Our Solor System

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Author(s):


Donna Miller & Lindsey Candler

Grade Level:

Third grade
Timeframe:
Class periods?
Number of hours? Minutes?
Students will spend 3 weeks completing this project. Students will spend every other day working on this project as well. Students will spend about two hours a week working on this project; will have more time at the end of each day to work on this another work if needed. Students will spend a total of 18 hours completing this project. Students will only work on this in class. This project will not have the student work at home unless the student wants to do so.
Lesson Description or Explanation

Solar System
Students will be learning about the solar system. Students’ well be researching, documenting, and creating an Internet based project over the solar system. Students’ will research and watch videos on websites like NASA online and National Geographic. Students’ will then choose to focus on one particular aspect of our solar system, such as planets, stars, comets, asteroids, and moons. Students’ will then be grouped with other students focusing on the same thing. These students will then put their information together and create a webpage over their topic. Students’ will share their webpage with the class and it will be open for community access.

Indiana Curricular Standards


Within each of the subject matters we will be covering these standards:
Writing:
Decoding and Word Recognition
3.1.2 Read words with several syllables.
3.1.3 Read aloud grade-level-appropriate literary and informational texts fluently and accurately and with appropriate timing, change in voice, and expression.
Vocabulary and Concept Development
3.1.5 Demonstrate knowledge of grade-level-appropriate words to speak specifically about different issues.
3.1.6 Use sentence and word context to find the meaning of unknown words.
3.1.7 Use a dictionary to learn the meaning and pronunciation of unknown words.
Structural Features of Informational and Technical Materials
3.2.1 Use titles, tables of contents, chapter headings, a glossary, or an index to locate information in text.
3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, categorical).
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text. Example: When reading informational materials about science topics or social science subjects, compare what is read to background knowledge about the subject.
3.2.3 Show understanding by identifying answers in the text. Example: After generating a question about information in a text, skim and scan the remaining text to find the answer to the question.
3.2.4 Recall major points in the text and make and revise predictions about what is read. Example: Listen and view Steve Jenkins’ book Actual Size; discuss his examples representing the physical dimensions of various animals and their habitats. Also discuss the artistic methods Jenkins used to represent the animals.
3.2.5 Distinguish the main idea and supporting details in expository (informational) text. Example: Read an informational text, such as Volcano: The Eruption and Healing of Mount St. Helen’s by Patricia Lauber, and make a chart listing the main ideas from the text and the details that support them.
3.2.6 Locate appropriate and significant information from the text, including problems and solutions.Example: Identify the problem faced by a character in a book, such as A Gift for Tia Rosa by Karen T. Taha, and explain how the character solved his or her problem. Identify how problems can form the motivations for new discoveries or inventions by reading informational texts about famous inventors, scientists, or explorers, such as Thomas Edison or Jonas Salk.
3.2.7 Follow simple multiple-step written instructions.
3.2.8 Distinguish between cause and effect and between fact and opinion in informational text.
Organization and Focus
3.4.1 Find ideas for writing stories and descriptions in conversations with others; in books, magazines, or school textbooks; or on the Internet.
3.4.2 Discuss ideas for writing, use diagrams and charts to develop ideas, and make a list or notebook of ideas.
3.4.3 Create single paragraphs with topic sentences and simple supporting facts and details.
3.4.9 Organize related ideas together within a paragraph to maintain a consistent focus.
Research Process and Technology
3.4.4 Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources).
3.4.5 Use a computer to draft, revise, and publish writing.
Evaluation and Revision
3.4.6 Review, evaluate, and revise writing for meaning and clarity.
3.4.7 Proofread one’s own writing, as well as that of others, using an editing checklist or list of rules.
3.4.8 Revise writing for others to read, improving the focus and progression of ideas.
In addition to producing the different writing forms introduced in earlier grades, Grade 3 students use the writing strategies outlined in Standard 4 — Writing Processes and Features to:
3.5.1 Write narratives that:
· provide a context within which an action takes place.
· include details to develop the plot.
Example: Write a story based on an article in a magazine, such as Cricket or Stone Soup, about what life was like 100 years ago.
3.5.2 Write descriptive pieces about people, places, things, or experiences that:
· develop a unified main idea.
· use details to support the main idea.
Example: Write a description for how to make a model boat. Include clear enough directions so that a classmate can make the model. Write a description of a favorite place using clear details so that the reader can picture the place and understand why it is a favorite place.
3.5.4 Use varied word choices to make writing interesting.Example: Write stories using varied words, such as cried, yelled, or whispered instead of said.
3.5.5 Write for different purposes and to a specific audience or person.Example: Write an article about the library at your school. Include a list of ways that students use the library.
Research Application
3.5.8 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
· uses a variety of sources (books, technology, pictures, charts, tables of contents, diagrams) and documents sources (titles and authors).
· organizes information by categorizing it into more than one category (such as living and nonliving, hot and cold) or includes information gained through observation.
Example: After making observations and completing research at the library, write a report that describes things found in nature and things that are found outside of nature.
Handwriting
3.6.1 Write legibly in cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper.
Sentence Structure
3.6.2 Write correctly complete sentences of statement, command, question, or exclamation, with final punctuation.
· Declarative: This tastes very good.
· Imperative: Please take your seats.
· Interrogative: Are we there yet?
· Exclamatory: It’s a home run!
Grammar
3.6.3 Identify and use subjects and verbs that are in agreement (we are instead of we is).
3.6.4 Identify and use past (he danced), present (he dances), and future (he will dance) verb tenses properly in writing.
3.6.5 Identify and correctly use pronouns (it, him, her), adjectives (brown eyes, two younger sisters), compound nouns (summertime, snowflakes), and articles (a, an, the) in writing.
Punctuation
3.6.6 Use commas in dates (August 15, 2001), locations (Fort Wayne, Indiana), and addresses (431 Coral Way, Miami, FL), and for items in a series (football, basketball, soccer, and tennis).
Capitalization
3.6.7 Capitalize correctly geographical names, holidays, historical periods, and special events (We always celebrate the Fourth of July by gathering at Mounds State Park in Anderson, Indiana.)
Spelling
3.6.8 Spell correctly one-syllable words that have blends (walk, play, blend), contractions (isn’t, can’t), compounds, common spelling patterns (qu-; changing win to winning; changing the ending of a word from -y to -ies to make a plural, such as cherry/cherries), and common homophones (words that sound the same but have different spellings, such as hair/hare).
3.6.9 Arrange words in alphabetical order. Example: Given a list of words, such as apple, grapefruit, cherry, banana, pineapple, and peach, put them into correct alphabetical order: apple, banana, cherry, grapefruit, peach, and pineapple.
Comprehension
3.7.1 Retell, paraphrase, and explain what a speaker has said.
3.7.3 Answer questions completely and appropriately.
3.7.15 Follow three- and four-step oral directions.

