This 5-day lesson plan has students write original poetry and create two multimedia versions of their poems using Glogster. Students explore how presenting source material differently can affect its perceived meaning. In small groups, students provide feedback on each other's poems. They then create two Glogs with contrasting themes to present their poem. On the final day, students present and discuss how directing techniques like graphics and theme can manipulate a work's meaning and feeling.

1. 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.)

2. 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

3. 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.

4. 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.

5. Poetry
Name:________________________________________Date:____________________
Glog
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.