EDU 5170

Educational Technology I
Lesson Plan Integrating Technology & Pedagogy Directions and Outline
Emma Kelly

November 23, 2015

Standards:
Content:
CCSS.ELA-LITERACY.W.7.2.D || Use precise language and domain-specific vocabulary to
inform about or explain the topic.
CCSS.ELA-LITERACY.W.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.
Technology:
ISTE.1.A. || Apply existing knowledge to generate new ideas, products, or processes.
ISTE.2.A || Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media.
ISTE.6.A || Understand and use technology systems.
Lesson Objective(s): Students will
Content:

Identify the differences between concrete, acrostic, diamante, and haiku poems.
Apply their understanding of the definition of the poems in their own work
Demonstrate their knowledge learned in previous classes to follow directions
Collaborate with peers in order to prove their understanding of a concrete, acrostic,
diamante poem.

Technology:

Navigate through several websites and finish with a final product to submit for a grade
Use online resources to re-establish their understanding of a poem

http://www.corestandards.org/ELA-Literacy/W/7/
Introduce the Learning Activity:
A. Content:
a. The students will be made aware that the lesson will focus around review of
different kinds of poems.
b. After one week of discussing poetry, the students should be able to call out to the
teacher the definitions of a concrete, acrostic, diamante, and haiku.
B. Technology:

a. To help the students relax, it should be known that today will focus on review of
information they already know.
b. On their individual computers, students should open the teachers resource page,
their school email, and google docs.
Provide Information:
A. Content:
a. The class will verbally recall how to define each of the following poems:
concrete, acrostic, diamante, haiku.
b. Students should form groups of two to work together.
B. Technology:
a. On the teachers resource page, the websites needed to the lesson will be
provided.
b. The websites provided also review the different kinds of poems and can be used
to remind the students what kind of poems we will be working on.
Provide Practice:
A. Content:
a. The class will start with the use of concrete poems. The word itself can give hints
as to the poem should physically look like. The connection between the name of
the poem and how the poem will look should be emphasized.
b. Next, we will look at diamante poems. Again, there should be an emphasis on the
word in order to recall the definition.
c. Then, still in groups, students will discuss what a haiku poem is and what makes
those poems more difficult than the other poems we have just went over. Using
the topics provided, students will write their own haiku.
d. All written work will be submitted for grading.
B. Technology
a. When completing the following tasks on the various websites, students will be
using Google docs document that has been shared with them through email in
order to sign-up for a poem topic.
b. First focusing on concrete poems, we will use the following website. This poem
will introduce the students into working on a physical form of a poem
i. http://www.wild-about-woods.org.uk/elearning/concretepoetry/main.swf
c. Second, the class discussion will turn to acrostic poems. After doing some word
association of what acrostic reminds the class, they will find the link on my
resource page that is under acrostic poems:
i. http://www.readwritethink.org/files/resources/interactives/acrostic/
ii. Students will save their work and email their completed poem to the
teacher.
d. Next, the focus will turn to diamante poems. After discussing what that type of
poem physically looks like, student will go onto the following website:
i. http://www.readwritethink.org/files/resources/interactives/diamante_poem
s_2/
ii. Students will save their work and email their completed poem to the
teacher.

e. Lastly, the focus will turn to haikus and their special formatting. The students will
choose a topic for their group on google docs and use the following website to
write their own poem. They will choose the write your own poem option on the
website or any of the already provided important speeches:
i. http://www.readwritethink.org/files/resources/interactives/Word_Mover/
ii. Students will save their work and email their completed poem to the
teacher.
f. Extra credit:
i. http://www-tc.pbs.org/independentlens/offthecharts/karaoke.swf
ii. Students will use the website above (and on my resource page) to write a
song-poem about their favorite memory. They have the option to record
themselves, but they must be willing to share it with the class.
Provide Knowledge of Results
A. Content:
a. When reviewing the types of poems, the class can verbally call out what they
remember to be the definition of the poem. I will verbally tell them whether our
discussion of the different types of poetry are correct or not.
B. Technology:
a. After completing each of the poems on the different websites, students must save
their work to their desktop with the following name : poem_type of poem_last
names.
b. All of the poems will be completed in groups and students must send all the
poems through email before they leave class.
c. Student will also have the opportunity to read their poems to the class.
Review the Activity:
A. Content:
a. When the lesson is almost complete, the students will have the verbal opportunity
one more time to explain what a concrete, an acrostic, a diamante, and a haiku
consists of.
B. Technology:
a. The websites are available on my resource page, therefore the students will be
able to go back and assess the websites if they are unsure about the specific poem.
b. In addition, the students will have the google docs to choose a different topic for
their poem if they are not satisfied with their topic.
c. Students should also have time to share their poems with the other groups.
Method of Assessment:
-

In both Content and Technology, the students will be assessed on their completion of each
of the types of poem: concrete, acrostic, diamante, and haiku.
Students must complete each poem, in groups or by themselves, and send it to the teacher
through email.
Each student or group must also sign up for a topic to write about in the Google Docs.
Students will only be graded on participation because this lesson was meant to be review.