Michigan Department of Education
Technology-Enhanced Lesson Plan
Title:
Electronic Poetry Portfolio
Created by:
Sara Loveridge
Lesson Abstract: Students will create a Personal Electronic Poetry Portfolio in
PowerPoint of a variety of styles of poetry. The culminating activity will be a Poetry
Reading where students may share 1 (or more) poem(s) they have written.
Subject Area: Writing, Poetry
Grade Level: 5-8th grade
Unit of Study: ELA, Poetry
Michigan Educational Technology Standards Connection:
Basic Operations and Concepts
1. Use proper keyboarding posture, finger positions, and touch-typing
techniques to improve accuracy, speed, and general efficiency in
operating a computer.
3. Use a variety of technology tools (e.g., dictionary, thesaurus, grammarchecker, calculator) to maximize the accuracy of technology-produced
products.
13. Proofread and edit writing using appropriate resources (e.g., dictionary,
spell check, grammar check, grammar references, writing references) and
grade level appropriate checklists both individually and in groups.
Technology Productivity Tools
1. Apply common software features (e.g., thesaurus, formulas, charts,
graphics, sounds) to enhance communication and to support creativity.
2.
3. Explore basic applications that promote creativity (e.g., graphics,
presentation, photo-editing, programming, video-editing)
4. Use available utilities for editing pictures, images or charts.
5. Use collaborative tools to design, develop, and enhance materials,
publications, or presentations.
Technology Communication Tools
2. Create a Project (e.g., presentation, web page, newsletter, informational
brochure) using a variety of media and formats (e.g., graphs, charts,
audio, graphics, video) to present content information to an audience.
Michigan Grade Level Content Expectations Connection:
R.CM.06.01 Connect personal knowledge, experience, and understanding of the
world to themes and perspectives in the text.
R.CM.06.03 State global themes, universal truths, and principles within and across
texts to create a deeper understanding.
R.MT.06.01 Independently self-monitor comprehension when reading or listening
to text by automatically using and discussing the strategies used by mature readers
to increase comprehension and engage in interpretative discussions (e.g.,
predicting, constructing mental images representing ideas in text, questioning,
rereading or listening again if uncertain about meaning, inferring, summarizing).
R.MT.06.02 Plan, monitor, regulate, and evaluate skills, strategies, and processes
for their own reading comprehension by applying appropriate metacognitive skills
(e.g. SQ3R, pattern guides, process of reading guides).
W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and
in peer editing groups.
W.GR.06.01 Use style conventions (e.g., MLA) and a variety of grammatical
structures in their writing including indefinite and predicate pronouns, transitive and
intransitive verbs, adjective and adverb phrases, adjective and adverb subordinate
clauses, comparative adverbs and adjectives, superlatives, conjunctions, compound
sentences, appositives, independent and dependent clauses, introductory phrases,
periods, commas, quotation marks, and the uses of underlining and italics for
specific purposes.
W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re)
in the context of their own writing.
S.CN.06.01 Ask and respond to questions and remarks to engage the audience
when presenting texts.
S.CN.06.02 Use rhyme, rhythm, cadence, and word play for effect when
presenting.
S.CN.06.03 Present their work in standard American English if it is their first
language (students whose second language is English will present their work in
their developing version of standard American English).
S.DS.06.01 Engage in interactive, extended discourse to socially construct
meaning
(e.g., book clubs, literature circles, partnerships, or other conversation protocols).
S.DS.06.04 Plan a focused and coherent oral presentation using an informational
text pattern (e.g., problem/solution sequence), select a focus question to address,
and organize the message to ensure that it matches the intent and the audience to
which it will be delivered.
L.RP.06.01 Summarize, take notes on key points, and ask clarifying questions.
Estimated time required to complete lesson or unit:
 Daily Time Allocation: 60 Minutes
 Number of Days: 5+ Days (Time and Length allotment depends on availability of computers
per child, research time, etc… I typically introduce, share samples, then allow independent study
completion over the course of April = Poetry Month.) PowerPoint Portfolio optional
Instructional resources:
Instant Poetry Forms
http://ettcweb.lr.k12.nj.us/forms/newpoem.htm
Giggle Poetry
http://www.gigglepoetry.com/
Poetry4Kids
http://www.poetry4kids.com/index.php
PowerPoint in the Classroom – Student Tutorial
http://www.actden.com/pp/index.htm
PowerPoint Tutorial – Oregon State University
http://oregonstate.edu/instruction/ed596/ppoint/pphome.htm
Microsoft PowerPoint Tutorial
http://www.bcschools.net/staff/PowerPointHelp.htm
Internet 4 Classrooms (i4c) – Helping Teachers Use the Internet Effectively
http://www.internet4classrooms.com/on-line_powerpoint.htm
Rubistar - Create Rubrics for your Project-Based Learning Activities
http://rubistar.4teachers.org
Teachnology.com
http://www.teachnology.com/
Teachnology - Rubrics
http://www.teach-nology.com/web_tools/rubrics/
Discovery School – Rubric Creator
http://school.discovery.com/schrockguide/assess.html
Sample Rubric
http://www.uwstout.edu/soe/profdev/pptrubric.html
Sequence of Activities:
1. Classroom Discussion
a. What is a poem? What makes a poem a “poem?”
b. Discuss writing process with students
c. Discuss Audience
2. Have students write their poems following the writing process.
3. Discuss Expectations of PowerPoint Presentation Project. (share with
students - rubric, checklist, etc…)
4. PowerPoint Review or Tutorial (if needed)
5. Students create a PowerPoint Presentation using their poems.
a. Typically in this type of an order: create XX number of slides,
complete all writing and text first, proofread & grammar check, add
pictures/graphics/photos/clipart…, add animations, enhance pages
(add motion, voice, animations, video…), create title page/author
page, complete slide and animation transitions, preview show & final
check…
6. Poetry Reading Event.
Assessments:
 Pre-Assessment: Class Discussions, Teacher Observation
 Scoring Criteria: Checklist, Rubric
 Post-Assessment: Class Discussions, Teacher Observations, Checklist
 Scoring Criteria: Checklist, Rubric, Final Presentation, Poetry Reading
Technology (hardware/software):
Computers with Word Publishing Software
PowerPoint
Internet Access (if researching styles/format of Poetry)
Key Vocabulary:
Poetry, Format, Writing Process (prewriting, writing, revising, editing,
publishing), Purpose, Audience,
Application Beyond School:
 For final Poetry Reading Event, have it at night with parents, family, friends,
community members attend with deserts and coffee (like a fashionable
coffee house Poetry Reading)
Teacher Reflection and Notes:
Happy Poetry Month!
~ Poetry Portfolio Requirements ~
Due Date: ______________________
Portfolio Cover:
Title Page:
Creative Book Title
Author (your name)
Creative Book Title (same as cover)
Author (your name)
Date (April 2005)
Table of Contents:
-
Title - “Table of Contents”
Each Poetry Title & Respective Page Number
Glossary
Index
10 Poems Required (total):
7 Required Original Poems
with an original title
Poetry Styles / Formats:







