I. Summary

This lesson, creating an interactive poetry presentation, affords students a chance to use their creativity and artistic talents to make poetry a truly personal and multimedia experience.

II. Objectives

Students will...

...practice and become familiar with writing poetry in many forms.
...demonstrate knowledge of poetic devices by using them in their original poems.
...become more appreciative of poetry.
...improve their reading, spelling, vocabulary, and grammar skills.
...use computers and the Internet to learn about poetry.
...become more confident in group interactions.

III. Materials Needed

Computers with multimedia capability

Microphones, speakers

A hypermedia software program, such as HyperStudio (Rogers Wagner Publishing), Multimedia Studio (Davidson), or PowerPoint (Microsoft)

Internet access

Paper, pencil, scorecards, and markers

IV. Procedure

1. Defining poetry: Read several poems to the class and discuss the rhyming pattern. Ask students to describe poetry. Have students construct a definition of a poem. After reading a section of a prose-poem, (some lines from Whitman's "Song of Myself," a traditional rhyming poem), read a grocery list to the students (without informing students that it is a grocery list). Stir their imaginations and thinking skills with a discussion about authorial intent. Someone finding the grocery list on the street might decide it was a poem. Would or could it be one? Encourage students to examine the lyrics of a popular song, looking again at their definitions of poetry.

2. Cover poetry devices and forms: Direct students to Extra's Poetry page "Rules, Tools and Forms". Use this page to start a discussion on the definition of a poem.

3. Poetry writing (individual or group): It's now time for students to try their hands at a poem. Allow them to choose a theme such as love, pets, or friendship and challenge them to write at least three short poems on the same subject using three different forms. In some classrooms, students might feel more comfortable writing poems with other students. You might suggest this online rhyming dictionary as a resource: http://rhyme.lycos.com/.

4. Discuss interactive poetry: Show students several poems from the CD "New Kid on the Block." Break the class into groups, each of which will be expected to produce an interactive poem CD similar to Prelutsky's. Groups can be based on interest or students could place themselves in groups based upon friendships. Writing poetry can be a personal experience and being with close friends might make things easier.

5. Writing and producing poetry: Each person in the group should write an original poem in his or her favorite style to include in the presentation. Using the computer software, the students will be guided to produce their poetry.

6. Getting published: All students should be encouraged to submit their poems for publication on Extra's poetry page. Click on the pen icon above the words "submit your poem."

V. Classroom Assessment:

Although classroom assessment might differ in each classroom setting, the following should prove useful in grading the presentations:

Excellent: The interactive presentation is creatively designed with neat and readable text. Illustrations enhance the presentation. Information clearly represents students' knowledge of various poetry techniques and styles. The group presentation poetry entries have titles, authors, great graphics, and present information and illustrations in a neat, attractive, original, and creative way. Students worked in class staying on task, working quietly and independently, and following classroom directions.

Good: Presentation is attractive although could be improved with sizing text, properly chosen colors and styles, better graphics, or more appropriate wording or poetry. Information is well written and interesting although chosen poems could have been improved. The poems have titles, authors, good graphics, and clever and original ideas. Students worked by staying in the correct area and talking quietly.

Fair: Poetry interactive presentations are busy and/or boring. Text may be difficult to read. Illustrations could be neater. Some poetry is provided, but some may be lacking. Poetry chosen or written is weak or inappropriate. Students did not work well in class. They may have left area without permission or talked incessantly or loudly.

Poor: Presentation is incomplete, unattractive, or very inappropriately done for age. Poetry is poorly written and/or incomplete. No attempt was made to follow directions. Students worked out of area, did not follow classroom directions, and/or were disruptive in class.

V. Extensions and Adaptations

Students could make different types of poetry presentations. One group could create an interactive lyrical presentation (using musical lyrics), one group might create an interactive presentation based on a group interest such as sports, another group might use the style of a particular author (like cummings), still another group might group poems together under a general theme (family, school, hobbies, politics).

Upon completion of this poetry study, students can survey others in the school about their definition of poetry. Students could survey teachers, students, or community members. Students would then use the feedback to come up with a class definition of poetry.

Students can begin to keep their poetry collections in a notebook or booklet.

This project could easily be adapted for younger students by concentrating on only one device or on a few select poetry forms and/or scaling down the size of the project.

Students could take their original poetry and create crafts (greeting cards, candy bar wrappers, stickers, or design flyers to place around the school).

VII. Relevant National Standards

From McREL

Language Arts

Demonstrates competence in general writing skills and strategies.

Gathers and uses information for research.

Demonstrates competence in general reading skills and strategies.

Demonstrates competence in the general skills and strategies for reading a variety of literary and informational texts.

Demonstrates competence in speaking and listening.

Uses grammatical and mechanical conventions correctly in written compositions.

Technology

Knows the characteristics and uses of computer software programs including the Internet.