Remote teaching has become a necessary part of the education system across the country, considering that COVID has taken our students out of the classroom. This remote lesson has been designed to involve both synchronous and asynchronous learning of 4 different types of poetry. This involves discussing poetry, watching videos, and class discussion to measure understanding. At the end of the week, students will create a poem to demonstrate their understanding of poetry and how it is written, as well as doing a written analysis of a poem, asynchronously on Day 4.
I wrote this lesson based on the idea of flipped learning from Module 6, which created opportunities for students to learn the material outside of "class" and provides students with the opportunity to discuss the material to promote higher levels of thinking and involvement. There is also a varied number of ways for students to contribute to class discussion including Zoom, Flipgrid, Jamboard, and Parlay. these platforms provide opportunities to speak publicly, or share privately depending on the comfortability of the students and their confidence in the topic.
I applied my Personal Technology Framework very differently than I have in the past. While yes, it is being used to provide students with resources, it also must be the main medium through which my students communicate, meaning that the variation in tools for one lesson is much different than it is for a lesson in person. Online, you want to keep students' interests, especially on days where you can't be with them in person.
Outline for Remote Lesson
· Introduction
Poetry: Creation and Meaning
One Week in total (about 90 minutes a day for synchronous, 45 minutes a day for asynchronous)
Learner objectives
Students will understand that poetry can be interpreted in numerous ways
Students will understand that the interpretation of a poem is dependent on the reader.
Students will know how to identify haikus, free verse, limericks, and sonnets.
Students will know how to identify different literary devices in poetry.
Students will be able to write their own poetry.
Students will be able to interpret poetry.
Students will be able to provide feedback on poetry.
Students will be able to express their ideas through a digital platform.
Connection
Students will be able to connect utilizing discussion boards like Parlay and Flipgrid. Flipgrid will primarily be used for asynchronous learning and allows students to allow for discussion, but also to allow students to see each other. Parlay will be used for group discussion during synchronous days. I will also be completing examples as well, showing my students I am participating with them.
Focus activity
Students will be able to create products based on what they are learning, providing real, tangible involvement to create products they are proud of.
Content Time
How will you incorporate synchronous and asynchronous activities?
Synchronous activities include Parlay discussions, poetic analysis, and sharing of products, as well as a review. These discussions are meant to allow students to demonstrate what they learned at home, and focus on building concrete examples to work on higher levels of thinking.
Asynchronous activities include flipgrid discussions, as well as online learning activities through Socrative, Google class, and Videos.
Closing Out
Students will create a poem and present it on Zoom, synchronously, and evaluate their peers using Parlay.
Reminders, Deadlines, and information
At the beginning of each lesson, as well as on the course page, there will be reminders about deadlines, and resources for contact in case help and clarification is needed.
Day 1- Synchronous
This day is a synchronous introduction to the poetry unit and discusses basic forms of poetry that students will be investigating asynchronously in the upcoming week and then discussing in person.
(5 minutes) As a class, we will watch the below video to review literary devices that were previously covered this year.
(15 minutes) Students will then complete a Kahoot to gauge their amount of recall and understanding of the literary devices covered in the video
(13 minutes) Students will watch the video below, submitting questions or thoughts through Padlet.
(10 minutes) The teacher will then run through the Padlet addressing questions and comments.
(30 minutes) As a class, utilizing Zoom's whiteboard feature, the class will mark and analyze Shakespeare's "Sonnet 1." Marking stressed and unstressed places, rhyme scheme, and literary devices
From fairest creatures we desire increase,
That thereby beauty’s rose might never die,
But as the riper should by time decease,
His tender heir might bear his memory;
But thou, contracted to thine own bright eyes,
Feed’st thy light’s flame with self-substantial fuel,
Making a famine where abundance lies,
Thyself thy foe, to thy sweet self too cruel.
Thou that art now the world’s fresh ornament
And only herald to the gaudy spring
Within thine own bud buriest thy content,
And, tender churl, mak’st waste in niggarding.
Pity the world, or else this glutton be,
To eat the world’s due, by the grave and thee.
Poem provided by StageMilk
(10 minutes) Students will then have 10 minutes to anonymously construct 1 line of iambic pentameter.
(7 minutes) The teacher will random select several lines and together the class will scan the poems to see if they fit the format.
Day 2 Asynchronous
On this day, students will learn about concrete, limerick, and free verse poetry, asynchronously, utilizing socrative to take a quiz after they complete watching several videos.
( 5 Minutes) Students will watch the video below to learn more about what exactly poetry is
(5 minutes) Students will then post on Jamboard their definition of poetry as well as their thoughts to the video and peers responses.
(3 minutes) Students will then watch the video below to develop an understanding of limericks
(20 minutes) Students will then write their own limericks and read them aloud using flipgrid, providing feedback on their peers poems.
(2 minutes) Students will then watch the video below to learn about free verse poetry
(6 minutes) Students will then watch the video below on haikus
(15 minutes) Students will then write their own haikus and read it aloud on flipgrid, providing feedback on their peers videos as well.
Day 3 Synchronous
(15 minutes) Using Parlay and Zoom, students will have a discussion on what poetry means to them, and what they have learned through writing their own poetry so far.