Alliteration / Tongue Twister
Cinquain
Color Poem
Couplet
Haiku
Limerick
Sense Poem
3 Free Choice Poems (w/ title)
Other Poetry Style/Format Choices:
o
o
o
o
o
o
o
o
5 W’s Poem
ABC Poem
Acrostic Poem
Bio Poem
Crossword Poetry
Diamante / Diamond
Free Verse
Metaphor Poetry
o
o
o
o
o
o
o
o
Months Poetry
Name Poetry - Acrostic
Onomatopoeia
Picture Poem
Secret Message Poem
Simile Poem
Stair Poem
Subject Poem
Poetry Formats Must Use the Proper Format per style of poetry chosen
Follow Guidelines and Rules for particular type/style of poem
Illustrations –
- Colorful, Attractive art that relates to the particular poem
- Every poem must have some form of illustration/color to accentuate the poetry
Ways to Illustrate your Poetry Portfolio / Poems
o Draw a Picture
o Use Graphics (Computer Graphics, Clip Art, Magazine Pictures…)
o Collage Art
o Straw Painting
o Ink Blot
o Abstract Art
o Border Art
Mechanics –
Check for proper Spelling and Grammar
Neatness –
Typed or Neatly written in pen
Evidence of effort and thought went into Portfolio Production
Overall Presentation Neat, Colorful, and Inviting to readers
Poetic Devices - you must include at least one example of each of the following
-
Alliteration
Imagery
Metaphor
Onomatopoeia
Personification
Rhyme
Simile
Glossary:
-
Title - “Poetry Portfolio Glossary”…
Glossary must be in alphabetical order
Words must be properly defined
16 Terms Include: Alliteration, Cinquain, Couplet, Diamante, Free Verse,
Haiku, Imagery, Limerick, Metaphor, Onomatopoeia, Personification, Poem,
Rhyme, Simile, Sonnet, Stanza
Requirements Index:
-
Title - “Poetry Requirements Index”
Poetry Style/Format - Page # found
Poetic Device - Page # found
Portfolio Binding:
Portfolio must be bound in some fashion as to keep for future reading
Binding must be secured, so that pages will not fall out.
At the end of this unit, we will also have a
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Poetry Reading
in class as our presentation.
You will be required
to choose ONE (1) of your poems
and recite it aloud to the class.
You will be graded on the following items for your Poem Recitation / Reading…





