This 5-day lesson plan has students write original poetry and use Glogster to create two multimediaversions of their poems. This helps students explore how the presentation of a source material canaffect the perceived meaning of that material. This seventh grade lesson can be adapted to meetobjectives for grades 7-12.Subject EnglishTopic Reading Interpretation, Writing PoetryObjectives 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 Poem is Poem relies Poem is not original, original, heavily on original, was incorporates incorporates other material, not completed, figurative little figurative incorporates or is not language, language, no figurative school uses specific uses some language, appropriate. language, and specific uses general is school language, and wording, and appropriate. is appropriate. is appropriate. First Glog Images, Images, Images, No Images, graphics, graphics, graphics, graphics, backgrounds, backgrounds, backgrounds, backgrounds, and and and or multimedia multimedia are multimedia are multimedia are are added to chosen based chosen based chosen the Glog. Only on a theme on a theme randomly and the poem is and support that is not do not create present. the content of supported by a specific the poem. the content of impression or the poem. theme.
Second Glog Images, Images, Images, No Images, graphics, graphics, graphics, graphics, backgrounds, backgrounds, backgrounds, backgrounds, and and and or multimedia multimedia are multimedia are multimedia are are added to chosen based chosen based chosen the Glog. Only on a theme on a theme randomly and the poem is and support that is not do not create present. the content of supported by a specific the poem. the content of impression or the poem. theme. Poetry Glog Worksheet is Worksheet is Worksheet is Worksheet Worksheet completed. completed. completed. was not fully Thoughtful General The completed. No observations comparisons observations observations are made are made made about made comparing and between the the two comparing the contrasting the two created created Glogs two created two created Glogs. are general Glogs. Glogs. Observations and do not Observations show that the indicate that indicate that student has an the student the student awareness of understands understands how different how the how the presentations presentation of presentation of of a written a work can a written work work can influence can influence influence audience the way an audience perception. audience perception. perceives the material.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.
Poetry Name:________________________________________Date:____________________ GlogWrite a copy of your poem here:How do the graphics, images, backgrounds, and multimedia chosen for your Glogs affect thetone of your poem? Describe how the themes you chose strengthened or weakened theintended meaning of the poem.