Paula

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**Timeline for Project Completion**

**Unit 1** Get into the Project Wiki space. Complete Section 1 of your Final Project Template. **Unit 2** Determine the Unit standards and the ways in which your students can demonstrate those standards to you. **Unit 3** Develop one idea for incorporating the use of a wiki or blog in your unit. **Unit 4** Develop one idea for incorporating the use of podcasting in your unit. **Unit 5** Develop one idea for incorporating video and multimedia into your unit. **Unit 6** Develop one idea for using one or more Google Apps into your unit. **Unit 7** Develop one idea for incorporating instruction on digital citizenship and/or social networking into your unit plans.

Name: ﻿Paula Zofrea  Title: Middle school language arts teacher SAU: 82 Grade Level : 7/8 District : Chester Content Area: Language Arts School : Chester Academy <span style="font-family: Arial,Helvetica,sans-serif;">Content Domain:
 * <span style="font-family: Arial,Helvetica,sans-serif;">Section 1: General Information **

<span style="font-family: Arial,Helvetica,sans-serif;">Course Unit: Grade 7 Poetry Unit <span style="font-family: Arial,Helvetica,sans-serif;">Source of Standards: : Common Core State Standards for ENGLISH LANGUAGE ART S & Literacy in History/Social Studies, Science, and Technical Subjects <span style="font-family: Arial,Helvetica,sans-serif;">What are the standards you want to teach with this unit? Include the entire standard, not just a reference number.
 * <span style="font-family: Arial,Helvetica,sans-serif;">Backward Design Unit Planning **
 * <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2: Standards and Learning Goals **

. RL= Reading Standards for Literature, W= Writing Standards, SL= Speaking and Listening, L= Language Standards · RL (grade 7) 4- Determine the meaning of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of rhymes and other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama. · RL (grade 7) 5- Analyze how a drama’s or poem’s form or structure (e.g., soliloquy, sonnet) contributes to its meaning. · RL (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). · W (Production and Distribution of Writing- Grade 7) – 4- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. · W (Production and Distribution of Writing- Grade 7) – 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. · W (Production and Distribution of Writing- Grade 7) – 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. · SL (grade 7)- 1 - Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on //grade 7 topics, texts, and issues,// building on others’ ideas and expressing their own clearly. · SL (grade 7)- 2- Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. · L (grade 7) -5- Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. · L (grade 7) -6- Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

<span style="font-family: Arial,Helvetica,sans-serif;">Brainstorm ideas for how students can demonstrate this standard to you. This should be something that students can either perform or produce for you that convince you they know what you want them to know about the standard. <span style="font-family: Arial,Helvetica,sans-serif;">. Students will each create a personal poetry portfolio to include a combination of their own poetry (demonstrating use of poetic devices), works of other poets, vocabulary (with definitions and examples), a log of poetry read independently and as a group, a poetry scavenger hunt (giving evidence of being able to identify concepts, style, mood, authorship, and tools/devices), and reflections about and analyses of poetry. During the process of creating an individual project, students will research poets, participate in blogging in response to guided questions about both general and specific topics/questions, and potentially use small group wikis to peer revise and edit original work. <span style="font-family: Arial,Helvetica,sans-serif;">Unit 2 (optional): Assessment Criteria a <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">﻿ <span style="font-family: Arial,Helvetica,sans-serif;">nd Measurement Formative assessment to be created for poetry analysis, peer revision, and participation. (Perhaps in part using personal response systems and ENO board) Summative assessment to be created for final project, blogging/wiki participation and level/quality of contribution

Design a draft of the assessment you will use to determine students have achieved the standards. (In progress) <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">List your Criteria for Assessment based on the demonstrations you expect students to know or be able to do if they achieve the standard. These are based on your brainstormed ideas of what students can perform or produce. <span style="font-family: Arial,Helvetica,sans-serif;">What are the levels of quality or understanding of content you might expect? Design the measurement scale for the rubric. Consider what constitutes average, then consider what is above and below average performance.

//**Unit 3:**// **Instructional Design: Wikis and Blogs** //**Develop an idea for a learning activity that uses either a wiki or a blog to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the wiki or blog? Students would respond via a blog to exerpts from poetry and songs and be asked to comment on mood, poetic devices, connect concepts to other poems/songs both original and found. Possible wiki for collaborative poetry assignments. (example: Poem in two voices as modeled after published authors - Joyful Noise: Poems for Two Voices //by// Paul Fleischman How will this activity connect to the performance or product you need to see students demonstrate? ﻿Blogging will allow students to practice and demonstrate understanding of key concepts/vocabulary used in unit as well as to offer examples of sites or sources of poetry that they have found that meets the criteria for final project (Personal Poetry Portfolio)

//**Unit 4:**// **Instructional Design: Podcasting** //**Develop an idea for a learning activity that uses podcasting to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use podcasting in this unit? Students will experience listening/viewing selected poetry podcasts and do guided analysis of same. Students will also create group podcasts to demonstrate understanding of concepts such as onomatopoeia, metaphor, simile, hyperbole, alliteration, rhyme and rhyme scheme. Podcasts may also be used to showcase original poetry. Students will create a program that includes art and music to help create mood and help viewers/listeners understand symbolism and theme.

