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Personalized Poetry Portfolio

Subject Area: Language Arts

Grade Level(s): 8

Duration of Activity: Five, 50-minute class periods

Description of Activity:

The students will create their own poetry portfolio containing poems that relate to the students' lives and families. The portfolio will consist of the following types of poems: acrostic, diamante`, haiku, cinquain, and free verse as well as other poems that will follow a certain format including "Who, What, When, Where" and "Fortunately, Unfortunately." The students' main goal will be to create poetry and images that fit their personalities and lifestyles.

Objectives:

  • The students will know and recognize the characteristics of poetry as a literary genre.
  • The students will define and identify types of figurative language including simile, metaphor, personification, hyperbole, and onomatopoeia.
  • The students will search the World Wide Web and find examples of the various forms of poetry to guide them in creating their original poems.
  • The students will establish a clear sense of the beginning, middle, and end in a piece of writing.
  • The students will follow sequential directions in formatting poems that are based on their personalities and lifestyles.
  • The students will use correct spelling.
  • The students will define and use first person and third person point of view in a piece of writing.

Materials/Equipment:

  • Computers with Internet access
  • Microsoft Word or other word-processing software
  • Pen or pencil
  • Large-screen monitor or projection device
  • Digital camera
  • Scanner
  • Floppy disks
  • Printer
  • Handout 1: Figurative Language Review
  • Handout 2: Summary of Poetry Contents and Examples
  • Handout 3: Project Outline
  • Handout 4: Scanning an Object
  • Handout 5: Using a Digital Camera
  • Handout 6: Copying and Pasting Text and Graphics
  • Handout 7: How to Save to and Retrieve Files from a Floppy Disk
  • Handout 8: Assessment Rubric for Poetry Portfolio

Prerequisites (skills or background needed):

  • Knowledge of figurative language
  • Basic Computer and Internet skills

Procedure

Teacher Component: The teacher will

  1. engage students in a review of several types of figurative language using Handout 1: Figurative Language Review. This handout gives a brief and concise explanation of different types of figurative language along with an exercise for each type.
  2. distribute Handout 2: Summary of Poetry Contents and Examples. This handout will allow students to view the different types of poems that their portfolio must consist of as well as a brief explanation of each poem and a teacher-created example.
  3. explain the layout of the portfolio and how it should be arranged by allowing students to view Handout 3: Project Outline. This handout will explain to students the order in which all items are to be listed, how to set up the title page, and what pictures or graphics will be used on each page.
  4. allow students to view the following Web sites:

    Kids Web Japan
    http://www.jinjapan.org/kidsweb/index.html

    Kidspub
    http://www.kidpub.org/kidpub/

    How to Write Funny Poetry
    http://www.nesbitt.com/poetry/howto.html

    Bartleby.com—Great Books Online
    http://www.bartleby.com/verse/

    The Academy of American Poets
    http://www.poets.org

  5. allow students time to brainstorm ideas related to their personalities and lifestyles that they would like to capture in each type of poem.
  6. prepare students to begin writing their poems while using the models provided for them in Handout 2: Summary of Poetry Contents and Examples.
  7. distribute and discuss the following handouts to provide students with step-by-step instructions to perform the skills needed to complete this project:

    Handout 4: Scanning an Object

    Handout 5: Using a Digital Camera

    Handout 6: Copying and Pasting Text and Graphics

    Handout 7: How to Save to and Retrieve Files from a Floppy Disk

  8. distribute Handout 8: Assessment Rubric for Poetry Portfolio and Handout 9: Student Checklist to ensure that students are aware of what is expected in their portfolios.
  9. allow students to begin typing the contents of the poems using Microsoft Word or other appropriate word-processing software.
  10. allow students time to begin saving their work to floppy disks.
  11. remind students to begin inserting clip art objects or pictures into the documents after the poems are completed.
  12. remind students to periodically save their work to ensure that no information is lost in the process of preparing their portfolios.
  13. instruct students to retrieve information saved onto the floppy disks and allow the students to print their work.
  14. instruct students to gather their materials and place them in the proper order according to Handout 3: Project Outline.
  15. assess students' portfolios using Handout 8: Assessment Rubric for Poetry Portfolio.

Student Activities: The student will

  1. participate in a warm-up review and exercise that will help them understand the concept of figurative language using Handout 1: Figurative Language Review.
  2. view Handout 2: Summary of Poetry Contents and Examples in order to understand clearly what each poem's focus is and how each poem is to be formatted. Through this discussion, students will be able to understand how each poem should look.
  3. read Handout 3: Project Outline to view the order of the portfolio and all items that should be present in the completed portfolio.
  4. log onto the World Wide Web and visit the following sites:

    Kids Web Japan
    http://www.jinjapan.org/kidsweb/index.html

    Kidspub
    http://www.kidpub.org/kidpub/

    How to Write Funny Poetry
    http://www.nesbitt.com/poetry/howto.html

    Bartleby.com—Great Books Online
    http://www.bartleby.com/verse/

    The Academy of American Poets
    http://www.poets.org

    These sites will allow students to view poets' writings. It will also give them an opportunity to view the physical format of certain poems such as haiku, cinquain, and diamante.

