The document outlines an instructional plan for an 8th grade class that introduces poetry and the Big 6 information skills model while integrating technology. The three-lesson plan focuses on defining poetry terms, locating imagery in poems, and identifying rhyme schemes. Students will apply the skills by creating their own poem, presenting at a poetry slam, and being assessed through discussions, activities and a quiz. The instructional strategies aim to meet state language arts standards on comprehension, writing, and oral presentations.

1. Instruction as Reference Service ELMT 7130 / Dr. Chung Presented by Andrea Cullers and Kris Kassalen

2. Instructional Objectives Develop an instruction for students in 8 th grade that introduces The Big 6 information skills while using technology in curriculum.

3. Georgia Performance Standards ELA8R1 The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. g. Analyzes and evaluates the effects of sound, form, figurative language, and graphics in order to uncover meaning in literature: i. Sound (e.g., alliteration, onomatopoeia, internal rhyme, rhyme scheme, meter) ii. Figurative language (e.g., simile, metaphor, personification, hyperbole, symbolism, imagery).

4. Georgia Performance Standards ELA8W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure. The student a. Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. b. Writes texts of a length appropriate to address the topic or tell the story.

5. Georgia Performance Standards ELA8LSV2 The student listens to and views various forms of text and media in order to gather and share information, persuade others, and express and understand ideas. Critical Component: When delivering and responding to presentations, the student: a. Gives oral presentations or dramatic interpretations for various purposes. c. Shows appropriate changes in delivery (e.g., gestures, expression, tone, pace, visuals). d. Uses language for dramatic effect.

6. Instructional Strategy The Big 6 #1 Task Definition = Create a Poem #2 Information Seeking Strategies #3 Location & Access #4 Use of Information #5 Synthesis #6 Evaluation

7. Lesson 1: How do you make ordinary words poetic? Task Definition: Students will create a poem Students will be introduced to poetry by discussing the difference between “ordinary” and “poetic” language. Teacher/Media Specialist will integrate the use of “ T”chart Thesaurus Ask students to comment on this process Evaluation: “ticket out the door”- students will reflect and describe how they selected poetic words

8. Lesson 2: How is imagery used in poetry? Begin with Defining Imagery by using an online resources. Locate & Access online information for Use New Georgia Encyclopedia www.poetry.com (explain diff. .org vs. .com).

9. Resources to Achieve Instruction Lesson Two cont… Six-Room concept in applying imagery to ordinary words in their event to produce a poem Evalution – students share work

10. Lesson 3: What literary concept are related to poetry? Poetry Toolbox Activity Poetry Glossary New Georgia Encyclopedia Print materials in Poetry section 800’s Graphic organizer Reflection Homework http://music.yahoo.com/lyrics http://www.christianlyricsonline.com/index.html http://www.goodwinmusic.com/lyrics.html

11. Poetry Toolbox Terms Alliteration Simile Onomatopoeia Metaphor Personification Repetition Rhyme Rhythm Imagery Line Break Title

12. Alright now fealous, (YEAH!) Now what's cooler than bein' cool? (ICE COLD!) I can't hear ya' HYPERBOLE I say what's cooler than bein' cool? (ICE COLD!) whooo... Alright, alright, alright, alright Alright, alright, alright, alright Alright, alright, alright, alright Alright, alright, alright, Ok now ladies, (YEAH!) And we gon' break this back down in just a few seconds Now don't have me break this thang down for nothin' Now I wanna see y'all on y'all baddest behavior ALLITERATION Gimme some suga', I am your neighbor ahh here we go! Shake it, shake it, shake it, shake it (OHH OH) Repetition Shake it, shake it, shake, shake it, shake it, shake it (OHH OH) Shke it, shake it like a Poloroid Picture , shake it, shake it Simile

13. Lesson 4: Can you identify Rhyme scheme in the songs you listen to ? Poetry Toolkit Synthesis and Evaluation Apply Rhyming schemes from favorite lyrics. Understand by describing examples

14. Culminating Activity Students plan a “poetry slam” for the class and create invitations for family and administrator. OR Students produce their poem using MovieMaker or PwPt slides and songs that fit “mood” of the poem.

15. Synthesis and Evaluation Poetry Slam presentations Rubric Evaluation (Quiz)

16. Assessment Methods Daily evaluation “ Ticket out the Door” evaluations “ T” chart Graphic Organizer Print & Online resources ability Poem Quiz

17. Assessment Methods for the Instruction Teacher/Media Specialist Observation Participation of student Group/Team participation Assess technology and knowledge of topics discussed Feedback of instruction and methods

18. Team Collaboration Andrea- How I was able to learn from Kris’ strengths How I was able to improve How I plan on using my new found knowledge Kris – Strength in information access How I was able to learn from Andrea’s strengths How I was able to improve How I plan on using my new found knowledge

19. Bibliography Eisenberg, M. (2005). A Big6 Overview. Retrieved March 15 th, 2008, from The Big 6 Website: http://www.big6.com/showcategory.php?cid=6 Flynn, M. & McPhillips, S. (2000). A note slipped under the door: Teaching from poems we love. Portland, ME: Stenhouse http://www.georgiastandards.org/SearchResults.aspx http://www.poetry.com http://www.nge.org Oral Presentation Rubric. (2001). Retrieved March 15 th , 2008, from Instruction Website: http://www.tcet.unt.edu/START/instruct/general/oral.htm