How will this activity connect to the performance or product you need to see students demonstrate? Students will use podcasts to share materials and analyses of original and found poetry.

//**Unit 5:**// **Instructional Design: Videos and Multimedia** //**Develop an idea for a learning activity that uses video or multimedia resources to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.**// How will students use the video or multimedia ﻿ in this unit? Selected videos will be viewed by students modeling poetry readings and lessons. Examples : "Lost Generation"- [] "Poetic Devices in Songs" - [] "Literal Examples of Common Poetic Devices in an Urban Setting" - [] "Poetry by Robert Frost" - [], [] " We Didn't Start the Fire" - []...    ﻿ "O Captain, My Captai <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif; font-size: x-small;">﻿ n"   - []

I have decided that as far as the "tubes" go, I am going to focus on doing two things. (1) Take existing components of the project and look for ways to include videos that would great as a hook, writing prompt, or explanation of a difficult concept such as hyperbole or onomatopoeia. (2) I plan on putting my students to work and offer some kind of incentive for students who find something related to topics being studied in class. This would have a dual benefit of having students save me time, and would also give them the opportunity to search on non-school time to prove that they understand the concept. The only proviso for getting credit for sharing the video would be that they would be required to write a paragraph supporting the claim that the video relates to the topic/concept being discussed. (Also good practice!)

Students will not be creating videos in class for public sharing at this time due to concerns over identity protection and lack of school policy addressing parent concerns. How will this activity connect to the performance or product you need to see students demonstrate?

**//Unit 6:// <span style="font-family: 'Arial','sans-serif';">Instructional Design: Google Apps ** <span style="font-family: 'Arial','sans-serif'; margin: 0in 0in 0pt;">//Develop an idea for a learning activity that uses one or more Google Apps to provide students with experience and practice performing or producing what you indicated would convince you they learned the standard.//

<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will students use the Google App in this unit?

· Students will have the opportunity to use Google drawings to create backgrounds and artwork to go with original and found poetry such as the page below: · background- Flavious Ionota - []

They will also review and analyze poetry by using a format such as the one provided in the “poetry project” link below:

· Poetry Project- []

Using Google docs they will be asked to plan a timeline and/or flowchart that demonstrates the progress of the project as it is longterm. As part of the “scavenger hunt” portion of the portfolio, students will use Google maps/Google Earth and create an accompanying project similar to “Postcards from the Past” (Cheryl Davis) to plot settings of poetry along with accompanying blurbs about the poem or author. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">How will this activity connect to the performance or product you need to see students demonstrate? Because the point of the project is for students to create an original portfolio of poetry, these activities/tools will help with the planning, design, and collaboration portion of the project. <span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; margin: 0in 0in 0pt;">//An alternative to developing an idea for your students is to develop an idea for using one mkor more Google Apps with your colleague.// N/A - Students will have opportunities to use Google Apps- however, there are several ways in which the middle school LA or grade 8 teaching team could use features/tools in Google Apps. **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would you and your colleagues use the Google App? Calendars and documents used for collaborative plans, field trips, and timelines ** **<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 10pt; font-weight: normal;">How would this help or enhance your professional life? Improved communication, ability to delegate or share information in order to work more efficiently and use the expertise and strengths of all team members. Para-educators and students would also have material available in the event that clarification was needed or a student was in need of reteaching or had been absent. **

**//Unit 7://** **Instructional Design: Digital Citizenship** **//Develop an idea for a learning activity that teaches some aspects of digital citizenship that might apply to the student use of the various Web 2.0 tools you chose above and social networking.//** ﻿Prior to researching and working on collaborative poetry, students will review NETS for students, and learn about what Fair Use and Copyright entails.(Wired Safety) Youtube and the lawsuit launched at trying to shut it down due to copyright infractions will be discussed prior to working on song response poetry. Students will learn about music and poems in the public domain and how to create "Piggyback Songs" or poetry using the same without breaking copyright laws. In creating their own original poetry, students will need to consider what publication entails and how they are personally affected by copyright. How will this activity give them a better learning experience using the Web 2.0 tools? Student engagement will likely be higher as information is conveyed using visual, auditory, and kinesthetic modes. Brain based learning indicates the need for shorter "bursts" of information and time created for reflection in smaller chuncks to make sure that all students learn. Covering information of Fair Use and Copyright in this manner (video clips, practical examples) should ensure a higher level of understanding and connection with topics. How will this activity relate to the internet policies already in place at your school? This is in sync with what students will have been learning and practicing both through Media Literacy and in computer class throughout the elementary and continuing on through middle school years. In addition, students are asked to sign an RUP (Responsible Use Policy) prior to using the Internet at school which breaks down in detail behaviors and uses that are appropriate for an educational setting. Students have also been made aware of their obligations and resources in the lab, in a classroom setting, and even at home when working on a project or lesson. Issues such as academic fraud, plagiarism, copyright, and digital citizenship have been explored and explained to aid in the process of effective and responsible use of the Internet.