  5. brainstorm ideas to present in their portfolios on the different types of poems. Students will write freely without thinking about errors and collect thoughts on how they can give their particular piece of writing vivid details and concreteness.
  6. create a collection of poems on paper before they begin to use the word processor. This approach will enable them to make the necessary adjustments and allow them time to have other students critique their work.
  7. Review the following handouts that provide step-by-step instructions to perform the skills needed to complete this project:

    Handout 4: Scanning an Object

    Handout 5: Using a Digital Camera

    Handout 6: Copying and Pasting Text and Graphics

    Handout 7: How to Save to and Retrieve Files from a Floppy Disk

  8. discuss Handout 8: Assessment Rubric for Poetry Portfolio to receive a deeper understanding of what is expected in their portfolios. These handouts can be used as a guide for students when placing their materials in the proper order.
  9. begin typing their previously drafted poems by using Microsoft Word or any word-processing program to complete each poem.
  10. save their work every four or five minutes. (Teachers may want to instruct their students to press Ctrl + S every time he/she says, "Save.")
  11. search for appropriate clip art objects to use with the poems.
  12. print their formatted files when they have completed the assignment.
  13. place the contents of their portfolios in the proper order according to Handout 3: Portfolio Outline.

Accommodations:

  • Have students write their ideas as a homework assignment so class time can be reserved for agreeing, compiling and working with the ideas.
  • Pair students according to their writing, thinking, and creative abilities to peer coach each other during the planning process.

Extension Activities:

  • Students could research poets whose work they particularly like using text resources and the World Wide Web and create presentations about the poets and their work.
  • Students could select the best original poem from each class member's portfolio and compile them into a classroom booklet using word-processing or desktop publishing software.
  • Students could exchange original poems with another class in another town or state through e-mail, or collaborate on writing a joint poem by composing alternate verses.

Integration:

  • Reading
  • Technology

Assessments:

  1. Assessment of the Personalized Poetry Portfolio based on the requirements established in Handout 8: Assessment Rubric for Portfolio

URLs:

Curriculum Frameworks

Mississippi:

Eighth Grade

  1. Communicate for a variety of purposes through different forms of writing using processes of reading, writing, listening, and viewing for an expanding audience. (R, W, L, V)

    1. Write with increasing complexity in various forms such as poetry, anecdotes, fables, tall tales, myths, skits, plays, stories, etc.
  2. Complete projects and tasks in an organized and coherent manner. (R, W, S, L, V)

    1. Use reading as a source of ideas and information for a project or task.
    2. Follow logical sequence/multi-step directions to complete a product.
    3. Demonstrate increased proficiency, complexity, and independence in completing a product.
  3. Read, listen to, and view multimedia sources to select and use information.

    1. Compose a variety of oral, visual, and written presentations from information gathered through multimedia sources.
  4. Discover the history and inherent beauty of cultural expression in language and literature. (R, W, S, L, V)

    1. Recognize the interrelatedness of language, literature, and culture.
  5. Demonstrate continuous progress toward control of penmanship, grammar, mechanics, sentence structure, and usage of Standard English in the context of writing and speaking. (R, W, S, L, V)

    1. Demonstrate knowledge of grammar and usage, including, but not limited to, verb forms, verbals, modifiers, pronoun-antecedent agreement, compound-complex sentences, punctuation, and capitalization.
    2. Interact competently using Standard English skills when writing and speaking in a variety of situations.
    3. Apply correct grammar skills in speaking, writing, and reading.
    4. Apply correct usage in speaking, writing, and editing/proofreading.

National Educational Technology Standards (NETS):

  1. Apply productivity/multimedia tools and peripherals to support personal productivity, group collaboration, and learning throughout the curriculum. (3, 6)
  2. Select and use appropriate tools and technology resources to accomplish a variety of tasks and solve problems. (5, 6)

TerraNova:

01 Oral Comprehension (Level 10, 11)
Demonstrate both literal and interpretive understanding of passages that are read aloud.

Use writing or other means to respond to literal and interpretive questions about passages that are read aloud.

02 Basic Understanding L (Level 10-21/22)
Demonstrate understanding of the literal meaning of a passage through identifying stated information, indicating sequence of events, and defining grade-level vocabulary.

Write responses to questions requiring literal information from passages and documents.

05 Identify Reading Strategies (Level 11-21/22)
Demonstrate awareness of techniques that enhance comprehension, such as using existing knowledge, summarizing content, comparing information across texts, using graphics and text structure, and formulating questions that deepen understanding.

Write responses that interpret and extend the use of information from documents and forms, and that demonstrate knowledge and use of strategies.

06 Introduction to Print (Level 10-12)
Demonstrate knowledge of sound/symbol and structural relationships in letters, words, and signs.

Write responses that show knowledge of letters and words.

07 Sentence Structure (Level 11-21/22)
Demonstrate an understanding of conventions for writing complete and effective sentences, including treatment of subject and verb, punctuation, and capitalization.

Demonstrate an understanding of conciseness and clarity of meaning in combining two sentences.

08 Writing Strategies (Level 11-21/22)
Demonstrate knowledge of information sources, outlines, and other pre-writing techniques.

Demonstrate an understanding of the use of topic sentences, concluding sentences, connective and transitional words and phrases, supporting statements, sequencing ideas, and relevant information in writing expository prose.

09 Editing Skills (Level 11-21/22)
Identify the appropriate use of capitalization, punctuation, nouns, pronouns, verbs, adjectives, and adverbs in existing text.

Demonstrate knowledge of writing conventions and sentence structure through identifying and connecting errors in existing text and in text written by the student.

Link and Feedback to Author(s):

Shiquita Williams-Sutton, Chambers Middle School, Arcola, MS
swilliamssutton@yahoo.com

Handout 1: Figurative Language Review Word Acrobat
Handout 2: Summary of Poetry Contents and Examples Word Acrobat
Handout 3: Personalized Poetry Outline Word Acrobat
Handout 4: How to Use a Scanner Word Acrobat
Handout 5: Taking Pictures with a Sony Mavica Digital Camera Word Acrobat
Handout 6: Copying and Pasting Text and Graphics Word Acrobat
Handout 7: How to Save to and Retrieve Files from a Floppy Disk Word Acrobat
Handout 8: Assessment Rubric for the Personalized Poetry Portfolio Word Acrobat
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