Math
Students understand the relationships among numbers, quantities, and place value in whole numbers* up to 1,000. They understand the relationship among whole numbers, simple fractions, and decimals.
3.1.1 Count, read, and write whole numbers up to 1,000.Example: Write 349 for the number “three hundred forty-nine.”
3.1.6 Round numbers less than 1,000 to the nearest ten and the nearest hundred.Example: Round 548 to the nearest ten.
Students solve problems involving addition and subtraction of whole numbers. They model and solve simple problems involving multiplication and division.
3.2.1 Add and subtract whole numbers up to 1,000 with or without regrouping, using relevant properties of the number system.Example: 854 – 427 = ?. Explain your method.
3.2.2 Represent the concept of multiplication as repeated addition.Example: Lynn made 3 baskets each week for 4 weeks. Draw a picture to show how many baskets she made.
3.2.8 Use mental arithmetic to add or subtract with numbers less than 100.Example: Subtract 35 from 86 without using pencil and paper.
Students select appropriate symbols, operations, and properties to represent, describe, simplify, and solve simple number and functional relationships.
3.3.1 Represent relationships of quantities in the form of a numeric expression or equation.Example: Bill’s mother gave him money to buy three drinks that cost 45 cents each at the concession stand. When he returned to the bleachers, he gave 25 cents change to his mother.Write an equation to find the amount of money Bill’s mother originally gave him.
3.3.2 Solve problems involving numeric equations.Example: Use your equation from the last example to find the amount of money that Bill’s mother gave him, and justify your answer.
Students choose and use appropriate units and measurement tools for length, capacity, weight, temperature, time, and money.
3.5.1 Measure line segments to the nearest half-inch. Example: Measure the length of a side of a triangle.
3.5.2 Add units of length that may require regrouping of inches to feet or centimeters to meters.Example: Add the lengths of three sheets of paper. Give your answer in feet and inches.
3.5.7 Estimate and measure weight using pounds and kilograms. Example: Estimate the weight of your book bag in pounds.
3.5.8 Compare temperatures in Celsius and Fahrenheit. Example: Measure the room temperature using a thermometer that has both Celsius and Fahrenheit units. If the temperature in the room measures 70ºF, will the Celsius measurement be higher or lower?
3.5.9 Tell time to the nearest minute and find how much time has elapsed. Example: You start a project at 9:10 a.m. and finish the project at 9:42 a.m. How much time has passed?
3.5.12 Carry out simple unit conversions within a measurement system (e.g., centimeters to meters, hours to minutes).Example: How many minutes are in 3 hours?
Students make decisions about how to approach problems and communicate their ideas.
3.6.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.Example: Solve the problem: “Start with any number. If it is even, halve it. If it is odd, add 1. Do the same with the result and keep doing that. Find what happens by trying different numbers.”Try two or three numbers and look for patterns.
3.6.2 Decide when and how to break a problem into simpler parts.Example: In the first example, find what happens to all the numbers up to 10.
Students use strategies, skills, and concepts in finding and communicating solutions to problems.
3.6.3 Apply strategies and results from simpler problems to solve more complex problems.Example: In the first example, use your results for the numbers up to 10 to find what happens to all the numbers up to 20.
3.6.4 Express solutions clearly and logically by using the appropriate mathematical terms and notation. Support solutions with evidence in both verbal and symbolic work.Example: In the first example, explain what happens to all the numbers that you tried.
3.6.5 Recognize the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.Example: Measure the length and width of a room to the nearest meter to find how many student desks will fit in it. Would this be an accurate enough method if you were carpeting the room?
3.6.6 Know and use strategies for estimating results of whole-number addition and subtraction.Example: You buy 2 bags of candy for $1.05 each. The cashier tells you that will be $1.70. Does that surprise you? Why or why not?
3.6.7 Make precise calculations and check the validity of the results in the context of the problem.Example: In the first example, notice that the result of adding 1 to an odd number is always even. Use this to check your calculations.
Students determine when a solution is complete and reasonable and move beyond a particular problem by generalizing to other situations.
3.6.8 Decide whether a solution is reasonable in the context of the original situation.Example: In the example about fitting desks into a room, would an answer of 1,000 surprise you?
3.6.9 Note the method of finding the solution and show a conceptual understanding of the method by solving similar problems.Example: Change the first example so that you multiply odd numbers by 2 or 3 or 4 or 5, before adding 1. Describe the pattern you see.

