Today's Lesson
Digital Poetry Final Assignment
Over approximately one week, Andrea Lefebvre's grade six literacy class within her first year practicum explored the many different types of poetry, studied the variety of elements that coincide with them, as well as researched famous poets - including some of our favourite songwriters who we now understand to also be poets!
As a result, they came to the conclusion that poetry surrounds us and is extremely interesting and useful. It is a way to bring forth rhythm with aestheticism to our writing in an entertaining and engaging way. In fact, without it, we would not have the inspirational quotes and phrases we do, nor the songs, art, and many other forms of media we enjoy today!
Andrea decided to create an assignment that used what they learned about poetry to become a poet and an artist through the creation of our very own digital poems!
Using the following nine (9) options within the “tic-tac-toe” board found below, students were asked to choose three (3)(or more!) options (these do not have to be in a row). With each option, students must have:
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selected an interesting centre their poem around;
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creatively developed an original poem associated with that theme; and
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showcased their poem in a unique way (using the options listed beneath the assignment board).
NOTE: At least one (1) of these poems must have been presented digitally (i.e., via a technological method, such as in the form of a slideshow, video, podcast, blog webpage, or another method approved by the teacher). However, students were more than welcome to incorporate a digital element into all three poems - in fact, it was encouraged!
“Tic-Tac-Toe” Assignment Board (Pick 3)
Artistic Representations
(Ways to Showcase Your Poems)
Digital (* At least one (1) must be digital)
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Make a video
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Make a slideshow
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Make a podcast
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Make a blog webpage
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Other (* please have this approved by teacher)
Non-digital
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Take a photo
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Draw a photo
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Make a painting
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Make a sculpture
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Write a song
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Choreograph a dance
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Act it out
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Put together a bristol board
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Other (* please have this approved by Ms. Lefebvre)
This was their chance to be creative! What separates a level 3 from a level 4 is novelty, originality, and uniqueness! Do not simply write a poem and/or select a way to showcase your poem at random. Rather, carefully select an appropriate theme and artistic representation that makes the reader/intended audience feel an emotion (or many emotions!), inquire/question something, etc. The rubric with further details for this assignment can be found below.
Students were asked to be prepared to present at least one (1) of their poems (and associative artistic representations) at our Slam Poetry Cafe in two weeks thereafter providing working class blocks.
Universal Design for Learning
Universal Design for Learning (UDL) is a form of pedagogy that advocates for an equable learning experience. It is developed from three main principles: presentation, action and expression and engagement. Each principal is a key factor in the students’ development within the classroom. Presentation pertains to the idea of providing multiple points of entry when introducing the content. Presenting various media, graphics, and animations to show the concept being taught is one step in enhancing student knowledge and understanding. Action and expression refer to multiple options of expressing student understanding and access to different entry and exit points. Finally, engagement combines both principals by giving students a choice to fuel their interest while securing the learning goal and keeping a standard for a challenge(Morin, 2019).
UDL keeps learning accessible and reduces stigma. It allows students to integrate their background, strengths, and needs while building a community of support and challenge. In this lesson, students will have the option to select their artistic representation in correspondence to the various poetry forms. This lesson complements the UDL principles by implementing student agency and giving them the liberty to create a theme that pertains to their interest. Moreover, students are encouraged to be creative and are informed that the best work requires novelty, originality, and uniqueness (Lefebvre, 2017)!
“Universal Design is not just a technique for special education; rather it is a technique to enhance the learning of all students.”
(Turnbull, Turnbull, Shank, Smith, & Leal, 2002, p. 92)