Body Language
o Gestures and movement match the needs of the recitation and added to the
quality of the presentation.
Eye Contact
o Direct eye contact with the audience helped to hold the attention of the
audience.
Pacing
o Good use of drama holds the audience in the sound and words of the poem.
Poise
o Student displays relaxed, self-confident nature about self and presentation and
makes no obvious mistakes.
o Presenter has obviously worked to prepare for the presentation.
Voice
o Speech is clear with proper enunciation of words and sounds, which maintains
the interest of the audience.
YOU will also be graded on the following observations…
-
-
Completed Project
Following Directions
Participation in Class Discussions
Class-time Spent Properly
Self Evaluation – at the end of the unit
Poetry Reading – Presentation to the Class
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

Check-List
Complete



Portfolio Cover

Book Title
Author (your name)
Title Page
Book Title
Author (your name)
Date
Table of Contents
Title (Table of Contents)
Poetry Title & Page #
Glossary & Page #
Index & Page #
7 Required Poems
Alliteration
Cinquain
Color Poem
Couplet
Haiku
Limerick
Sense Poem
3 Free Choice Poems
Poem 1
Poem 2
Poem 3
Poetry Format
Proper Poetry Format & Guidelines
Illustrations
Illustration / Artwork on every poem page
Mechanics
Neatness
Overall Presentation
Spelling & Grammar Correct
Neat / Attractive Work
Neat / Attractive Work
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Colorful
Inviting to Readers
Effort Shown in work
Poetic Devices
Alliteration
Imagery
Metaphor
Onomatopoeia
Personification
Rhyme
Simile
Glossary
Title (Poetry Portfolio Glossary)
Alphabetical Order
- Alliteration
- Cinquain
- Couplet
- Free Verse
- Haiku
- Imagery
- Limerick
- Metaphor
- Onomatopoeia
- Personification
- Poem
- Rhyme
- Simile
- Sonnet
- Stanza
Proper Definition for each Term
Index
Title (Poetry Requirements Index)
Poetry Style / Format & page found
Poetic Devices
Portfolio Binding
Proper Binding
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Secure Binding
Extra Credit
Additional Poems
Additional Elements
Presentation - Above and Beyond
Above and Beyond Work
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