Embedded Files
Shawni Taylor
Grade 5- Poetry Unit with Technology Integration
Anticipated start date: 12/5
Promotional Video Link: https://www.canva.com/design/DAG62p_MbUc/EO7khZxOW6fBizNdg_2sig/view?utm_content=DAG62p_MbUc&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h356976be68
Student Evidence Link:
*Will be uploaded 12/12
Quick Look:
Students use an AI generator to create an image to match their own poems.
Scenario:
During the month of December, our district’s fifth grade planned to integrate poetry into our literacy block. As we know, the month of December is busy and keeping students engaged should be at the forefront of planning. This scenario integrates our literacy curriculum with technology by having students use technology in various ways to both practice and ultimately create their own image to match their own written poem. For planning purposes, first, teachers must introduce poetry along with various poetry elements. Teachers will guide students to discover the various elements of poetry that reveal deeper themes throughout poems. Once students are familiar with poetry elements, teachers will introduce the idea that illustrations are inspired by the words and use the link,https://codecombat.com/ai/play/hour-of-ai to have students practice using key words and themes in a poem to best create the image that matches the text. This Hour of AI link is the stepping stone into the final culminating activity, where students will not only write their own poem , but then use generative AI, such as Chat GPT to make an image to match their poems. During this process of creating images, students will need direction to use specific prompts using key words, phrases, or themes from their poems to best create an image that matches.
ISTE Student Standards:
1.2. Digital Citizen: Students recognize the responsibilities and opportunities for contributing to their digital communities.
1.3. Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.
1.6. Creative Communicator: Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals.
1.6.b. Create original works or responsibly repurpose or remix digital resources into new creations.
1.6.c. Use digital tools to visually communicate complex ideas to others.
1.6.d. Publish or present content that customizes the message and medium for their intended audiences.
ISTE Teacher Standards:
2.1 Learner:
2.1.c. Stay current with research that supports improved student learning outcomes, including findings from the learning sciences.
2.2 Leader:
2.2.b. Advocate for equitable access to technology, high-quality digital content, and learning opportunities to meet the diverse needs of all students. 2.2.c. Model for colleagues the identification, experimentation, evaluation, curation and adoption of new digital resources and tools for learning.
2.3 Citizen:
2.3.c. Mentor students in safe, legal, and ethical practices with digital tools and content.
2.4 Collaborator:
2.4.a. Dedicate planning time to collaborate with colleagues to create authentic learning experiences that leverage technology. 2.4.b. Collaborate and co-learn with students to discover and use new digital resources and diagnose and troubleshoot technology issues
2.5 Designer:
2.5.b. Educators design authentic learning activities that incorporate technology to advance student outcomes and develop opportunities for students to apply their knowledge.
2.6 Facilitator:
2.6.b. Manage the use of technology and student learning strategies in digital platforms, virtual environments, hands-on makerspaces or in the field.
2.6.c. Create learning opportunities that challenge students to use a design process and/or computational thinking to innovate and solve problems.
2.6.d. Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.
Common Core Standards:
Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Determine the meaning of words and phrases as they are used in a text, including figurative language such as metaphors and similes.
Analyze how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem).
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, at the high end of the grades 4-5 text complexity band independently and proficiently.
Reflection:
Though my students will not be completed with this project during the duration of this course, it is important to consider the impact on student learning educators have when we thoughtfully create learning opportunities with embedded technology. I believe this scenario would reach the Redefining part of the SAMR model as students are not only creating a poem, but then thinking about the theme and creating an image that matches using AI by typing in specific prompts to get the desired image. Even by just changing a few words in prompts, students could end up with various images for their poem. Students are curious about AI and it is our responsibility to show them innovative ways we can incorporate into our learning.
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