Science
Scientific Inquiry
3.1.3 Keep and report records of investigations and observations* using tools, such as journals, charts, graphs, and computers.
3.1.4 Discuss the results of investigations and consider the explanations of others.

* observation: gaining information through the use of one or more of the senses, such as sight, smell, etc.

The Scientific Enterprise
3.1.5 Demonstrate the ability to work cooperatively while respecting the ideas of others and communicating one’s own conclusions about findings.
Technology and Science
3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live.
3.1.7 Recognize that and explain how an invention can be used in different ways, such as a radio being used to get information and for entertainment.
Computation and Estimation
3.2.1 Add and subtract whole numbers* mentally, on paper, and with a calculator.

* whole number: 0, 1, 2, 3, etc.
3.2.4 Appropriately use simple tools, such as clamps, rulers, scissors, hand lenses, and other technology, such as calculators and computers, to help solve problems.
Communication Skills
3.2.6 Make sketches and write descriptions to aid in explaining procedures or ideas.
Critical Response Skills
3.2.7 Ask “How do you know?” in appropriate situations and attempt reasonable answers when others ask the same question.
Students observe changes of Earth and the sky. They continue to explore the concepts of energy* and motion*.
The Universe
3.3.1 Observe and describe the apparent motion of the sun and moon over a time span of one day.
3.3.2 Observe and describe that there are more stars in the sky than anyone can easily count, but they are not scattered evenly.
3.3.3 Observe and describe that the sun can be seen only in the daytime.
3.3.4 Observe and describe that the moon looks a little different every day, but looks the same again about every four weeks.

