TITLE OF THE LEARNING EXPERIENCE: REVISED: Understanding Poetry by Debbie Payne

1. LEARNING CONTEXT
Describe the pupose, objective, or focus of the learning experience, including:

• the learning standard(s) and the specific performance indicators being assessed;
• a description of where this experience fits into the school or course curriculum; and
• what students need to know and/or be able to do to succeed with this learning experience.

(Standard III) Students will read, write, listen, and speak for critical analysis and evaluation. As readers, students will analyze a poem and present it using PowerPoint. Benchmark: Students will read and make decisions about a poem based on the criteria, such as the visual images the poem creates music that will enhance the mood of the poem. Students will recognize that the criteria that one uses to analyze and evaluate anything depends on one's point of view and purpose for the analysis.

2. PROCEDURE
Describe, in narrative form, the actions of students and teachers and the interactions among and between students and teachers, including how the learning experience:

• supports student progress toward attainment of the learning standards;
• reflects current scholarship in your field and "best" classroom practic; and
• incorporates technology (when used) into instruction to enhance learning and to assess student performance.

The students will: 1. Select a poem among a number provided by the classroom teacher, 2. Read and interpret the poem, dividing it into sections that can be illustrated for an effective PowerPoint presentation, 3. The student will illustrate or select pictures that can be used to help interpret the poem, 4. The student, with the assistance of a teacher, will scan the illustrations and load them into PowerPoint, 5. The student, with the assistance of a teacher, will enter the text of the poem that corresponds with each illustration, 6. The student, with the assistance of a teacher, will make decisions regarding, text font, color, size, and transitions between slides, 7. The student will select an appropriate musical background to further enhance the mood of the poem. This selection will incorporate into the PowerPoint presentation.

An alternate way to approach this learning experience would be to: 1. Select one poem for the entire class to interpret, 2. Follow the same steps dividing a stanza to each small group, 3. The class as a whole will come to agreement as to the selection of an appropriate musical background.

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS
Describe the procedures used to accommodate the range of abilities in the classroom, including students with disabilities, limited english proficiency, or bilingual students, such as:

• instructional modifications made; and
• physical modifications of the classroom setting.

The classroom is equipped with 4 computers and one laptop. When working on this project the classroom teacher will be aided by the computer aide as well as the computer coordinator and remedial reading teacher.

4. TIME REQUIRED
For each aspect of the learning experience, state the amount of time for:

• planning;
• implementation (note the length of your class period, where appropriate, and the number of days to implement the experience); and
• assessment

Planning: with students 1-2 hours, Implementation: 3 hourly sessions per week for approximately 3 weeks, Assessment: sharing of projects 5 projects per day for approximately one week.

5. RESOURCES
Please note any extraordinary or unique resources (human or material) needed to successfully complete this experience:

• for the student; and
• for the teacher

1. Poetry anthologies, 2. Classical CD's, 3. Computers, 4. Access to the media center, 5. Picture books to use to illustrate poem, 6. Art supplies needed for illustrations

6. ASSESSMENT PLAN
Describe the:

• manner in which students are involved in developing assessment criteria, maintaining an awareness of their progress, and reflection on their work;
• techniques used to collect evidence of student progress toward meeting the learning standards' performance indicators (eg. , observation, group discussions, journal writing, use of alternative testing techniques); and
• tools used to document student progress (eg., scoring guides, rating scales, check-lists). Please submit these tools.

7. STUDENT WORK
Send three or four samples of student work:

• that reflect different levels of student performance; and
• include comments reflecting the basis for teacher's assessment.

8. REFLECTION
Please offer personal comments on the learning experience:

• why this lesson was developed for the specific learning standard(s) and performance indicator(s);
• what you learned from implementing this lesson; and
• how the lesson was reviewed by peers prior to submission and what you learned from the review.

A project using PowerPoint will allow the children to use multiple intelligences and therefore make accommodations for children with various learning styles. PowerPoint can be effectively used to motivate students to analyze a poem.