(70 minutes) As a class, utilizing Zoom's whiteboard feature, we will analyze the free verse poems listed below.
A Dream Within a Dream
Take this kiss upon the brow!
And, in parting from you now,
Thus much let me avow —
You are not wrong, who deem
That my days have been a dream;
Yet if hope has flown away
In a night, or in a day,
In a vision, or in none,
Is it therefore the less gone?
All that we see or seem
Is but a dream within a dream.
I stand amid the roar
Of a surf-tormented shore,
And I hold within my hand
Grains of the golden sand —
How few! yet how they creep
Through my fingers to the deep,
While I weep — while I weep!
O God! Can I not grasp
Them with a tighter clasp?
O God! can I not save
One from the pitiless wave?
Is all that we see or seem
But a dream within a dream?
Eating Poetry
Launch Audio in a New Window
BY MARK STRAND
Ink runs from the corners of my mouth.
There is no happiness like mine.
I have been eating poetry.
The librarian does not believe what she sees.
Her eyes are sad
and she walks with her hands in her dress.
The poems are gone.
The light is dim.
The dogs are on the basement stairs and coming up.
Their eyeballs roll,
their blond legs burn like brush.
The poor librarian begins to stamp her feet and weep.
She does not understand.
When I get on my knees and lick her hand,
she screams.
I am a new man.
I snarl at her and bark.
I romp with joy in the bookish dark.
Both poems provided by Poetry Foundation
(5 Minutes) Students will summarize the analysis and write what they took away from the lesson on the class Jamboard
Day 4
Students will be expected to analyze the following poem by itself, with a 5 paragraph write-up of their findings and evaluation, submitted through Canvas. Students will also submit a screenshot of their annotated poem.
Miracles by Walt Whitman
Why, who makes much of a miracle?
As to me I know of nothing else but miracles,
Whether I walk the streets of Manhattan,
Or dart my sight over the roofs of houses toward the sky,
Or wade with naked feet along the beach just in the edge of the water,
Or stand under trees in the woods,
Or talk by day with any one I love, or sleep in the bed at night with any one I love,
Or sit at table at dinner with the rest,
Or look at strangers opposite me riding in the car,
Or watch honey-bees busy around the hive of a summer forenoon,
Or animals feeding in the fields,
Or birds, or the wonderfulness of insects in the air,
Or the wonderfulness of the sundown, or of stars shining so quiet and bright,
Or the exquisite delicate thin curve of the new moon in spring;
These with the rest, one and all, are to me miracles,
The whole referring, yet each distinct and in its place.
To me every hour of the light and dark is a miracle,
Every cubic inch of space is a miracle,
Every square yard of the surface of the earth is spread with the same,
Every foot of the interior swarms with the same.
To me the sea is a continual miracle,
The fishes that swim—the rocks—the motion of the waves—the
ships with men in them,
What stranger miracles are there?
Poems provided by Poets.org
Day 5- Synchronous
(10 minutes) Students will utilize Jamboard to list what they have learned about Haikus, Sonnets, Free Verse, and Limericks.
(5 minutes) Students will be asked to select their favorite form of poetry and write their own poem.
(50 minutes) Students will have 50 minutes to write a poem of their own choosing.
(25 minutes) Students will have the remainder of class to share their poem aloud, using parlay to evaluate their peers.
View the hyperdoc below to see what students receive!
Poetry: Creation and Meaning
Engage
Day 1: https://www.youtube.com/watch?v=nkRC4DZF-_U&list=PLi-M55ROtoW5reHkxwGa35mJPdKB_nDy-
Day 2: https://www.youtube.com/watch?v=JwhouCNq-Fc
Explore
Day 1:https://www.youtube.com/watch?v=bDpW1sHrBaU
Day 2:https://www.youtube.com/watch?v=PSIOkHuj0EU
https://www.youtube.com/watch?v=GnlwOn94uJs
https://www.youtube.com/watch?v=l85JG9GmGoQ
Day 3: https://www.masterclass.com/articles/how-to-analyze-poetry
Day 4:https://www.masterclass.com/articles/how-to-analyze-poetry
Explain
During this week, you will be exploring Haikus, Limericks, Free Verse Poems, and Sonnets. It's your job to complete the asynchronous activities, discuss the information online, and to eventually demonstrate your understanding of poetry through written analysis and the creation of your own poem, following one of the forms that we explore this week.
Apply
Your written analysis will be done asynchronously on Day 4. You will be given a poem to analyze, utilizing the skills you learned this week, and, if needed, access to a document discussing poetic analysis, and myself, who will be available through our class zoom link.
Your poem will be created on Day 5, while you still have access to the videos about the different poetic forms. I will also be available for feedback, before you read the poem aloud for the class.
Share
This week is heavily reliant on class discussions through several platforms, including Flipgrid, Parlay, Padlet, and Jamboard. You will be sharing your projects, created throughout this unit using Flipgrid, and will be expected to give feedback on your peers work.
Reflect
I will be available for feedback and reflection everyday during our class period, but also during lunch hour Tuesday and Thursday. Your peers will be actively reflecting on your products as well.
Extend
For better understanding, check out the sources below.