* energy: what is needed to make things move
* motion: the change in position of an object in a certain amount of time

Matter* and Energy
3.3.8 Investigate and describe how moving air and water can be used to run machines like windmills and waterwheels.

* matter: anything that has mass* and takes up space
* mass: a measure of how much matter is in an object

Numbers
3.5.1 Select and use appropriate measuring units, such as centimeters (cm) and meters (m), grams (g) and kilograms (kg), and degrees Celsius (°C).
3.5.2 Observe that and describe how some measurements are likely to be slightly different, even if what is being measured stays the same.
Reasoning and Uncertainty
3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.
Models and Scale
3.6.3 Explain how a model of something is different from the real thing but can be used to learn something about the real thing.


ISTE Standards

Standard 2: Students practice responsible use of technology systems, information, and software.Standard 3: Students use technology tools to enhance learning, increase productivity, and promote creativity.
Assessments
Formative/Summative

Formative Assessment: As students are researching and watching videos, they will be documenting their understandings in a journal or log notebook. This will be picked up weekly to check for student effort and understanding. Students will be observed over the course of this project to see how they interact with other students, and how responsible they are with the technology. For this part of the project students will be graded on effort and completion.

Summative Assessment: The webpage that the students create will provide assessment. The word choice, depth of information, vocabulary, organization and artwork will be the basis for the assessment. Students’ will be presenting these webpage’s to the rest of the class and sharing all of the information they learned. There will also be writing prompt that all of the students will be doing. This writing prompt will ask the students to write a paragraph over new ideas the learned about the solar system from other student’s web pages.

Prior Knowledge

Curricular Knowledge or Skills: Will be going to the library to search for different books over the solar system. Students will know the difference between non-fiction and fiction books from their previous years in school. Students will document some of the research they find in these books, or will just read them to gain a better understanding of our solar system.
Technology Knowledge: In previous classes, students will be introduced to creating webpage’s and the type of information that they include. For example, we will be working with the computer teacher to show the students how to create a webpage, and then the students’ will create their own page. We will also be discussing in class what are facts and what are opinions, and their differences when conducting research. We have spent time focusing on what facts are the most important to include in research and webpage’s. Student’s will be exposed to Microsoft Word by typing and publishing from previous years.


Technology


Internet Resources: (please list URLs) www.nasa.gov, www.nationalgeographic.com/solarsystem, www.kidsastronomy.com

Hardware: Laptop computers, or the computer lab both must have internet access

Software: Microsoft Word

Procedure

Day 1:
Students are brought together for circle time. During this time the teacher will read “The Magic School Bus Lost in the Solar System”. During the story the teacher will point out different things that are happening or going on in space that students may be interested in. Students will then be asked to talk about what they know about space, so that the teacher can assess their prior knowledge.
Teacher will create a KWL chart to find students knowledge and what they what to learn about space. This will provide information to the teacher in what the students know, and what they want to learn more about. From this information the teacher will be able to create centers for the following day that will relate more to the student’s interest.

Day 2:
Four stations will be set up for students to visit. One station will focus on planets, one on stars, one over moons, and the last on comets and asteroids. This will give the students the opportunity to explore different aspects of space. Students should begin thinking about what piece of the solar system they want to focus on. Students will be given a folder that has notebook paper in it for them to take notes on to help them decide what they would like to learn more on. When students are visiting the center the teacher will be walking around to each on making sure students are explore in an engaging manor. This will also give the teacher time to see what the students are finding interesting for their learning. It will also give time for the teacher to work with small groups.

Day 3:
Research day. Students will be put into groups based on interest. Students who are ESL and special needs will be included in what group they would like to be in, but will also be paired with students that can help support their needs. Each group will start to research their topic and take notes on what they find to be important. There will be a list of questions for each group for the students to make sure they present in their project. This will allow for some guideless when researching their topic. Also student will be able to add any interesting facts they find or other information the questions left out.

