded on how well they were able to understand the different poetry
types as well as how well they followed the tempo of the poetry.
How/ when will you determine if you have met your objectives?
o We will make sure our objectives have been met based on how well the
children understand the poetry vocabulary and being able to read, write
and comprehend different poetry styles. We will make our decision based
on the homework and in class assignments.
What will students be able to do and/or show you at the end of the lesson that
lets you know they have learned?
o To show us that they have learned, the students will be able to read poetry
using the proper tempo and pauses. They will be able to explain using
proper vocabulary different poetry styles. They will also be able to feel
comfortable writing various poetry styles.
What will you use to document this?
o To document this, we will use the in class assignments as well as the
homework and our own observations.
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Concerns or questions you have about teaching this lesson?
o Will there be any hostility singling out the children who have learning
disabilities when it comes to using the computers.
o Will the students be able to comprehend different poetic styles and be able
to write them.