Poetry

Contributing Teacher(s):Andrea Jackson
Resources:examples of poetry, rubric, word document, highlighters, e-mail accounts.

Content:
􀀳 0801.8.14 Identify sound devices (e.g., alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, repetition) and figurative language (e.g., metaphor, simile), and other conventions of verse in poetry (e.g., limerick, lyric, narrative, haiku) and explain how these contribute to the poem’s meaning and to the poem’s effect.

ISTE Technology:

 * **1.** || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * || || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. || ||


 * **2.** || **Communication and Collaboration** ||
 * || Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * || || a. || interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media || ||

===Introduction/Problem: Teacher will review poetic devices including alliteration, onomatopoeia, rhyme scheme,assonance, internal rhyme, slant rhyme, and repetition. Students will locate examples of each in examples of poetry. Students will then create an original piece of poetry including: alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, and repetition. Students will share their poetry and create a key differentiating between the poetic devices.===

===Procedures: Students will first identify: alliteration, onomatopoeia, rhyme scheme,assonance, internal rhyme, slant rhyme, and repetition in examples of poetry provided by teachers. Students will then create an original poem using=== ===alliteration, onomatopoeia, rhyme scheme,assonance, internal rhyme, slant rhyme, and repetition. Students will e-mail their poetry to another student to create a key identifying each of the poetic devices.===

Assessment/Rubric:

 * || 50 points || 25 points || 10 points || 0 points ||
 * Poem || Students have created a poem with a purpose, using: alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, and repetition. || Students have created a poem using 5 of the seven poetic devices. || Students have created a poem using 3 poetic devices. || Students have created a poem using less than 3 poetic devices. ||
 * Key || Students have correctly identified poetic devices in their partner’s work and created a key differentiating between :alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, and repetition. || Students have correctly identified poetic devices in their partner’s work and created a key differentiating between 5 of the 7 poetic devices :alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, and repetition. || Students have correctly identified poetic devices in their partner’s work and created a key differentiating between 3 of the 7:alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, and repetition. || Students have not correctly identified poetic devices in their partner’s work and created a key differentiating between :alliteration, onomatopoeia, rhyme scheme, assonance, internal rhyme, slant rhyme, and repetition. ||