Day 4:Planning the outline of the web page. Students will be working on what they want their web page to look like, and what information they are going to cover. Students are also going to address who is in charge of what, and how their project is going to be demonstrated. Students will do this part of the activity within 15 minutes of being grouped. Once they have chosen who will do what they will start completing their part of the project and putting it together on the webpage. Students will have access to more then one computer per group. This will allow for more information to be put into the webpage in a timely manor.

Day 5:
Creating web page Students will work together to figure out what is going to go into each part of the webpage while creating the webpage. Students will also work together based on the chose they made from the day before on what part they will be doing.

Day 6:
Presentations. Students will be asked to write a paragraph stating new facts they learned over the solar system from other students.
Differentiated Instruction

ESL
Students that are ELL learners will be able to access the websites the same as all of the other students. If the student can not speak any English, student will be paired with other students for help. The research can be translated so they have the opportunity to read the same material as everyone else. Students may be responsible for some of the graphics, and will not have to focus on written language. Student will be graded on ability.

Challenge/Extend

If students finish early, they will be given a chose of the following projects:
~Creating a physical model of the topic being discussed in their group.
~Student can write a fictional story about their topic.
~Student can write a factual document about their topic.

Special Needs

Students that have a hearing disability would not struggle with this project. The students in their group would know how to communicate with them, because of the community in the classroom.

Students that are blind will be able to use research material that is written Brail. Students will be able to access JAWS programs when accessing internet sites. Students can verbalize their information to other students and they can do the writing for them.

Students with a mild disability will be placed in a group were other students will support them. Students will be expected to participate with group activities but will be assessed more on their ability to socially work with others in the group,

Poetry Project

Poetry Project

Author(s):
Tiffany Crabtree and Melissa Maxwell
(resource of Jody Platt, 5th grade teacher at Towne Meadow Elementary School)

Grade Level:
4th grade

Timeframe:
Students will be given 2 weeks or 10 class days to complete this assignment. Each day, students will have about 50 minutes to read, create, and complete this assignment. This project is to be completed within class and will not require students to complete as homework. Overall, students will be given about 8 hours of class time during these 2 weeks.

Lesson Description or Explanation
Poetry Project: Students will be given the opportunity to read, document, and create poetry from various poets. Students will be given a poetry packet that they will reference to and document the poems that they read throughout the 2 weeks. They will be exposed to various types and genres of poems by teacher instruction and through their own exploration of books provided to them. These books will contain forms of poetry and will be provided by either the school library and/or the teacher’s collection. After reading and documenting at least 20 poems, students will be asked to pick their 5 favorite poems, type responses about these poems, and write their own poems in different styles. They will be asked to write 3 poems in their choice of poem type. This work will be asked to be neatly presented in a PowerPoint presentation. The presentation will allow for other students to view other poems and their classmate’s poems that they created.

Indiana Curricular Standards
Standard 4.5.2: Write responses that: demonstrate an understanding of a literary work and support judgments through references to both the text and prior knowledge.

Standard 4.7.14: Recite brief poems (two or three stanzas long), soliloquies (sections of plays in which characters speak out loud to themselves), or dramatic dialogues, clearly stating words and using appropriate timing, volume, and phrasing.

ISTE Standards
Standard 2: Students practice responsible use of technology systems, information, and software.
Standard 3: Students use technology tools to enhance learning, increase productivity, and promote creativity.

Assessments
Formative/Summative
Poetry Project:
Formative assessment: The poetry packet will provide the students a way to document the poems they read along with the information of where they read this poem (the book, author, page number, etc.) Students will be observed during the 2 weeks in how they interact with the other students and how they conduct themselves when using books, resources, and technology devices in the classroom. In a sense, the poetry packet that the students complete will be a journal that they use and an observation tool for the teacher to view that the students complete. This will primarily be a completion grade.

Summative assessment: The PowerPoint projects will provide assessment of documented poems that are the student’s favorite, their responses to those poems, their vocabulary and word choice in the poems they create themselves, and the overall organization and appearance of PowerPoint. Students will be encouraged to use pictures and fonts that reflect their individual preferences. Furthermore, students will present their PowerPoint presentations to the class, in which the teacher will be able to view all of the requirements and the students’ creativity. Please see the below rubric.

Prior Knowledge
Curricular Knowledge or Skills:
In previous classes, students will be introduced to the concepts of poems. For instance, we will discuss what similes and metaphors are. Descriptive language and the use of voice in their writing will continually be encouraged. In relation, previous works of writing can be the form of pre-assessment to determine the student’s ability to use voice and descriptive language that relate to poetry such as similes and metaphors. We will read poems aloud and in small groups, discussing our responses and examining what the meaning of the poem is.

The class library will have books containing poems and allow students to read many forms of poetry. At the end of each day, the teacher usually reads aloud before students get on the bus; to allow for exposure to poetry, the teacher will read books that contain poems or instead of reading a book, various poems can be read.

Technology Knowledge:
Before this project, students will have many opportunities to use computers in the computer lab or use lab top computers.

Students will be exposed to Microsoft Word by typing and publishing in their previous works of writing throughout the school year.

In regards to the Microsoft PowerPoint program, students should be familiar with creating slideshows due to previous activities with this program. In the beginning of the school year and throughout, students will have an opportunity each week to work at a computer creating their own class picture album in the form of a PowerPoint slideshow. The teacher will use a digital camera throughout the week and capture images of students working in class, completing various activities, and engaging in fun moments at school with teachers and other classmates. After the teacher has captured the images, he/she will upload those images to a class folder and save those images to allow all students to access these pictures. Also, students will be encouraged to add captions to these photos. In addition, scheduled weekly sessions in the computer lab would be ideal because it would give students more knowledge of this application. Ideally, the teacher will be able to explain the Microsoft PowerPoint program and be present during each computer lab session to answer questions while students learn and explore when creating their slideshow.

Technology
Internet Resources: The Giggle Poetry website- http://www.gigglepoetry.com/
This website is primarily for children who are interested in reading different types of poems, especially funny poems.

Hardware: Laptop computers for students to use or computer lab

Software: Microsoft PowerPoint, Microsoft Word

Procedure
Prior to this unit, students will have the opportunity to review editing, revising, and the other writing steps during centers that will assist them in their process of creating poems. Students will give examples of various poem types to read and the opportunity to practice writing poems.

Day One:
Students will gather in a community circle, where prior knowledge of poetry and poems will be documented on a KWL chart.
The teacher will read, Oh! The Places You’ll Go (1990) by Dr. Seuss.
After reading the book aloud, the class will discuss the traits of poems. Connections to the read aloud book can help facilitate discussion.
The teacher will distribute poetry packet and briefly explain the contents and answer any initial questions.

Day Two:
Students will gather in community circle with poetry packets. Teacher and students will discuss the process of choosing books to read and then, documenting poems of their choice (author, title of poem, book, page number, personal rating of poem). Also, the topic of how to document the 20 poems they read and how a community of students interacts when reading (quiet voices, being considerate of others when choosing books, sharing, and showing positive attitudes towards each other and the resources).
Students will have time to choose, read, and document poems. For much of this project, students will be encouraged to work independently but also ask questions.

Day Three:
Students will have time to choose, read, and document poems. Today, the goal is to document 10 or more poems.

Day Four:
Students will have time to choose, read, and document poems. Today, the goal today is to document the 5 remaining poems; students should have all 20 poems documented by the end of class. Also, computer laptops will be available for students to use to research poems online with the provided website. If all 20 poems are documented, students can begin typing responses and planning PowerPoint presentation.

Day Five:
Students will be given time to review their poetry packet that contains their 20 poems and choose their 5 favorite poems. They should use their rating of each poem to assist them in their selection.
In community circle, the teacher will explain that responses can be in forms of explaining the author’s message in your own words, make a connection, write a question, share emotions that you felt while reading the poem, etc. Students will be encouraged to communicate other responses and ask questions during class discussion. Their responses do not have a required length but will be encouraged to be about a paragraph.
After community circle, students will be given computer laptops or be taken to the computer lab where they will type their responses to their 5 favorite poems.
These responses will be saved in a Microsoft Word document and then, can be transferred to their PowerPoint slideshow.

Day Six (First day of the Second Week):
In community circle, the teacher will refer to the remaining pages in their poetry packet to explain the different forms of poems and give examples. Students will have an opportunity to view these examples in their packets and ask questions.
Students will be given the remainder of class time to write their own poems. They need to write at least 3 poems; the can choose which forms they prefer. Their poems can be written on pieces of paper and then typed onto a slide in their slideshow.

Day Seven:
In community circle, the teacher will have a lap top and explain how the students can COPY AND PASTE their responses from a Microsoft Word document to a slide in their PowerPoint presentations. The teacher will explain that their slideshows should contain their 5 responses and their 3 poems that they created. If they would like, they may add more slides.
Students will be given time to complete their responses and begin planning their PowerPoint presentation slideshow.
The teacher will circulate around the classroom assisting students who are working with laptops and need help with developing their presentations.
Students will also have the opportunity to finish writing their own poems.

Day Eight:
In community circle, the teacher will clarify the expectations for their PowerPoint slideshows. Students will have an opportunity to view the rubric for their slideshow- Please see below. Students should create a slideshow with the following:
First slide: name, date, and creativity that reflects the student
Second slide- Sixth slide: their 5 responses (COPY AND PASTE)
Seventh slide- Ninth slide: the 3 poems they created
Any additional slides
The remainder of class time will be filled with editing, writing, and organizing their poetry project.

Day Nine:
Today’s agenda will allow students to have almost a complete hour of finishing their poetry projects; more editing, writing, and organizing.

Day Ten:
Today is the presentation day. Their presentations will be encouraged to be about 2 to 3 minutes in length to allow for other classmates to present as well.
The teacher will ask for volunteers to present first; then, she will draw names to choose students to present.

Differentiated Instruction
ESL
For ESL students, poetry packets will be provided in Spanish. Information and expectations of the poetry project will be presented in many forms including the use of previous examples of students’ work, the organizer in the poetry packet for documentation, and many illustrations for students to visually understand. Any books that contain poems written in Spanish or a poet of Spanish decent will also be provided.

Teachers will be able to use the following website as a tool to translate the poetry packet and any directions: http://translation2.paralink.com/

Challenge/Extend
For those students who are completing the project quickly, they will be encouraged to complete an additional aspect of the project.

First, they will have the choice to read more poems and explore books.

The additional aspect of this project will allow students to analyze the poems they have read and to compare/ contrast certain poems and poets. Students will be encouraged to develop a chart that compare/contrast 2 poems.

In addition, students may research a poet’s life history which may give some insight in how that poet developed and wrote poetry.

Special Needs
In order to modify this lesson for students with special needs, many variations can be provided. For instance, a student who is deaf may benefit from a poetry packet that has picture cards that will communicate what is expected. Also, provided information in Braille may assist students in understanding the project. Teachers may need to familiarize themselves with the Microsoft program called the On-screen Keyboard which gives accessibility to type using a pointing device or joystick if using a traditional keyboard is not possible.

The final poetry project can be adapted for those who may not be able to use or have extreme difficulty using a computer. For example, students can produce a complete oral presentation in which they recite their favorite poetry and responses to the class. Perhaps students would like to perform a piece of poetry in a dramatic performance, such as a dance, song, or theatre like act.

Furthermore, the time period of this project may be adapted for longer portions or the expectations could be shortened. Instead of completing 5 poem responses and creating 3 poems, students may be asked to respond to 2 or 3 poems and create only 1 poem themselves. Students could be allowed to complete this project during other instructional time or work with a peer buddy to create a project together.

Tiffany Crabtree and Melissa Maxwell

Rubric for Poetry Project

Poetry packet: based on completion (20 points)

PowerPoint Presentation:
-First slide: name, date, creativity (5 points)
-Second slide- Sixth slide: five responses to their five favorite poems read (25 points)
-Seventh slide-Ninth slide: 3 poems created (15 points)
-Vocabulary: descriptive language, word choice, similes, metaphors are used in poems created (10 points)
-Overall appearance: each slide is neat and organized; images are colorful (10 points)
-Effort/Attitude: Does this project show a significant amount of work? Do your poems express who you are and what you are interested in? Throughout this project, were you actively engaged and considerate of others and resources provided? (15 points)

Total: 100 points